The First Two Years of Practice: A Longitudinal Perspective on the Learning and Professional Development of Promising Novice Physical Therapists

Lorna M. Hayward; Lisa L. Black; Elizabeth Mostrom; Gail M. Jensen; Pamela D. Ritzline; Jan Perkins

doi:10.2522/ptj.20120214

Figures

Figure 1.

Data sources and chronology of data collection.

Figure 2.

Conceptual model for year 2 (revised conceptual model). In both year 1 and year 2, development was grounded in the clinical environment and community of practice. The double-headed arrows indicate the dynamic interplay of roles that occurred as participants transitioned to new practice settings or clinical populations or assumed new responsibilities.

Figure 3.

Conceptual model for year 1 (original conceptual model). Reprinted from: Black LL, Jensen GM, Mostrom E, et al. The first year of practice: an investigation of the professional learning and development of promising novice physical therapists. Phys Ther. 2010;90:1758–1773, with permission of the American Physical Therapy Association. This material is copyrighted, and any further reproduction or distribution requires written permission from APTA.

Tables

Table 1.

Participant Demographics^{^a}

↵^a F=female, M=male, MSPT=master of science in physical therapy, DPT=clinical doctoral degree in physical therapy.

Table 2.

Similarities and Differences in Learning and Professional Development During the First and Second Years of Practice

^a As used here, “mentor” means teaching of students, peers, and others and collaborative exchanges with colleagues on the basis of participants' expanding experience and growing knowledge and skills. It does not connote “mentor” as used in relation to residency education programs in the United States. CoP=community of practice.