{"title":"Development and Implementation of a Self-Care Plan for an Undergraduate Physiotherapy Curriculum in Switzerland: A Survey Study.","authors":"Simone Zingg, Jorina Janssens, Irene Koenig, Patricia Wassmer, Angela Blasimann, Slavko Rogan","doi":"10.1177/23821205251374552","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>Mental health, including well-being, coping strategies, and resilience, is a crucial aspect of overall wellness. In higher healthcare education, students' mental well-being poses challenges for both learners and educators. While self-care is often emphasized in patient care during daily clinical practice, students' own self-care needs are frequently overlooked. Incorporating self-care practices into healthcare education has been shown to enhance well-being and reduce burnout. This study aimed to demonstrate the impact of self-care plans on the mental health of undergraduate physiotherapy students.</p><p><strong>Methods: </strong>This quasi-experimental study involved two undergraduate physiotherapy cohorts (n = 192). The intervention consisted of developing and implementing a self-care plan. Both cohorts were instructed on the self-care plan; however, Cohort 1 received the plan after their first clinical placement, while Cohort 2 received it beforehand via an instructional video. A survey assessed self-care, perfectionism, self-doubt, and idealized images of everyday hospital life. Descriptive analyses were conducted for all outcomes, with a binomial test evaluating self-care perceptions and Pearson chi-square tests comparing cohorts and clinical placement timing.</p><p><strong>Results: </strong>Eighty students completed the survey. Students' professional self-image in Cohort 1 became significantly less dependent on treatment success (χ<sup>2</sup> = 10.9, <i>P</i> = .012), and coping with self-doubt improved after the second clinical placement (χ<sup>2</sup> = 14.4, <i>P</i> = .001). After the second and third placement, 86% disagreed that clinical decision-making was difficult (χ<sup>2</sup> = 93.4, <i>P</i> < .001). A significant association was found between Cohort 1 and 2, with substantially more students in Cohort 2 understanding what a self-care plan was (P = .002).</p><p><strong>Conclusion: </strong>Video instructions and information about a self-care plan impacted undergraduate physiotherapy students in some assessed parameters. To ensure effective implementation, enhancing cognitive learning and self-awareness through increased contact hours and more practice sessions seems essential.</p><p><strong>Trial registration: </strong>Study registration number REES: ID: #19600.1v1.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251374552"},"PeriodicalIF":1.6000,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12437181/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Medical Education and Curricular Development","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/23821205251374552","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/1/1 0:00:00","PubModel":"eCollection","JCR":"Q2","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0
Abstract
Background: Mental health, including well-being, coping strategies, and resilience, is a crucial aspect of overall wellness. In higher healthcare education, students' mental well-being poses challenges for both learners and educators. While self-care is often emphasized in patient care during daily clinical practice, students' own self-care needs are frequently overlooked. Incorporating self-care practices into healthcare education has been shown to enhance well-being and reduce burnout. This study aimed to demonstrate the impact of self-care plans on the mental health of undergraduate physiotherapy students.
Methods: This quasi-experimental study involved two undergraduate physiotherapy cohorts (n = 192). The intervention consisted of developing and implementing a self-care plan. Both cohorts were instructed on the self-care plan; however, Cohort 1 received the plan after their first clinical placement, while Cohort 2 received it beforehand via an instructional video. A survey assessed self-care, perfectionism, self-doubt, and idealized images of everyday hospital life. Descriptive analyses were conducted for all outcomes, with a binomial test evaluating self-care perceptions and Pearson chi-square tests comparing cohorts and clinical placement timing.
Results: Eighty students completed the survey. Students' professional self-image in Cohort 1 became significantly less dependent on treatment success (χ2 = 10.9, P = .012), and coping with self-doubt improved after the second clinical placement (χ2 = 14.4, P = .001). After the second and third placement, 86% disagreed that clinical decision-making was difficult (χ2 = 93.4, P < .001). A significant association was found between Cohort 1 and 2, with substantially more students in Cohort 2 understanding what a self-care plan was (P = .002).
Conclusion: Video instructions and information about a self-care plan impacted undergraduate physiotherapy students in some assessed parameters. To ensure effective implementation, enhancing cognitive learning and self-awareness through increased contact hours and more practice sessions seems essential.
Trial registration: Study registration number REES: ID: #19600.1v1.
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