Rehabilitation therapist student satisfaction with the subject of clinical practice
Information for nursing staff, 2025, 57(1), 10-18.
Tsv. Krasteva, P. Kazakov, M. Bozhkova
Medical College, Medical University – Plovdiv
Abstract. With the increasing demand for rehabilitation therapists worldwide, the education of students in the field of rehabilitation and their preparation for real clinical practice is becoming increasingly important. The article examines the importance of clinical practice for students majoring in the Rehabilitator specialty at the Medical College at the Medical University – Plovdiv, as well as the effectiveness of their training, assessed by the students themselves through an anonymous survey. The results show that the students evaluate clinical practice as very effective for their professional development and emphasize the importance of communication with mentors and the possibility of independent work with patients. With the increasing aging of the population and the increase in the number of people with chronic diseases and disabilities, the need for health specialists rehabilitators becomes more and more necessary. To meet these needs, educational systems in various countries, including Japan, have adapted their rehabilitation training programs by emphasizing practical skills and lifelong learning. In the Medical College at the Medical University – Plovdiv, the subject of clinical practice is a major part of the training program. The program spans 1,305 hours and includes various learning methods. The goal is students to apply their theoretical knowledge in real conditions, developing skills for teamwork, communication with patients and the patient effective recovery. The precisely defined goals and tasks of the training leading to the development of specific skills and competencies contribute to the increased satisfaction of the students. Ongoing support and mentoring, as well as regular feedback and guidance, is essential. Students feel more satisfied if the clinical environment is supportive, open to feedback, and stress-free. A positive environment where students can express their ideas, as well as open communication where they can share their concerns and weaknesses and receive proper and motivating help from mentors and teachers, as well as stimulating self-esteem, develop confidence and build competencies of future specialists. Material and Methods: For the purposes of the research, an anonymous survey was conducted among students in the „Rehabilitator“ program as follows: a total of 30 second-year students (22 participants) and 32 third-year students (31 participants). For information selection we used the following databases: PubMed, GoogleScholar, Medline, Scopus, ResearchGate. The study aimed to assess student satisfaction with clinical practice as well as learning effectiveness. Clinical practice is not only mandatory, but also an extremely important component of the training of students in the „Rehabilitator“ specialty. The results of the survey show that, in general, third-year students are more satisfied with their practical training compared to second-year students. This is explained by the accumulated experience in a real environment, the applied theoretical and practical knowledge, as well as the realization of the fact that their efforts lead to the improvement of the quality of life of patients. Both groups express high satisfaction with communication with teachers and mentors, as well as with the organization of clinical practice itself.
Key words: educational practice, training rehabilitators, kinesitherapy, physiotherapy, therapeutic massage, exercises