Impact of a Clinical Placement on Pre-Professional Health Students Perceived Knowledge, Skills, and Confidence in the Delivery of Behaviour Change and Physical Activity Support

Background: Clinical placements may provide an appropriate setting for health professional students to learn and apply skills for supporting clients to improve their physical activity. Methods: A mixed methods study was conducted with pre-professional health students completing clinical placement at one of two interprofessional community clinics. Surveys assessed student self-reported perceived skills, knowledge, and confidence for behaviour change and physical activity support pre- and post-placement (unmatched n=40). Interviews were conducted with students (n=18) and clinical educators (n=4). Change in student knowledge, skills, and confidence were assessed using non-parametric tests; qualitative data underwent inductive thematic analysis. Results: Post-placement, unmatched participants perceived knowledge and understanding (p = 0.017), skills (p = 0.001), and confidence (p = 0.004) in behaviour change significantly increased. Perceived confidence in providing physical activity behavior change support for low-risk (p = 0.022) and complex conditions (p = 0.009) significantly improved. Qualitative data emphasised the importance of clinical educators and direct clinical experiences in preparing students for future practice. Conclusion: Student-facilitated interprofessional clinical placements may be important for developing pre-professional knowledge, skills, and confidence in delivering behaviour change and physical activity support. Further exploration of clinical placement opportunities for strengthening pre-professional health students training in physical activity promotion and behaviour change is recommended.