Academic Journal
Exploring the role of experiential learning in shaping physical therapy student self-efficacy for neurologic practice: A mixed methods study.
| Title: | Exploring the role of experiential learning in shaping physical therapy student self-efficacy for neurologic practice: A mixed methods study. |
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| Authors: | Cullaty MD; Murphy Deming College of Health Sciences, Mary Baldwin University, Fishersville, VA, USA., Hall J; Department of Public Health and Healthcare Leadership, Waldron College of Health and Human Services, Radford University Carilion, Roanoke, VA, USA., Halpin D; Department of Public Health and Healthcare Leadership, Waldron College of Health and Human Services, Radford University Carilion, Roanoke, VA, USA., Allison-Jones L; Department of Public Health and Healthcare Leadership, Waldron College of Health and Human Services, Radford University Carilion, Roanoke, VA, USA. |
| Source: | Physiotherapy theory and practice [Physiother Theory Pract] 2026 Aug; Vol. 42 (8), pp. 1031-1040. Date of Electronic Publication: 2026 Jan 15. |
| Publication Type: | Journal Article |
| Language: | English |
| Journal Info: | Publisher: Informa Healthcare Country of Publication: England NLM ID: 9015520 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1532-5040 (Electronic) Linking ISSN: 09593985 NLM ISO Abbreviation: Physiother Theory Pract Subsets: MEDLINE |
| Imprint Name(s): | Publication: London : Informa Healthcare Original Publication: London, UK ; Hillsdale, N.J. : Lawrence Erlbaum Associates, c1990- |
| MeSH Terms: | Physical Therapy Specialty*/education , Students, Health Occupations*/psychology , Nervous System Diseases*/rehabilitation , Self Efficacy* , Problem-Based Learning*, Humans ; Female ; Male ; Young Adult ; Adult ; Clinical Competence |
| Abstract: | Introduction: Self-efficacy, one's confidence in performing specific tasks, is a theoretically grounded construct integral to learner motivation, engagement, and perceived readiness for clinical practice. As the prevalence of individuals with neurologic conditions increases, it is essential that physical therapy students develop the confidence and competence needed to meet the complex needs of this population. Objective: The purpose of this study was to examine how participation in a structured experiential learning program with individuals with neurologic conditions influenced physical therapy students' self-efficacy for neurologic practice. Methods: A sequential-explanatory mixed methods design was used across three academic semesters with second-year DPT students (n = 32). Quantitative data were first collected via the Physiotherapy Self-Efficacy neurologic subscale, and a 2 × 3 repeated measures ANOVA assessed changes over time and across semesters. Qualitative narrative reflections were then thematically analyzed using deductive and inductive coding to contextualize the quantitative findings. Results: Twenty-eight students completed the study; three students did not complete all instruments, and one student withdrew from the program. Students' self-efficacy significantly improved over time (F(1, 27) = 131.14, p < .001), by semester (F(1, 38) = 71.60, p < .001), and with a time-by-semester interaction (F(1, 40) = 8.12, p = .003). Four themes helped explain these increases in self-efficacy: concrete experiences, developing confidence for practice, social modeling, and emerging professional identity. Conclusion: Structured experiential learning with neurologic populations was associated with significant increases in physical therapy students' self-efficacy for neurologic clinical practice. Findings highlight its value in fostering student confidence, professional identity, and task-specific competence. Future research should examine these outcomes across diverse programs. |
| Contributed Indexing: | Keywords: Self-efficacy; experiential learning; mixed methods; neurologic rehabilitation; physical therapy education |
| Entry Date(s): | Date Created: 20260116 Date Completed: 20260803 Latest Revision: 20260803 |
| Update Code: | 20260803 |
| DOI: | 10.1080/09593985.2026.2615385 |
| PMID: | 41543196 |
| Database: | MEDLINE |
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