Sally Parkes, Jane Toms and Joanne Opie
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