Physical therapist assistant studentsÕ perceptions of impact after a one monthÊinternational service learning experience in Kenya.

Purpose: International service learning (ISL) is a tool to assist faculty in physical therapy educational programs to address the concerns of educating globally minded health care practitioners and develop cultural competence for entry level practice. Studies have found immediate benefits of short 1-2 week ISL experiences in PT students improved participants ability to apply/modifyÊ professional knowledge, problem solve, think critically, and assist professional role formation, career development, cultural readiness, and collaboration. No literature existsÊdescribing benefits of ISLÊon Physical Therapist Assistant students.ÊThe purpose of this study was to explore physical therapist assistant studentsÕ perceptions of impact after a one month international service learning experience in Kenya. ÊMethods/Description: This was a phenomenological qualitative study on participants that had spent one month in Kenya, Africa during an international service learning experience as students in a PTA Program. The studyÊused retrospective written course assignments and prospective data from interviewsÊ2 years after the trip.ÊA systematic review of the written data using the constant comparative method was done with main themes and concepts generated. ÊResults/Outcomes: Students reported immediate impactÊincluding improved self confidence, recognition of self value, ability to conquer fears,Êdiscovery of leadership skills, improvedÊadaptability, critical thinking,Êacknowledgement of cultural differences,Êand ability to work within cultural differences.ÊLong term perceptions of impact wereÊidentified including a continued sense of empowerment,Êsuccessful application of cultural experiences in all aspects of life and changes in life perspective.ÊCourage to take risks, engagement, and reflection were three factorsÊidentified that affectedÊgrowth the participantsÕ perceived. A conceptual framework illustrating theÊprocess and key factorsÊof growth inÊISL was developed. ÊConclusions/Relevance to the conference theme: Shaping the Future of Physical Therapy Education: The immediate impact of ISLÊon PTAsÊwas similiar toÊphysical therapy and nursing literature for promotionÊ of Êgrowth professionally, personally and culturally.ÊThis type of experience appears to promote Values-Based Behaviors for the PTA (altruism, caring and compassion, duty, integrity, PT/PTA collaboration, responsibility and social responsibility). This study also identified long term effects of ISL onÊparticipants to include empowerment, change in life perspective and continued integration of cultural knowledge. Three factors were identified that were essential in promoting growth of these participants-courage, engagement and reflection. It is the first study in the physical therapy profession to describe perceptions of the impact of ISL on PTA students. The ÑConceptual model may assist PTA program faculty in developing effective ISL experiences and Ñgive academic institutions that are considering an ISL experience for students the potential benefits and key factors needed for successful personal, professional and cultural growth.References: 1.Amerson R. The Influence of International Service-Learning on Transcultural Self-Efficacy in Baccalaureate Nursing Graduates and their Subsequent Practice.Ê International Journal of Teaching and Learning in Higher Education. 2012;24:1:6-15. 2.Bentley R, Ellison K. Increasing Cultural CompetencyÊ in Nursing through International Service-Learning Experiences. Nurse Educator. .2007;32:5:207-2011. 3.Hayward L, Charrette A. Integrating Cultural Competence and Core Values:Ê An International Service-Learning Model. .Ê J Phys Ther Educ. 2012;26:1:78-89. 4.Kollar S, Ailinger R. International Clinical Experiences: Long term Impact on Students. Nurse Educator. 2002;27:1:28-31. 5.C, Thompson M. International Service-Learning and Other International VolunteerÊ Service in Physical Therapist Education Programs in the United States and Canada: An Exploratory Study. J Phys Ther Educ. 2009;23:1:71-79. 6.Sawyer K, Lopopolo R. Perceived Impact on Physical Therapist Students of an International Pro Bono Clinical Education Experience in a Developing Country. J Phys Ther Educ. 2004;18:2:40-47. 7.Wilk N. Nursing studentsÕ cultural immersion in Kenya:ÊÊ A case study.Ê J of Nurs Educ and Prac. 2013;3:5:39-44., 8.Main M, et al. Nursing Student Voices: Reflections on an International Service Learning Experience. ÊKentucky Nurse. 2013; January, February, March. 9.Green S et al. Exploring the Value of an International Service-Learning Experience in Honduras. ÊNurs Educ Research. 2011;32:5:302-307. 10.Peiying N, et al. International Placements increase the cultural sensitivity and competency of professional health students: A Quantitative and Qualitative Study.Ê J Phys Ther Educ. 2012;26:1: 61-68. 11.St. Clair A, McKenry L. Preparing Cultural Competent Practioners.Ê J of Nurs Educ. 1999;38:5:228-234

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  • Control #: 1995518
  • Type: Platform
  • Event/Year: ELC2014
  • Authors: Jamie Duley
  • Keywords:

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