Physical Therapists' Perceptions of Preparedness to Engage in Culturally Competent Practice Upon Graduation: A Qualitative Research Study

Abstract

Introduction: Entry-level Doctor of Physical Therapy (DPT) graduates are not demographically diverse compared with the population of the United States. The curriculum must provide depth, breadth, and opportunity to develop culturally competent providers. The purpose of this qualitative study was to examine perceptions of novice/advanced beginner and experienced physical therapists (PTs) as to how well prepared they felt by their PT education to act as culturally competent providers and compare methods of cultural competence education received. Findings can inform whether cultural competence curriculum standards in PT education are viewed as effective or if changes to curriculum may be needed.

Review of literature: Research has highlighted measured or perceived changes in perceptions, attitudes, and behaviors of cultural competence with clinical exposure and experience for PT students. Studies that examine or compare practicing PT perceptions of the effectiveness of entry-level cultural competence education are limited, as is evidence supporting specific cultural competence curriculum methodology.

Subjects: Thirteen licensed PTs participated in the study.

Methods: In this phenomenological qualitative study, subjects participated in semi-structured interviews. Data were coded and analyzed using a constant comparative approach.

Results: Three themes emerged: 1) clinical practice and life experiences had greater influence on perceptions of preparedness, 2) suggestions to improve cultural competence curriculum, and 3) experiential learning was valued and contributed to culturally competent practice.

Discussion and conclusion: Entry-level DPT programs may consider exposing students to diverse patient populations through diverse clinical rotation opportunities, community outreach, and interactive learning early in the curriculum. Incorporating student experiences with different social, cultural, or ethnic groups may promote a greater perceived value of cultural competence curriculum and improve PTs' perceptions of preparedness to practice culturally competent care. Programs may also examine the direct and indirect influence clinical instructors have on developing DPT students' cultural competence during clinical rotations.