Writing for the role: A qualitative exploration of new graduate physiotherapists' transition to practice of clinical documentation.

INTRODUCTION: Clinical documentation is an integral component of effective physiotherapy practice. Minimal research has explored how new graduate physiotherapists transition to practice of documentation. OBJECTIVE: To understand new graduate physiotherapists' experiences and support needs for transitioning into this professional role, from the perspectives of new graduates and clinical supervisors. METHODS: This study utilized the qualitative methodology of reflexive thematic analysis, situated within a critical realist framework and informed by Duchscher's stages of transition theory. Semi-structured interviews of 16 new graduate physiotherapists (less than two years post-graduation) and seven clinical supervisors (of new graduate physiotherapists) were subjected to inductive analysis, where codes were organized into themes and subthemes. RESULTS: Three overarching themes were generated with associated subthemes. Variable preparedness for documentation identified that new graduates were equipped with the basics of documentation, yet challenged by unfamiliarity and complexity. Documentation practices evolve over time outlined experiences of new graduates developing a "written voice" and improving documentation efficiency. Workplace support is necessary irrespective of preparedness, discusses: i) opportunities to practice, reflect and refine skills, ii) protected time for documentation, and iii) access to templates and examples. CONCLUSION: New graduate physiotherapists enter the workforce with variable levels of preparedness for clinical documentation, and may experience challenges when facing unfamiliar contexts and clinical complexity. Understanding expectations and engaging in opportunities to improve documentation skills were perceived as beneficial for enhancing new graduate practice of clinical documentation across workplace settings. Implications for workplace support to promote safe and effective practice of documentation are discussed.

Exploring the workplace and workforce intentions of early career physiotherapists in Australia.

BACKGROUND: Previous research has indicated significant concerns regarding attrition of early career physiotherapists in Australia. Despite the importance of retaining skilled and experienced professionals within the profession, the workplace and workforce intentions of early career physiotherapists remain relatively unexplored. PURPOSE: The aim of this study was to investigate and explore factors influencing the workplace and workforce intentions of early career physiotherapists in Australia. METHODS: The Turnover Intention Theory was used to guide a whole-of-person qualitative exploration through semi-structured interviews with 14 participants. Transcribed interview data was subjected to reflexive thematic analysis. RESULTS: Four themes were generated, constructed as questions to represent participants' temporary holding of intentions: 1) What drives me?; 2) Do my expectations align?; 3) Do my values align?; and 4) What does the future hold? CONCLUSION: Early career physiotherapists' perspectives encompass diverse and varied experiences that reflect an alignment, or in some cases a misalignment, of the expectations, values and resulting practices of becoming and being a physiotherapist. Early career physiotherapists experience a range of challenges within their workplaces, including significant experiences of stress, yet they express an underlying commitment to the wider profession.

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.