Value Added Abstract
Sally Parkes, Jane Toms and Jo
Abstract
Emotional vulnerability is seen in physiotherapy students (Walsh et al 2010) and in newly qualified HCPs (McCann et al 2013). Klappa et al (2015) note that compassion fatigue is identified internationally within the physiotherapy profession. The development of emotional resilience (ER) and coping strategies are advocated as a means of mitigating against stress levels, compassion fatigue and burnout amongst HCPs (McAllister and McKinnon 2008, Klappa et al 2015 and McCann et al 2013). The teaching of ER was introduced in to the BSc Physiotherapy curriculum at Coventry University in 2014. Aim: To explore whether students perceived value in receiving ER training within the curriculum. Method: Using a qualitative approach, a purposeful sample of six final year physiotherapy undergraduate students were recruited. A focus group was conducted, data recorded, transcribed and thematic analysis was utilised. Findings: Three overarching themes were identified. Theme 1: ‘clinical challenges’ with sub themes; ‘internal pressures’ and ‘external influences’. Theme 2: ‘building resilience’ with sub themes ‘university teaching’ and ‘ongoing development’. Theme 3: ‘learning to care’ with sub themes ‘caring for self’ and ‘caring for others’. Conclusion: Students described how the teaching they received on ER helped them with the challenges of clinical practice. Particular value was given to the recogonition of their need to develop these skills and to a perceived permission to look after themselves and the development of self-compassion. Limitations: A small sample size and potential for bias through