Development of Regional Core Networks for the Administration of Physical Therapist Clinical Education

• Published in: Journal of physical therapy education 2014-04, Vol.28, p.39-47
• Main Authors: McCallum, Christine A., Mosher, Peter D., Howman, Janice, Engelhard, Chalee, Euype, Scott, Cook, Chad E.
• Format: Article
• Language: English
• Subjects: Education; Educational Technology; Enrollments; Health care policy; Institutional Autonomy; Labor Force; Networks; Numbers; Older people; Physical therapists; Physical Therapy; Resistance (Psychology); Stakeholders; States; Vacancies; Workforce
• ISSN: 0899-1855; 1938-3533
• DOI: 10.1097/00001416-201400001-00008

Steady growth for physical therapists (PTs) is predicted over the next decade. In turn, enrollment in PT education programs continues to grow, which results in additional clinical education resource needs. The current model to administer clinical education may be unsustainable considering reimbursement rates, productivity demands, staffing, and organizational changes due to health care regulation. Compelling evidence supports the context that clinical education is best delivered at a regional level. The collaboration of PT education programs and clinical practice facilities through a regional core network (RCN) should increase efficiency, improve collaboration, and reduce competition amongst stakeholders. The purpose of this paper is to describe the elements and structure of an RCN model for clinical education, and introduce the roles and responsibilities of its stakeholders. The development of an RCN would be driven by both efficiency and quality enhancement through the collaboration of 3 associated parties: PT education programs, clinical education sites, and a regional office. The goals for an RCN include streamlining the clinical placement process; building clinical capacity; improving communications; standardizing policies and procedures; advancing use of technology; research development; and improving overall quality of clinical education. Directors of clinical education (DCE) and center coordinators of clinical education (CCCE) are the bridge agents in the development of this new administrative clinical education model. Challenges include funding sources and relinquishing selected elements of individual and institutional autonomy. The RCN model is intended to allow compromise, with the exact design of each network decided by the stakeholders for a shared approach to the delivery of clinical education within a region.