{"id":{"repo_id":"rgu","oai_identifier":"oai:rgu-repository.worktribe.com:3027035"},"canonical_url":"https://search.dev.ndltd.org/etd/rgu/oai:rgu-repository.worktribe.com:3027035","repository":{"repo_id":"rgu","name":"Robert Gordon University","base_url":"https://rgu-repository.worktribe.com/oaiprovider"},"display":{"title":"Transforming physiotherapy education: exploring co-designed neurological rehabilitation student-led clinics through the dual lens of student and service user perspectives.","abstract":"Background - Physiotherapy neurological student-led clinics (SLCs) are innovative educational settings where students lead the provision of rehabilitation for patients with neurological conditions, under the supervision of qualified staff. Student-led clinics can offer dual benefits: enhancing student learning through hands-on experience and improving patient access to rehabilitation. This Thesis investigates the student and patient perceptions and experiences of SLCs. Body of work - This Thesis is supported by five papers to form a prospective PhD by public output, which employed a range of methodologies to investigate a physiotherapy neurological rehabilitation SLC from the perspectives of students and patients. A scoping review of the literature base provided the foundation for the research. A unique co-design approach involving students and patients informed the further development of the SLC. This research then explored in-depth, the experiences and perceptions of students and patients attending the SLC. Golden threads of this Thesis were identified by synthesising findings across all five papers. Contribution to knowledge - This Thesis generates new knowledge across several domains. This Thesis provides a collective exploration of the existing evidence base related to physiotherapy SLCs, an aspect previously unaddressed, and it explores three common dimensions or 'golden threads' identified from the findings of the papers. The golden threads that have been identified from this body of work, are: 1) Student -led clinics as a facilitator of student development in clinical and professional skills; 2) Student-led clinics as a person-centred learning environment and; 3) Factors influencing the design and delivery of a physiotherapy SLC for neurological rehabilitation. This research has generated knowledge and provided unique insights into students' and patients' experiences and perceptions of attending a UK neurological physiotherapy SLC. This body of work has demonstrated the feasibility of employing a unique co-design approach with students and to developing the SLC, an aspect which is rarely reported in health professions curricula in the UK. The inclusion of patients with neurological conditions in this research not only contributes to the originality of the research but also adds to the body of knowledge by providing unique insights and perspectives that are often not otherwise represented. This work has illuminated that a neurological physiotherapy SLC can be operated safely and effectively and is a suitable model for skill development. Furthermore, this Thesis demonstrates that neurological rehabilitation may feasibly be conducted at a University-based SLC. SLCs may be able to contribute more to the delivery of practice-based learning experiences in the UK, an aspect which requires further research.","abstract_html":"Background - Physiotherapy neurological student-led clinics (SLCs) are innovative educational settings where students lead the provision of rehabilitation for patients with neurological conditions, under the supervision of qualified staff. Student-led clinics can offer dual benefits: enhancing student learning through hands-on experience and improving patient access to rehabilitation. This Thesis investigates the student and patient perceptions and experiences of SLCs. Body of work - This Thesis is supported by five papers to form a prospective PhD by public output, which employed a range of methodologies to investigate a physiotherapy neurological rehabilitation SLC from the perspectives of students and patients. A scoping review of the literature base provided the foundation for the research. A unique co-design approach involving students and patients informed the further development of the SLC. This research then explored in-depth, the experiences and perceptions of students and patients attending the SLC. Golden threads of this Thesis were identified by synthesising findings across all five papers. Contribution to knowledge - This Thesis generates new knowledge across several domains. This Thesis provides a collective exploration of the existing evidence base related to physiotherapy SLCs, an aspect previously unaddressed, and it explores three common dimensions or 'golden threads' identified from the findings of the papers. The golden threads that have been identified from this body of work, are: 1) Student -led clinics as a facilitator of student development in clinical and professional skills; 2) Student-led clinics as a person-centred learning environment and; 3) Factors influencing the design and delivery of a physiotherapy SLC for neurological rehabilitation. This research has generated knowledge and provided unique insights into students' and patients' experiences and perceptions of attending a UK neurological physiotherapy SLC. This body of work has demonstrated the feasibility of employing a unique co-design approach with students and to developing the SLC, an aspect which is rarely reported in health professions curricula in the UK. The inclusion of patients with neurological conditions in this research not only contributes to the originality of the research but also adds to the body of knowledge by providing unique insights and perspectives that are often not otherwise represented. This work has illuminated that a neurological physiotherapy SLC can be operated safely and effectively and is a suitable model for skill development. Furthermore, this Thesis demonstrates that neurological rehabilitation may feasibly be conducted at a University-based SLC. SLCs may be able to contribute more to the delivery of practice-based learning experiences in the UK, an aspect which requires further research.","abstract_has_math":false,"creators":["Wynne, Donna M"],"institution":"Robert Gordon University","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["K. Cooper, E. Hancock,"],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025","date_published":"2025","updated_at":"2026-07-24T04:10:12Z","subjects":["Neurological conditions","Student-lead clinics","Physiotherapy neurological rehabilitation","Health professions","United kingdom"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["oai:rgu-repository.worktribe.com:3027035","https://doi.org/10.48526/rgu-wt-3027035"],"render_values":[{"text":"oai:rgu-repository.worktribe.com:3027035","href":null,"code":true},{"text":"https://doi.org/10.48526/rgu-wt-3027035","href":"https://doi.org/10.48526/rgu-wt-3027035","code":true}]},{"key":"dc:creator.authoridentifier","label":"Author Identifier","values":["0000-0002-8239-7042"],"render_values":[{"text":"0000-0002-8239-7042","href":"https://orcid.org/0000-0002-8239-7042","code":true}]}]},"links":{"outbound_url":"https://rgu-repository.worktribe.com/3027035/1/WYNNE%202025%20Transforming%20physiotherapy%20education","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["K. 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Student-led clinics can offer dual benefits: enhancing student learning through hands-on experience and improving patient access to rehabilitation. This Thesis investigates the student and patient perceptions and experiences of SLCs. Body of work - This Thesis is supported by five papers to form a prospective PhD by public output, which employed a range of methodologies to investigate a physiotherapy neurological rehabilitation SLC from the perspectives of students and patients. A scoping review of the literature base provided the foundation for the research. A unique co-design approach involving students and patients informed the further development of the SLC. This research then explored in-depth, the experiences and perceptions of students and patients attending the SLC. Golden threads of this Thesis were identified by synthesising findings across all five papers. Contribution to knowledge - This Thesis generates new knowledge across several domains. This Thesis provides a collective exploration of the existing evidence base related to physiotherapy SLCs, an aspect previously unaddressed, and it explores three common dimensions or 'golden threads' identified from the findings of the papers. The golden threads that have been identified from this body of work, are: 1) Student -led clinics as a facilitator of student development in clinical and professional skills; 2) Student-led clinics as a person-centred learning environment and; 3) Factors influencing the design and delivery of a physiotherapy SLC for neurological rehabilitation. This research has generated knowledge and provided unique insights into students' and patients' experiences and perceptions of attending a UK neurological physiotherapy SLC. This body of work has demonstrated the feasibility of employing a unique co-design approach with students and to developing the SLC, an aspect which is rarely reported in health professions curricula in the UK. The inclusion of patients with neurological conditions in this research not only contributes to the originality of the research but also adds to the body of knowledge by providing unique insights and perspectives that are often not otherwise represented. This work has illuminated that a neurological physiotherapy SLC can be operated safely and effectively and is a suitable model for skill development. Furthermore, this Thesis demonstrates that neurological rehabilitation may feasibly be conducted at a University-based SLC. SLCs may be able to contribute more to the delivery of practice-based learning experiences in the UK, an aspect which requires further research."]},{"key":"dc:title","label":"Title","values":["Transforming physiotherapy education: exploring co-designed neurological rehabilitation student-led clinics through the dual lens of student and service user perspectives."]}]}],"canonical_facts":{"dc:contributor.advisor":["K. Cooper, E. Hancock,"],"dc:contributor.sponsor":["RGU Internal Funding"],"dc:creator":["Wynne, Donna M"],"dc:creator.authoridentifier":["0000-0002-8239-7042"],"dc:date":["2025-06-30"],"dc:date.issued":["2025"],"dc:description.abstract":["Background - Physiotherapy neurological student-led clinics (SLCs) are innovative educational settings where students lead the provision of rehabilitation for patients with neurological conditions, under the supervision of qualified staff. Student-led clinics can offer dual benefits: enhancing student learning through hands-on experience and improving patient access to rehabilitation. This Thesis investigates the student and patient perceptions and experiences of SLCs. Body of work - This Thesis is supported by five papers to form a prospective PhD by public output, which employed a range of methodologies to investigate a physiotherapy neurological rehabilitation SLC from the perspectives of students and patients. A scoping review of the literature base provided the foundation for the research. A unique co-design approach involving students and patients informed the further development of the SLC. This research then explored in-depth, the experiences and perceptions of students and patients attending the SLC. Golden threads of this Thesis were identified by synthesising findings across all five papers. Contribution to knowledge - This Thesis generates new knowledge across several domains. This Thesis provides a collective exploration of the existing evidence base related to physiotherapy SLCs, an aspect previously unaddressed, and it explores three common dimensions or 'golden threads' identified from the findings of the papers. The golden threads that have been identified from this body of work, are: 1) Student -led clinics as a facilitator of student development in clinical and professional skills; 2) Student-led clinics as a person-centred learning environment and; 3) Factors influencing the design and delivery of a physiotherapy SLC for neurological rehabilitation. This research has generated knowledge and provided unique insights into students' and patients' experiences and perceptions of attending a UK neurological physiotherapy SLC. This body of work has demonstrated the feasibility of employing a unique co-design approach with students and to developing the SLC, an aspect which is rarely reported in health professions curricula in the UK. The inclusion of patients with neurological conditions in this research not only contributes to the originality of the research but also adds to the body of knowledge by providing unique insights and perspectives that are often not otherwise represented. This work has illuminated that a neurological physiotherapy SLC can be operated safely and effectively and is a suitable model for skill development. Furthermore, this Thesis demonstrates that neurological rehabilitation may feasibly be conducted at a University-based SLC. SLCs may be able to contribute more to the delivery of practice-based learning experiences in the UK, an aspect which requires further research."],"dc:identifier":["oai:rgu-repository.worktribe.com:3027035","https://doi.org/10.48526/rgu-wt-3027035"],"dc:identifier.uri":["https://rgu-repository.worktribe.com/3027035/1/WYNNE%202025%20Transforming%20physiotherapy%20education"],"dc:language":["en"],"dc:publisher.institution":["Robert Gordon University"],"dc:relation.isreferencedby":["https://rgu-repository.worktribe.com/output/3027035"],"dc:subject":["Neurological conditions","Student-lead clinics","Physiotherapy neurological rehabilitation","Health professions","United kingdom"],"dc:title":["Transforming physiotherapy education: exploring co-designed neurological rehabilitation student-led clinics through the dual lens of student and service user perspectives."],"dc:type":["Thesis"]},"updated_at":"2026-07-24T04:10:12Z"}