Counseling Function of Academic Coordinators of Clinical Education from Select Physical Therapy Educational Programs.

Abstract

The responsibilities and functions of academic coordinators of clinical education (ACCE) in physical therapy educational programs have recently become more clearly defined. A review of the literature showed, however, that little has been written about the counseling function of the ACCEs. This study describes the counseling function of ACCEs in physical therapy programs in the United States that grant the degree following satisfactory completion of 120 semester credit hous or its equivalent. The research objectives were to describe the respondents': (1) background data, (2) perceptions of their role as counselor, (3) perceptions of their real and ideal counseling function, (4) perceptions about their preparation for counseling, and (5) beliefs about how the role as counselor can be facilitated. The methodology included: (1) making an initial telephone call to potential participants, (2) administering an investigator-designed questionnaire, and (3) making a reminder telephone call to all non-respondents. Response to this study was excellent. Forty-five physical therapy programs of the type studied were identified. Fifty primary or associate ACCEs were in the population; forty-seven of them were available to participate in the study and each responded. Background data related to counseling function have been described. Approximately ninety-eight percent of the respondents indicated that counseling is and should be a part of their role as ACCE. All of the respondents have provided counseling to senior students. All of the ACCEs have provided counseling for: (1) adjustment to the clinical setting, (2) issues related to clinical competency, and (3) issues related to student performance in the clinic. Many ACCEs reported having provided counseling in the faculty office and at the clinical education site as well as for counseling during set appointments and during visits to the clinical education site. Significantly more ACCEs provide counseling in the classroom than think it should be provided there. Significantly fewer ACCEs think that counseling should be provided whenever the ACCE and counselee are available and any time of the day or night than had provided it during these times. Significant differences were found between the real and ideal counseling function of the ACCEs. Fewer ACCEs thought they should provide counseling for the first need listed below while more ACCEs thought they should provide counseling for the last seven needs: (1) financial needs, (2) acquisition of an ethical system, (3) psychosexual adjustment, (4) inordinate psychosexual attachment to patients, (5) fear of transition from student role to therapist role, (6) guilt feelings about negative feelings about some patients, (7) acceptable vocational goal and life purpose, and (8) changes of career goal from physical therapy to another career. Computation of the multiple alpha error indicates that about nine (81.8%) of the significant findings of this study could have been a result of chance. The respondents were almost evenly divided in affirming their feeling about being adequately prepared for the counseling role. Two factors were identified as being important for the facilitation of the counseling role: (1) qualified professionals should be available to serve as referral resources for students in need, and (2) an atmosphere should exist within the physical therapy program which encourages the student to seek counseling if appropriate. The results of this study indicate that the counseling function of academic coordinators of clinical education from the type of program studied is very important. Support for this function is needed at the national, state and local level, with particular emphasis on the provision of educational programs to better prepare the ACCEs to perform this function.