The Perceptions of Slovak Physiotherapists of their Practice Placement Experience


  • Katarína Sedlácková University of Brighton
  • Sarah-Jane Ryan University of Brighton


practice placement, clinical education, Interpretative Phenomenological Analysis, physiotherapy education, Slovakia


The practice education of undergraduate physiotherapy students is crucial for developing  skilful and knowledgeable healthcare professionals. In Slovakia, there is a lack of literature exploring physiotherapists’ practice education, which might have a serious impact on its future provision. Therefore, this study aimed to explore novice physiotherapists’ perceptions of their practice placement experience using a qualitative design.
A purposive sampling of five participants was recruited to conduct semi-structured interviews which were translated and transcribed verbatim. Collected data underwent Interpretative Phenomenological Analysis (Smith et al. 2009). This resulted in four major themes that fully captured participants’ perceptions of their practice placement experience. Identified themes were as follows: ‘The practice educator who cares?’; ‘Clinical placement issues’; ‘Learning sources’ and ‘Ready for practice?’.
Overall dissatisfaction and frustration from participants’ experience of practice placements suggested the necessity to put more focus on development, delineation and provision of practice education in Slovakia. Also, more research related to practice education of physiotherapists and preparation of the practice educators in Slovakia was recommended.

Author Biography

Katarína Sedlácková, University of Brighton

Katarína Sedlácková, Znievska22, Bratislava 85106, Slovakia
Email:, Phone: +421 904155507


Originally published by the Higher Education Academy

PBLH, Vol 1, Issue 2 (October 2013)





How to Cite

Sedlácková, K., & Ryan, S.-J. (2016). The Perceptions of Slovak Physiotherapists of their Practice Placement Experience. International Journal of Practice-Based Learning in Health and Social Care, 1(2), 23–36. Retrieved from