An online fitness to practise specific module alters physiotherapy students’ health knowledge, perceptions and intentions

Abstract

Health professional students experience fitness to practise (FTP) issues but commonly do not seek help. Strategies to support students’ FTP in preparation for clinical placement are warranted. This article adds further insights into curriculum to support students’ FTP. The purpose of the study was to gain insight into students’ perception, levels of confidence, knowledge, understanding and help-seeking intentions regarding FTP issues and their supports. Year 3 and 4 Bachelor of Physiotherapy students provided open-ended responses regarding the impact of undertaking an education module to increase their awareness of FTP issues and associated support systems. After completing the module, students were more confident to define FTP, able to identify support systems and more likely to seek help for FTP issues. They were less likely to self-manage FTP issues although this was not statistically significant. After viewing the curriculum students increased their awareness of where to seek help from 52/68 (77%) to 50/50 (100%). Students also increased their understanding of what to do if a peer had an FTP issue from 31/68 (45%) to 46/50 (92%). The factors that both facilitate and discourage help-seeking behaviour were discussed. An FTP specific module altered students’ perceptions, levels of confidence, knowledge and understanding regarding FTP issues. It also increased students’ intentions to seek help. Strategies to support students’ FTP issues were described with discussion of strategies to improve the FTP specific module. Lo, K., Cracknell, A., Hopmans, R., & Maloney, S. (2018). An online fitness to practise specific module alters physiotherapy students’ health knowledge, perceptions and intentions. New Zealand Journal of Physiotherapy 46(2): 79-87. doi:10.15619/NZJP/46.2.05