A grounded-theory investigation of patient education in physical therapy practice

Patient education is a critical component of the practice of physical therapy and has been shown to be used extensively in practice. Unfortunately, patient education research in physical therapy is scarce. Terms used for patient education differ from other professions. No theory or theories supporting patient education in physical therapy practice have been formally identified. This dissertation examines the practice of patient education in physical therapy using a grounded-theory qualitative approach. The primary purpose of this study is to establish a theoretical model supporting the practice of patient education in physical therapy using data grounded in observation and interview of practicing therapists.; Nine physical therapists were chosen to participate, three from each of the following areas of practice: acute care, outpatient orthopedics, and inpatient rehabilitation. All therapists practice at a single major academic medical center. First, therapists were nominated for participation by their peers, recognized as outstanding patient educators. Second, the therapists participated in a group interview, answering questions about the practice of patient education in physical therapy. Third, each therapist was observed in practice working with at least three patients. Sessions were audiotaped, transcribed, and themes emerged resulting in formation of a theoretical model.; Results show six basic themes supporting the practice of patient education in physical therapy. First, patient education and physical therapy practice are not distinct and are difficult to separate. Second, patient education is empowerment. Third, informal and varying evaluation methods are used in the practice of physical therapy to determine the appropriate content of included in patient education. Fourth, the purpose of patient education---like physical therapy---is to teach the patient to maximize self-management, health and function. Fifth, physical therapists do not specifically prepare for the transfer of learning in patient education. Finally, the outcome of patient education is evaluated through function. No preexisting theory fully supports the developed themes. A new theoretical model is proposed.; This dissertation identifies several themes representing the practice of patient education in physical therapy. This study can be used to inform practicing therapists, future therapists, or future research.