Clinical educators' perspectives on physical activity and exercise prescription in clinical education for physiotherapy: A qualitative study.

Abstract

Background: Physical activity (PA) promotion and exercise prescription (EP) are crucial core competencies in addressing the growing burden of non-communicable diseases. However, the extent to which these competencies are taught and implemented in clinical education for physiotherapy remains unclear within the South African context.

Objectives: To explore clinical educators' perceptions regarding PA and EP in clinical education for physiotherapy at a local university in the Western Cape, South Africa.

Method: A qualitative exploratory descriptive design was employed. Eleven clinical educators participated in two focus group discussions.

Results: Participants had an average of 15 years of clinical experience. More women (73%, n = 8/11) participated. Thematic analysis revealed three principal themes: (1) Professional identity and patient empowerment, (2) knowledge translation challenges: bridging theory and practice and (3) time and resource constraints - identifying practical constraints that impact teaching and implementation. Participants expressed their profession's responsibility in promoting PA and prescribing exercises across all clinical settings. They identified challenges in clinical practice, knowledge translation gaps and the need for strengthened professional development.

Conclusion: The complex interplay between educational theory, clinical practice constraints and the evolving role of physiotherapists in public health are highlighted. A multi-faceted approach that considers educational reform and healthcare system constraints, while maintaining a focus on improving patient outcomes through promoting PA and exercise, is recommended.

Clinical implications: Emphasis on preparing physiotherapy students to effectively educate and empower patients for independent health management is recommended and could impact population health outcomes in resource-limited settings in which the ongoing professional supervision of exercise programmes is often not feasible.