Measuring Allied Health Student Confidence with the Pediatric Population
Document Type
Poster
Start Date
28-4-2026 12:00 PM
End Date
28-4-2026 2:00 PM
Description
Introduction: Developmental disabilities affect approximately one in six children in the United States, yet only about 25% receive services from allied health professionals. As demand for pediatric care increases, occupational therapy (OT), physical therapy (PT), and speech-language pathology (SLP) programs must ensure students are adequately prepared and confident in working with pediatric clients.
Purpose: This study examined changes in student self-efficacy related to communication and patient handling following experiential pediatric learning opportunities to assess student confidence levels among allied health disciplines.
Methods: A pre-test/post-test single-group design was used with second-year OT, PT, and SLP students at LSU Health Sciences Center–New Orleans. Participants completed the Pediatric Communication and Patient Handling Self-Efficacy Scale (PCHSES) before and after a five-week period. OT students engaged in weekly student-led pediatric clinics, while PT and SLP students had varying levels of pediatric exposure. Fifty-seven pre-test responses were obtained. Fourteen total post-test responses were collected, with 12 submitted by OT, 1 by PT, and 1 by SLP. Therefore, results analyses were completed for the 12 OT responses only.
Results: OT students demonstrated a significant increase in communication and handling self-efficacy on the PCHSES following hands-on pediatric experiences (p < 0.05), supporting the effectiveness of experiential learning in building confidence for pediatric practice.
Discussion: The findings align with existing literature demonstrating that direct clinical exposure enhances student preparedness for pediatric care. The study highlights the importance of early, structured, pediatric-focused experiential learning to strengthen student competence and support high-quality care for children and families.
Recommended Citation
Fuselier, Madelyn; Bass, Claire; Landry, Alyssa; and Pierce, Madison, "Measuring Allied Health Student Confidence with the Pediatric Population" (2026). School of Allied Health Professions Research Day. 29.
https://digitalscholar.lsuhsc.edu/ahrd/2026/posters/29
Measuring Allied Health Student Confidence with the Pediatric Population
Introduction: Developmental disabilities affect approximately one in six children in the United States, yet only about 25% receive services from allied health professionals. As demand for pediatric care increases, occupational therapy (OT), physical therapy (PT), and speech-language pathology (SLP) programs must ensure students are adequately prepared and confident in working with pediatric clients.
Purpose: This study examined changes in student self-efficacy related to communication and patient handling following experiential pediatric learning opportunities to assess student confidence levels among allied health disciplines.
Methods: A pre-test/post-test single-group design was used with second-year OT, PT, and SLP students at LSU Health Sciences Center–New Orleans. Participants completed the Pediatric Communication and Patient Handling Self-Efficacy Scale (PCHSES) before and after a five-week period. OT students engaged in weekly student-led pediatric clinics, while PT and SLP students had varying levels of pediatric exposure. Fifty-seven pre-test responses were obtained. Fourteen total post-test responses were collected, with 12 submitted by OT, 1 by PT, and 1 by SLP. Therefore, results analyses were completed for the 12 OT responses only.
Results: OT students demonstrated a significant increase in communication and handling self-efficacy on the PCHSES following hands-on pediatric experiences (p < 0.05), supporting the effectiveness of experiential learning in building confidence for pediatric practice.
Discussion: The findings align with existing literature demonstrating that direct clinical exposure enhances student preparedness for pediatric care. The study highlights the importance of early, structured, pediatric-focused experiential learning to strengthen student competence and support high-quality care for children and families.