Purpose: Culturally and Linguistically Diverse (CALD) students commonly face cultural barriers in the clinical learning environment that can impact on the success of clinical education experiences. Lack of effective strategies to facilitate clinical learning can be challenging for students and clinical educators alike. This study aimed to explore the issues impacting on clinical learning from the perspectives of CALD physiotherapy students and their clinical educators and seeks suggestions from both participant groups to improve the clinical education experience. Methods: Qualitative descriptive design using grounded theory principles was utilised to gain insights from physiotherapy students and clinical educators regarding their clinical education experiences. Four focus groups were each held for CALD students (n=22), non-CALD students (n=17), and clinical educators (n=23). The data were transcribed verbatim, coded, and analysed using grounded theory principles to ascertain emerging categories and sub-categories to formulate final themes. Results: Three main themes were identified: mismatch in placement expectations, communication and language barriers, and cultural barriers. The theme of mismatch in placement expectations had sub-themes of roles, learning needs, and expected behaviours, which were universal to all physiotherapy students. The theme of communication and language barriers had sub-themes of verbal and non-verbal communication such as accent and pronunciation, vocabulary, processing time, and decoding hidden meanings, which applied additionally to CALD students. The theme of cultural barriers had sub-themes related to teaching and learning, respect, and saving face, which applied additionally to CALD students. Differences in the understanding of roles, learning needs, and expected behaviours between CALD students and clinical educators were perceived as barriers to effective learning outcomes. A lack of access to training resources was identified in preparing clinical educators for CALD student supervision. Conclusion: Identifying and understanding the contextual influences that shape CALD physiotherapy students’ experiences of learning during clinical education experiences can assist workplaces and universities to tailor the training and support provided to improve preparation for clinical education experiences. The research findings highlight the importance of creating a clinical learning environment where cultural and language differences can be openly discussed and sensitively managed. Physiotherapy clinical educators and CALD students can benefit from formal communication and cultural awareness training to optimise the clinical education experience.
Abstract
Purpose: Culturally and Linguistically Diverse (CALD) students commonly face cultural barriers in the clinical learning environment that can impact on the success of clinical education experiences. Lack of effective strategies to facilitate clinical learning can be challenging for students and clinical educators alike. This study aimed to explore the issues impacting on clinical learning from the perspectives of CALD physiotherapy students and their clinical educators, and seeks suggestions from both participant groups to improve the clinical education experience. Methods: Qualitative descriptive design using grounded theory principles was utilised to gain insights from physiotherapy students and clinical educators regarding their clinical education experiences. Four focus groups were each held for CALD students (n=22), non-CALD students (n=17), and clinical educators (n=23). The data were transcribed verbatim, coded, and analysed using grounded theory principles to ascertain emerging categories and sub-categories to formulate final themes. Results: Three main themes were identified: mismatch in placement expectations, communication and language barriers, and cultural barriers. The theme of mismatch in placement expectations had sub-themes of roles, learning needs, and expected behaviours, which were universal to all physiotherapy students. The theme of communication and language barriers had sub-themes of verbal and non-verbal communication such as accent and pronunciation, vocabulary, processing time, and decoding hidden meanings, which applied additionally to CALD students. The theme of cultural barriers had sub-themes related to teaching and learning, respect, and saving face, which applied additionally to CALD students. Differences in the understanding of roles, learning needs, and expected behaviours between CALD students and clinical educators were perceived as barriers to effective learning outcomes. A lack of access to training resources was identified in preparing clinical educators for CALD student supervision. Conclusion: Identifying and understanding the contextual influences that shape CALD physiotherapy students’ experiences of learning during clinical education experiences can assist workplaces and universities to tailor the training and support provided to improve preparation for clinical education experiences. The research findings highlight the importance of creating a clinical learning environment where cultural and language differences can be openly discussed and sensitively managed. Physiotherapy clinical educators and CALD students can benefit from formal communication and cultural awareness training to optimise the clinical education experience.
Acknowledgements
Funding was provided by the Directors’ of Physiotherapy Services Queensland Physiotherapy Clinical Education and Training Initiative (CETI) with support from the Queensland Office of the Chief Allied Health Officer and the Physiotherapy Department, Princess Alexandra Hospital. The authors wish to thank and acknowledge the following for their contribution to the project: • Ms Cherie Hearn, Director of Physiotherapy Services, Princess Alexandra Hospital • Dr Rebecca Packer, Senior Lecturer Speech Pathology, The University of Queensland • Ms Kassie Shardlow, Queensland Statewide Physiotherapy Clinical Education and Training Program Manager • Emeritus Professor Anne McMurray, School of Nursing and Midwifery, Griffith University, Gold Coast, Australia • Clinical Educators, Physiotherapy Department at Princess Alexandra Hospital, The Prince Charles Hospital and Logan Hospital, Australia • Physiotherapy students from The University of Queensland, Griffith University and Bond University, Australia. • All members of the Clinical Education and Training Initiative Project Steering Committee
Recommended Citation
Yu A, Tuttle N, Hams A, Weeks BK, Henderson S, Laakso L. Navigating Cultural Barriers in Clinical Education: Unique Experiences and Insights from Culturally and Linguistically Diverse (CALD) Physiotherapy Students, Non-CALD Students, and Clinical Educators. The Internet Journal of Allied Health Sciences and Practice. 2025 Jul 28;23(3), Article 29.
