Exploring the workplace mentorship needs of new-graduate physiotherapists: a qualitative study.

BACKGROUND: Mentorship plays an important role in an individuals' transition into the workforce, yet little is known of new-graduates experiences of workplace mentorship. The aim of this study was to explore new-graduate physiotherapists' experiences of mentorship during their transition into professional practice in Australia. BACKGROUND: Mentorship plays an important role in an individuals' transition into the workforce, yet little is known of new-graduates experiences of workplace mentorship. The aim of this study was to explore new-graduate physiotherapists' experiences of mentorship during their transition into professional practice in Australia. METHOD: A qualitative study with an interpretive phenomenological analytical approach was used. Semi-structured interviews of fifteen employed new-graduate physical therapists were undertaken within their first three to six months of clinical practice. RESULTS: Four key themes emerged from the data: 1) Advantages of individualized mentorship; 2) Supporting the needs of professional development through mentorship; 3) Mentorship is valued by new-graduate employees; and 4) Mentorship moderates perceptions of stress and anxiety. CONCLUSIONS: New-graduate physiotherapists perceive workplace mentorship as a critical factor during the transition from student to clinician, which extends to the broader workplace. New-graduates place a strong value on individualized mentorship to support their professional development, which can influence self-perceived stress and anxiety and their perception of the workplace.

An exploration of workplace mentoring preferences of new-graduate physiotherapists within Australian practice.

BACKGROUND AND PURPOSE: The transition from student to physiotherapist involves a steep learning curve typically characterised by stress, anxiety and a lack of confidence in clinical and professional skills. Workplace mentoring is widely used to mediate this transition. The aim of this study was to explore new-graduate physiotherapists' preferences for workplace mentoring and perceived characteristics of effective mentoring to mediate workplace transition. METHODS: A qualitative study with a general inductive thematic approach was used. Semi-structured interviews of 15 employed new-graduate physiotherapists were undertaken within their first 3-6 months of clinical practice. RESULTS: Four themes emerged that were associated with effective mentoring from the new-graduates' perspective: (1) accessibility of mentoring and support, (2) the ideal mentor, (3) individualised to the mentee and (4) desire for self-determination. DISCUSSION AND CONCLUSION: This study is the first to explore new-graduate physiotherapists' preferences for workplace mentoring in their transition into the workplace and clinical practice. It has identified important characteristics of physiotherapists and other clinicians who support the transition of new-graduate physiotherapists into the practice setting. Enhancing workplaces through support for the development of these characteristics can contribute to the effective integration of the newest members of the profession and may enhance their development and retention in practice.