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Perceived Leadership Practices in Year-One Students Enrolled in Professional Entry-Level Doctor of Physical Therapy
Laura LoVasco1, Sara Maher, Kristine Thompson
1South University, 2157 Wm. S. White Bldg., 509 N Harrison St., Flint, MI 48502, USA. Tel 248-675-0265. llovasco@southuniversity.edu.
Journal of Allied Health
|June 6, 2016
Summary
First-year physical therapy students perceive their leadership practices as enabling and encouraging others. This study highlights the Leadership Practices Inventory (LPI Self) as a tool for developing essential leadership skills in healthcare professionals.
Area of Science:
- Healthcare Education
- Leadership Studies
- Physical Therapy
Background:
- Leadership is a critical competency for healthcare professionals.
- Assessing leadership practices aids in identifying development needs.
- Effective leadership is crucial for quality patient care and organizational success.
Purpose of the Study:
- To assess the perceived leadership practices of first-year Doctor of Physical Therapy (DPT) students.
- To examine the relationship between demographic variables and leadership practices.
- To compare student leadership practices with the general population.
Main Methods:
- Utilized the Leadership Practices Inventory (LPI Self) for assessment.
- Surveyed 192 first-year DPT students across six Midwestern universities.
- Employed quantitative methods to analyze leadership behaviors and demographic correlations.
Main Results:
- The highest-ranked leadership practices were Enable, Encourage, Model, Challenge, and Inspire.
- Age showed a significant correlation with the 'Challenge' leadership practice.
- Differences were observed in leadership practice means and order compared to the general population.
Conclusions:
- Established a baseline understanding of leadership perceptions among DPT students.
- The LPI Self is a valuable instrument for fostering leadership skill development.
- Findings can inform curriculum development to enhance leadership training in physical therapy programs.
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