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Stoikov S, Maxwell L, Shardlow K, Gooding M, Butler J, Kuys S. Exploration of the contribution of physiotherapy students to the delivery of health services: a qualitative study. Physiother Theory Pract 2024; 40:1579-1587. [PMID: 36882102 DOI: 10.1080/09593985.2023.2187676] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2022] [Revised: 12/15/2022] [Accepted: 03/01/2023] [Indexed: 03/09/2023]
Abstract
OBJECTIVE To understand the perspectives of physiotherapists on the contribution of students to the delivery of health services during clinical placements. METHODS Focus groups with a semi-structured interview guide were completed separately with new graduate physiotherapists reflecting on their student experience and experienced physiotherapists from five Queensland public health-sector hospitals. Interviews were transcribed verbatim in preparation for thematic analysis. Interview manuscripts were read independently and initially coding completed. Codes were compared and further refinement of themes occurred. Themes were reviewed by two investigators. RESULTS There were 38 new graduate participants across nine focus groups and 35 experienced physiotherapists across six focus groups who participated in this study. Students participate in a range of activities during clinical placements some of which contribute to delivery of health services and others which support student learning. Three major themes were identified: 1) tangible student contribution; 2) non-tangible student contribution; and 3) factors that influence the student contribution. CONCLUSIONS Overwhelmingly, both new graduate and experienced physiotherapists felt that students do contribute to the delivery of health services however careful consideration of a variety of factors is necessary to maximize the student contribution.
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Affiliation(s)
- Susan Stoikov
- Physiotherapy Department, Princess Alexandra Hospital, Metro South Hospital and Health Service, 199 Ipswich Road, Woolloongabba, Queensland, Australia
- School of Allied Health, Faculty of Health Sciences, Australian Catholic University, Banyo, Queensland, Australia
| | - Lyndal Maxwell
- School of Allied Health, Faculty of Health Sciences, Australian Catholic University, North Sydney, New South Wales, Australia
| | - Kassie Shardlow
- Physiotherapy Department, Princess Alexandra Hospital, Metro South Hospital and Health Service, 199 Ipswich Road, Woolloongabba, Queensland, Australia
| | - Mark Gooding
- Physiotherapy Department, Townsville Hospital and Health Service, Douglas, Queensland, Australia
| | - Jane Butler
- School of Allied Health, Faculty of Health Sciences, Australian Catholic University, North Sydney, New South Wales, Australia
| | - Suzanne Kuys
- School of Allied Health, Faculty of Health Sciences, Australian Catholic University, Banyo, Queensland, Australia
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Tessem S, Møyner E, Feiring M. Learning from a situation of discomfort - a qualitative study of physiotherapy student practice in mental health. Physiother Theory Pract 2021; 38:1731-1741. [PMID: 33491529 DOI: 10.1080/09593985.2021.1878566] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
Purpose: This qualitative study aimed to explore how physiotherapy students learn during practice as physical activity mentors for mentally ill individuals. The practice took place in an everyday environment without the presence of a supervisor.Methods: Information was collected through three focus group interviews with 16 students in their second year of study. The data were analyzed using thematic analysis, based on a sociocultural learning perspective.Results: Three main categories summarize the students' experiences. 1) Experimenting and adapting the activities. The students were challenged through communication and relationship-building, and they had to adapt the activities to the clients' state of mind; 2) Experiencing clients breaking social and cultural codes. The students felt responsible for ensuring the clients did not draw unwanted attention to themselves, which forced them to explore creative solutions; and 3) Learning from situations of discomfort. The students learned from having to cope with unpredictable and embarrassing situations without a supervisor present.Conclusions: Practice as physical activity mentors for mentally ill individuals can stimulate students' learning through reflection in and on action. To avoid stigmatizing behaviors, process experiences and enhance learning, we suggest a frequent and standardized access to supervision.
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Affiliation(s)
- Siri Tessem
- Department of Physiotherapy, Faculty of Health Sciences, Oslo Metropolitan University, Oslo, Norway
| | - Elisabeth Møyner
- Department of Physiotherapy, Faculty of Health Sciences, Oslo Metropolitan University, Oslo, Norway
| | - Marte Feiring
- Department of Physiotherapy, Faculty of Health Sciences, Oslo Metropolitan University, Oslo, Norway
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Springer S, Gleicher H, Hababou H. Attitudes and beliefs about musculoskeletal pain and its association with pain neuroscience knowledge among physiotherapy students in Israel. Isr J Health Policy Res 2018; 7:67. [PMID: 30551742 PMCID: PMC6295109 DOI: 10.1186/s13584-018-0266-4] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/18/2018] [Accepted: 11/08/2018] [Indexed: 01/22/2023] Open
Abstract
Background Physiotherapy has a vital role in helping patients manage and overcome musculoskeletal pain. Healthcare providers’ beliefs about pain are associated with the beliefs of their patients. This study evaluated the attitudes, beliefs and level of pain neuroscience knowledge among Israeli Bachelor-level physiotherapy students. Methods First-year (n = 29, before pain course), second-year (n = 28, immediately after pain course and before clinical placements), and fourth-year (n = 28, post-clinical placements) physiotherapy students completed the Health Care Providers’ Pain and Impairment Relationship Scale (HC-PAIRS, range 15–105, lower scores indicate a more positive attitude) to assess pain attitudes and beliefs. The Neurophysiology of Pain Questionnaire (NPQ, range 0–19, higher scores indicate more pain-related knowledge) was also completed to measure pain neuroscience knowledge. Two separate one-way ANOVAs with post hoc analyses were used to compare HC-PAIRS and NPQ results between the three groups of students. Pearson correlations were determined between HC-PAIRS and NPQ. Results HC-PAIRS scores of the first-year students were significantly higher than those of second- and fourth-year students (p = 0.011, p < 0.001, respectively), with no difference between second- and fourth-year students; indicating that first-year students had less-positive attitudes toward the ability of individuals with musculoskeletal pain to function. Similarly, NPQ scores showed that first-year students differed from second- and fourth-year students (p < 0.001, p < 0.001, respectively). The HC-PAIRS and NPQ correlation among the fourth-year students yielded a moderately negative association (r = − 0.462, p = 0.01), indicating that pain neuroscience knowledge was associated with less belief that chronic pain justifies disability. Conclusions A specific curriculum about pain during physiotherapy undergraduate education contributes to a more positive evidenced-based attitude to musculoskeletal pain and patient function. The association between pain neuroscience knowledge and positive attitudes and beliefs regarding pain were enhanced after clinical placements, demonstrating that learning improves when integrated into practice. Due to the impact of pain training and the expected benefits to patient care, health policy decision makers and educators should verify that the pain curriculum is current with the best research evidence. Future studies with larger samples that include students from other healthcare disciplines, including medicine are warranted.
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Affiliation(s)
- Shmuel Springer
- Department of Physical Therapy, Faculty of Health Sciences Ariel University, 40700, Ariel, Israel.
| | - Hadas Gleicher
- Department of Physical Therapy, Faculty of Health Sciences Ariel University, 40700, Ariel, Israel
| | - Hila Hababou
- Department of Physical Therapy, Faculty of Health Sciences Ariel University, 40700, Ariel, Israel
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Attrill S, Brebner C, Marsh C. Learning from students: Facilitators’ learning in interprofessional placements. J Interprof Care 2018; 32:603-612. [DOI: 10.1080/13561820.2018.1470497] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/16/2022]
Affiliation(s)
- Stacie Attrill
- Speech Pathology, College of Nursing and Health Sciences, Flinders University, Adelaide, Australia
| | - Chris Brebner
- Speech Pathology, College of Nursing and Health Sciences, Flinders University, Adelaide, Australia
| | - Claire Marsh
- Speech Pathology, College of Nursing and Health Sciences, Flinders University, Adelaide, Australia
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New-graduate Physical Therapists' Self-efficacy to Perform Patient Education Is Influenced by Entry-level Training Experiences. ACTA ACUST UNITED AC 2018. [DOI: 10.1097/jte.0000000000000022] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Forbes DR, Nolan D. Factors associated with patient-satisfaction in student-led physiotherapy clinics: A qualitative study. Physiother Theory Pract 2018; 34:705-713. [PMID: 29308961 DOI: 10.1080/09593985.2018.1423592] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
BACKGROUND AND PURPOSE Student-led physiotherapy clinics are a valuable means for providing clinical education opportunities for student learning and providing cost-effective services to the public. Understanding patient satisfaction within the student-led physiotherapy clinic setting is important to inform organizational, educational, and clinical processes that aim to balance both student learning experiences and quality patient care. DESIGN A cross-sectional qualitative design using semi-structured interviews. RESULTS A total of 20 patients from three different university student-led physiotherapy clinics were interviewed. Five major themes were associated with patient satisfaction, style of supervision, student-supervisor relationship, quality of physiotherapy care, student qualities and cost, and location of the service. CONCLUSION The results emphasize the importance placed by patients on effective communication, as well as the relationship between the supervisor and student overseeing their care. The findings highlight the influence of both the student and supervisor on patient satisfaction and provide insight into the style of student supervision from the perspective of the patient.
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Affiliation(s)
- Dr Roma Forbes
- a School of Health and Rehabilitation Sciences, Physiotherapy , The University of Queensland , Brisbane , Australia
| | - Damien Nolan
- a School of Health and Rehabilitation Sciences, Physiotherapy , The University of Queensland , Brisbane , Australia
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Clouder L, Adefila A. Empowerment of physiotherapy students on placement: The interplay between autonomy, risk, and responsibility. Physiother Theory Pract 2017; 33:859-868. [DOI: 10.1080/09593985.2017.1357153] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- Lynn Clouder
- Centre for Excellence in Learning Enhancement, Coventry University, Coventry, UK
| | - Arinola Adefila
- Centre for Excellence in Learning Enhancement, Coventry University, Coventry, UK
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Zhang J, Wang J, Han L, Cao X, Shields L. Tools to assess risk of bias in systematic reviews of nursing intervention in China: Global implications of the findings. Nurs Outlook 2016; 65:380-391. [PMID: 28024756 DOI: 10.1016/j.outlook.2016.11.004] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/14/2016] [Revised: 10/27/2016] [Accepted: 11/13/2016] [Indexed: 10/20/2022]
Abstract
BACKGROUND The number of systematic reviews (SRs) of nursing interventions is increasing in China. Authors of such studies are encouraged to use a risk of bias tool for assessing individual studies. Therefore, it is important to know how these tools have been applied in SRs in Chinese nursing. PURPOSE The purpose of the study is to examine risk of bias tools used by Chinese nursing researchers to assess the quality of individual studies included in SRs of nursing interventions. METHODS We searched the Chinese Biomedical Literature Database, Chinese Journal Full-Text Database, Chinese Academic Journal Full-Text Database, and Wanfang Database. Each relevant review found was subjected to quality assessment, data synthesis, and comprehensively described. DISCUSSION Two hundred eight SRs were identified, most (94.7%) of which used the words "systematic review" or "meta-analysis" in their titles. Most used quality assessment rather than risk of bias as their major method to gauge quality; 7.6% reported on six domains of the Cochrane risk of bias tool. Only four provided a risk of bias graph/summary figure. CONCLUSIONS Many SRs of nursing interventions are published in Chinese journals, and their assessment of risk of bias is usually either lacking or incomplete, potentially producing misleading results. This may also be the case in other countries. Assessment of risk of bias in SRs is a requisite. Authors who systematically review nursing literature should follow the latest Cochrane Collaboration Handbook.
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Affiliation(s)
- Juxia Zhang
- Nursing Department, Gansu Provincial Hospital, Lanzhou, China.
| | - Jiancheng Wang
- Evidence-Based Medicine Center, Institute of Traditional Chinese and Western Medicine, School of Basic Medical Sciences, Lanzhou University, Lanzhou, China
| | - Lin Han
- Nursing Department, Gansu Provincial Hospital, Lanzhou, China
| | - Xin Cao
- The Office of the Hospital, The Third Hospital of Gansu Province, Lanzhou, China
| | - Linda Shields
- School of Nursing, Midwifery and Indigenous Health, Charles Sturt University, Bathurst, New South Wales, Australia; School of Medicine, The University of Queensland, Brisbane, Queensland, Australia
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Gard G, Dagis D. Physiotherapy students' perceptions of learning in clinical practice in Sweden and India. NURSE EDUCATION TODAY 2016; 36:381-386. [PMID: 26599595 DOI: 10.1016/j.nedt.2015.10.001] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/25/2015] [Revised: 09/18/2015] [Accepted: 10/05/2015] [Indexed: 06/05/2023]
Abstract
BACKGROUND It is reasonable to assume that conditions for learning differ between universities and countries. Increased understanding of similarities and differences of student's perceptions of learning environment can be useful in the development of the physiotherapy education as well as of the profession as such. Through international comparisons the benefits and challenges of educational programmes can be made transparent and serve as base for improvement. OBJECTIVE The objective of this study is to describe and compare physiotherapy students' perceptions of their learning environment in clinical practice in India and Sweden. DESIGN AND SETTING A questionnaire study was performed, covering physiotherapy students' perceptions of their clinical learning environment, the physiotherapy supervisor within the clinical context, their supervisory relationship and the role of the clinical supervisor at two Universities, Luleå in Sweden and Amity in New Delhi, India. PARTICIPANTS Undergraduate students at two physiotherapy programmes, in New Delhi, India and in Luleå, Sweden participated in the questionnaire study. RESULTS In general, both groups had high rankings of their perceptions of the clinical learning environment. The Swedish students ranked individual supervision, participation in meetings, the supervisor as a resource, being a part of the team and giving them valuable feedback higher than the Indian group. The supervisory relationship was equally satisfying in groups, providing valuable feedback and acknowledging equality and mutuality in the relationship. The Indian group ranked the supervisor as a colleague, as a support in learning, and that he/she made them feel comfortable in meetings higher than the Swedish group. CONCLUSIONS Both groups had high ratings of the supervisor and the clinical learning context Participation at meetings was higher rated in the Swedish and the supervisor as a support in learning higher rated of the Indian students.
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Affiliation(s)
- Gunvor Gard
- Dept. of Health Sciences, Luleå University of Technology, Luleå, Sweden.
| | - Daina Dagis
- Dept. of Health Sciences, Luleå University of Technology, Luleå, Sweden
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Thomson D, Patterson D, Chapman H, Murray L, Toner M, Hassenkamp AM. Exploring the experiences and implementing strategies for physiotherapy students who perceive they have been bullied or harassed on clinical placements: participatory action research. Physiotherapy 2015; 103:73-80. [PMID: 27026166 DOI: 10.1016/j.physio.2015.12.003] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/13/2015] [Accepted: 12/20/2015] [Indexed: 10/22/2022]
Abstract
OBJECTIVES To explore and empower physiotherapy students who reported being bullied or harassed on clinical placements by co-developing, implementing and evaluating strategies that could be adopted by the university. DESIGN A participatory action research design was employed. PARTICIPANTS Two focus groups were carried out involving 5 final year physiotherapy students. In the first focus group negative experiences were discussed and coping strategies suggested for their penultimate placement. A second focus group was held following the students' final placement when these strategies were evaluated and further ones proposed. ANALYSIS A thematic analysis of the data was carried out. RESULTS Four themes and sub-themes emerged from the analysis. The four themes were negative experiences on placement, coping strategies, the role of the visiting tutor and the assessment. The students' highlighted various degrees of threat to their efficacy and in most cases could draw upon a suggested 'tool box' of coping strategies. They all agreed that serious cases of harassment require wider support from the University senior management team which should be clearly documented. The role of the visiting tutor was deemed to be critical in these situations and recommendations were made regarding this role and the assessment of placements. CONCLUSION Students understand that they are going to be assessed before achieving their professional qualification and in essence they will always find themselves in a hierarchical position but equally fairness must prevail and it is important and that there are clear avenues for them to seek support.
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Affiliation(s)
- Di Thomson
- Faculty of Health, Social Care and Education, Kingston & St. George's Joint Faculty, St. George's Hospital Campus, Cranmer Terrace, London SW17 0RE, United Kingdom.
| | - David Patterson
- Faculty of Health, Social Care and Education, Kingston & St. George's Joint Faculty, St. George's Hospital Campus, Cranmer Terrace, London SW17 0RE, United Kingdom
| | - Hannah Chapman
- Faculty of Health, Social Care and Education, Kingston & St. George's Joint Faculty, St. George's Hospital Campus, Cranmer Terrace, London SW17 0RE, United Kingdom
| | - Louise Murray
- Faculty of Health, Social Care and Education, Kingston & St. George's Joint Faculty, St. George's Hospital Campus, Cranmer Terrace, London SW17 0RE, United Kingdom
| | - Maeve Toner
- Faculty of Health, Social Care and Education, Kingston & St. George's Joint Faculty, St. George's Hospital Campus, Cranmer Terrace, London SW17 0RE, United Kingdom
| | - Anne-Marie Hassenkamp
- Faculty of Health, Social Care and Education, Kingston & St. George's Joint Faculty, St. George's Hospital Campus, Cranmer Terrace, London SW17 0RE, United Kingdom
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Boucher JA, MacIntyre DL. Survey of a pelvic health physiotherapy community of practice: a pilot study to gain member input to help sustain and advance the group. Physiother Can 2015; 67:10-6. [PMID: 25931649 DOI: 10.3138/ptc.2013-74] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/20/2022]
Abstract
PURPOSE To gather input and perspectives from members of the Calgary Pelvic Health Physiotherapists' Community of Practice (PHPT CoP) to ensure common goals that help sustain and advance the group. METHOD An online survey grounded in CoP theory was used to elicit feedback from 23 PHPTs. Descriptive statistics summarized survey results. RESULTS The response rate was 96%; all respondents worked in women's pelvic health. Respondents expressed interest in continuing regular face-to-face meetings, a speaker series, case studies, and connecting with other PHPTs. CONCLUSION The findings suggest continuation of regular meetings, with a focus on clinical skill development, and an annual Alberta PHPT conference. Members of this community of practice seek a strategy to promote PHPT to the public and develop referral sources.
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Affiliation(s)
- Jodi A Boucher
- Alberta Health Services, Women's Health Centre, Calgary, Alta
| | - Donna L MacIntyre
- Department of Physical Therapy, University of British Columbia, Vancouver
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Olsen NR, Bradley P, Espehaug B, Nortvedt MW, Lygren H, Frisk B, Bjordal JM. Impact of a Multifaceted and Clinically Integrated Training Program in Evidence-Based Practice on Knowledge, Skills, Beliefs and Behaviour among Clinical Instructors in Physiotherapy: A Non-Randomized Controlled Study. PLoS One 2015; 10:e0124332. [PMID: 25894559 PMCID: PMC4403998 DOI: 10.1371/journal.pone.0124332] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/21/2014] [Accepted: 03/02/2015] [Indexed: 11/18/2022] Open
Abstract
Background and Purpose Physiotherapists practicing at clinical placement sites assigned the role as clinical instructors (CIs), are responsible for supervising physiotherapy students. For CIs to role model evidence-based practice (EBP) they need EBP competence. The aim of this study was to assess the short and long term impact of a six-month multifaceted and clinically integrated training program in EBP on the knowledge, skills, beliefs and behaviour of CIs supervising physiotherapy students. Methods We invited 37 CIs to participate in this non-randomized controlled study. Three self-administered questionnaires were used pre- and post-intervention, and at six-month follow-up: 1) The Adapted Fresno test (AFT), 2) the EBP Belief Scale and 3) the EBP Implementation Scale. The analysis approach was linear regression modeling using Generalized Estimating Equations. Results In total, 29 CIs agreed to participate in the study: 14 were invited to participate in the intervention group and 15 were invited to participate in the control group. One in the intervention group and five in the control group were lost to follow-up. At follow-up, the group difference was statistically significant for the AFT (mean difference = 37, 95% CI (15.9 -58.1), p<0.001) and the EBP Beliefs scale (mean difference = 8.1, 95% CI (3.1 -13.2), p = 0.002), but not for the EBP Implementation scale (mean difference = 1.8. 95% CI (-4.5-8.1), p = 0.574). Comparing measurements over time, we found a statistically significant increase in mean scores related to all outcome measures for the intervention group only. Conclusions A multifaceted and clinically integrated training program in EBP was successful in improving EBP knowledge, skills and beliefs among CIs. Future studies need to ensure long-term EBP behaviour change, in addition to assessing CIs’ abilities to apply EBP knowledge and skills when supervising students.
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Affiliation(s)
- Nina Rydland Olsen
- Centre for Evidence Based Practice, Faculty of Health and Social Sciences, Bergen University College, Bergen, Norway
- Physiotherapy Research Group, Department of Global Public Health and Primary Care, University of Bergen, Bergen, Norway
- * E-mail:
| | | | - Birgitte Espehaug
- Centre for Evidence Based Practice, Faculty of Health and Social Sciences, Bergen University College, Bergen, Norway
| | - Monica Wammen Nortvedt
- Centre for Evidence Based Practice, Faculty of Health and Social Sciences, Bergen University College, Bergen, Norway
| | - Hildegunn Lygren
- Department of Physiotherapy, Faculty of Health and Social Sciences, Bergen University College, Bergen, Norway
- Department of Physiotherapy, Haukeland University Hospital, Bergen, Norway
| | - Bente Frisk
- Centre for Evidence Based Practice, Faculty of Health and Social Sciences, Bergen University College, Bergen, Norway
- Department of Physiotherapy, Haukeland University Hospital, Bergen, Norway
| | - Jan Magnus Bjordal
- Centre for Evidence Based Practice, Faculty of Health and Social Sciences, Bergen University College, Bergen, Norway
- Physiotherapy Research Group, Department of Global Public Health and Primary Care, University of Bergen, Bergen, Norway
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Fougner M, Haugstad GK. Treating gynecological pain: the experiences of bachelor students in physiotherapy performing somatocognitive therapy. Physiother Theory Pract 2015; 31:318-26. [DOI: 10.3109/09593985.2014.1003343] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
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Kurunsaari M, Piirainen A, Tynjälä P. Physiotherapy students' conceptions of skill at the beginning of their Bachelor studies. Physiother Theory Pract 2015; 31:260-9. [PMID: 25556599 DOI: 10.3109/09593985.2014.996692] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
Skills have recently received widespread attention in education policy documents and discussions. This article reports the results of research on Bachelor's degree physiotherapy students' conceptions of skill at the beginning of their studies. The aim of the present study was to examine how beginning students understand skill, and the focus was on conceptions of skill in general rather than on any particular skills. The participants of the study were 35 physiotherapy students. The data were gathered within the first two weeks of their university studies. Specifically, requested essays written by the students were analyzed using the phenomenographic approach. The data-driven analysis yielded four descriptive categories which reflect the students' conceptions of skill: (1) Talents; (2) Skills requiring individual practice; (3) Skills requiring social practice; and (4) Competence requiring collaboration. The categories form a hierarchy. The differences between the categories are described along seven themes of variation. The themes were named: (1) Acquisition; (2) Emotions; (3) Motivation; (4) Reflection; (5) Evaluation; (6) Agency; and (7) Social Environment. This hierarchical system of categories sheds new light on students' understanding of the skill. The findings can be used as a basis for planning physiotherapy curricula, especially for designing skills education and training, and for supporting students along their educational path, especially in offering opportunities for students to reflect on their skill conceptions. Ultimately, physiotherapy students' awareness of different skill conceptions and developing their skills to advise and treat will benefit patients.
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Affiliation(s)
- Merja Kurunsaari
- School of Health and Social Studies, JAMK University of Applied Sciences , Jyväskylä , Finland
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Snöljung Å, Mattsson K, Gustafsson LK. The diverging perception among physiotherapists of how to work with the concept of evidence: a phenomenographic analysis. J Eval Clin Pract 2014; 20:759-66. [PMID: 24815563 DOI: 10.1111/jep.12167] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 04/08/2014] [Indexed: 11/27/2022]
Abstract
RATIONALE, AIMS AND OBJECTIVES Changes in Sweden's municipal care have impacted the situation of physiotherapists by the adoption of practice based on research evidence. Even if physiotherapists appear to be in favour of the idea of evidence-based practice, barriers still exist that prevent many from keeping up with current research. The aim of this study was to identify and describe the different ways in which physiotherapists in municipal care perceive the concept of evidence in rehabilitation. METHODS A phenomenographic design with semi-structured interviews was carried out with physiotherapists working with frail older people in three municipal care units in two neighbouring municipalities in Sweden. The physiotherapists' perceptions of evidence were explored in 12 interviews. RESULTS Distinct perceptions of the concept of evidence are identified in three categories: 'Confidence with the concept of evidence in relation to measurement instruments'; 'Perception of evidence-based practice as a duty, condition and demand of the profession'; and 'Evidence-based work as a separate rather than directly patient-oriented activity'. CONCLUSIONS Physiotherapists take full responsibility to comply with what they perceive to be the demands of their profession. However, what evidence actually meant, and therefore what the practical element of this responsibility consisted of, was not as clear.
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Affiliation(s)
- Åsa Snöljung
- Division of Physiotherapy, School of Health, Care and Social Welfare, Mälardalens University, Västerås, Sweden
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Sevenhuysen S, Skinner EH, Farlie MK, Raitman L, Nickson W, Keating JL, Maloney S, Molloy E, Haines TP. Educators and students prefer traditional clinical education to a peer-assisted learning model, despite similar student performance outcomes: a randomised trial. J Physiother 2014; 60:209-16. [PMID: 25450483 DOI: 10.1016/j.jphys.2014.09.004] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/13/2014] [Revised: 08/05/2014] [Accepted: 09/09/2014] [Indexed: 10/24/2022] Open
Abstract
QUESTION What is the efficacy and acceptability of a peer-assisted learning model compared with a traditional model for paired students in physiotherapy clinical education? DESIGN Prospective, assessor-blinded, randomised crossover trial. PARTICIPANTS Twenty-four physiotherapy students in the third year of a 4-year undergraduate degree. INTERVENTION Participants each completed 5 weeks of clinical placement, utilising a peer-assisted learning model (a standardised series of learning activities undertaken by student pairs and educators to facilitate peer interaction using guided strategies) and a traditional model (usual clinical supervision and learning activities led by clinical educators supervising pairs of students). OUTCOME MEASURES The primary outcome measure was student performance, rated on the Assessment of Physiotherapy Practice by a blinded assessor, the supervising clinical educator and by the student in self-assessment. Secondary outcome measures were satisfaction with the teaching and learning experience measured via survey, and statistics on services delivered. RESULTS There were no significant between-group differences in Assessment of Physiotherapy Practice scores as rated by the blinded assessor (p=0.43), the supervising clinical educator (p=0.94) or the students (p=0.99). In peer-assisted learning, clinical educators had an extra 6 minutes/day available for non-student-related quality activities (95% CI 1 to 10) and students received an additional 0.33 entries/day of written feedback from their educator (95% CI 0.06 to 0.61). Clinical educator satisfaction and student satisfaction were higher with the traditional model. CONCLUSION The peer-assisted learning model trialled in the present study produced similar student performance outcomes when compared with a traditional approach. Peer-assisted learning provided some benefits to educator workload and student feedback, but both educators and students were more satisfied with the traditional model. TRIAL REGISTRATION ACTRN12610000859088. [Sevenhuysen S, Skinner EH, Farlie MK, Raitman L, Nickson W, Keating JL, Maloney S, Molloy E, Haines TP (2014) Educators and students prefer traditional clinical education to a peer-assisted learning model, despite similar student performance outcomes: a randomised trial.Journal of Physiotherapy60: 209-216].
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Thomson D, Boyle D, Legg C, Owen M, Newman M, Cole MJ. Clinical Placements: The Perspectives of UK Physiotherapy Students on How Prepared they were by their University for their First Clinical Placements: an example of one HEI. ACTA ACUST UNITED AC 2014. [DOI: 10.11120/pblh.2014.00031] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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Watson PB, Seaton P, Sims D, Jamieson I, Mountier J, Whittle R, Saarikoski M. Exploratory Factor Analysis of the Clinical Learning Environment, Supervision and Nurse Teacher Scale (CLES+T). J Nurs Meas 2014; 22:164-80. [DOI: 10.1891/1061-3749.22.1.164] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Background and Purpose: The Clinical Learning Environment, Supervision and Nurse Teacher (CLES+T) scale measures student nurses’ perceptions of clinical learning environments. This study evaluates the construct validity and internal reliability of the CLES+T in hospital settings in New Zealand. Comparisons are made between New Zealand and Finnish data. Methods: The CLES+T scale was completed by 416 Bachelor of Nursing students following hospital clinical placements between October 2008 and December 2009. Construct validity and internal reliability were assessed using exploratory factor analysis and Cronbach’s alpha. Results: Exploratory factor analysis supports 4 factors. Cronbach’s alpha ranged from .82 to .93. All items except 1 loaded on the same factors found in unpublished Finnish data. The first factor combined 2 previous components from the published Finnish component analysis and was renamed: connecting with, and learning in, communities of clinical practice. The remaining 3 factors (Nurse teacher, Supervisory relationship, and Leadership style of the manager) corresponded to previous components and their conceptualizations. Conclusion: The CLES+T has good internal reliability and a consistent factor structure across samples. The consistency across international samples supports faculties and hospitals using the CLES+T to benchmark the quality of clinical learning environments provided to students.
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Kell C. Placement Education Pedagogy as Social Participation: What are Students Really Learning? PHYSIOTHERAPY RESEARCH INTERNATIONAL 2013; 19:44-54. [DOI: 10.1002/pri.1561] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2012] [Revised: 03/28/2013] [Accepted: 05/19/2013] [Indexed: 11/11/2022]
Affiliation(s)
- Clare Kell
- Cardiff School of Social Sciences; Cardiff University; Glamorgan Building, King Edward VII Avenue Cardiff CF10 3WT UK
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Olsen NR, Bradley P, Lomborg K, Nortvedt MW. Evidence based practice in clinical physiotherapy education: a qualitative interpretive description. BMC MEDICAL EDUCATION 2013; 13:52. [PMID: 23578211 PMCID: PMC3648409 DOI: 10.1186/1472-6920-13-52] [Citation(s) in RCA: 39] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/31/2012] [Accepted: 04/02/2013] [Indexed: 05/06/2023]
Abstract
BACKGROUND Health care undergraduate students are expected to practice evidence-based after they graduate. Previous research indicates that students face several problems with transferring evidence-based practice to real patient situations. Few studies have explored reasons for this. The aim of this study was to explore beliefs, experiences and attitudes related to third year students' use of evidence-based practice in clinical physiotherapy education among students, clinical instructors and visiting teachers. METHODS In total, six focus group interviews were conducted: three with 16 students, two with nine clinical instructors and one with four visiting teachers. In addition, one individual interview and one interview in a pair were conducted with clinical instructors. Interviewing three different participant-categories ensured comparative analysis and enabled us to exploit differences in perspectives and interactions. Interpretive description guided this process. RESULTS Four integrative themes emerged from the analysis: "attempt to apply evidence-based practice", "novices in clinical practice", "prioritize practice experience over evidence-based practice" and "lack role models in evidence-based practice". Students tried to search for research evidence and to apply this knowledge during clinical placements; a behaviour that indicated a positive attitude towards evidence-based practice. At the same time, students were novices and required basic background information more than research information. As novices they tended to lean on their clinical instructors, and were more eager to gain practical experience than practicing evidence-based; a behaviour that clinical instructors and visiting teachers often supported. Students noticed a lack of an EBP culture. Both students and clinical instructors perceived a need for role models in evidence-based practice. CONCLUSIONS Clinical instructors are in a position to influence students during clinical education, and thus, important potential role models in evidence-based practice. Actions from academic and clinical settings are needed to improve competence in evidence-based practice among clinical instructors, and future research is needed to investigate the effect of such efforts on students' behaviour.
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Affiliation(s)
- Nina R Olsen
- Faculty of Health and Social Sciences, Centre for Evidence Based Practice, Bergen University College, Bergen, Norway
| | - Peter Bradley
- Director of Public Health Development, Public Health Wales, Cardiff, UK
| | - Kirsten Lomborg
- Faculty of Health and Social Sciences, Centre for Evidence Based Practice, Bergen University College, Bergen, Norway
- Faculty of Health Sciences, Department of Public Health, Aarhus University, Aarhus, Denmark
| | - Monica W Nortvedt
- Faculty of Health and Social Sciences, Centre for Evidence Based Practice, Bergen University College, Bergen, Norway
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Feng JY, Chang YT, Chang HY, Erdley WS, Lin CH, Chang YJ. Systematic review of effectiveness of situated e-learning on medical and nursing education. Worldviews Evid Based Nurs 2013; 10:174-83. [PMID: 23510119 DOI: 10.1111/wvn.12005] [Citation(s) in RCA: 62] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/04/2012] [Indexed: 01/08/2023]
Abstract
OBJECTIVES Because of the complexity of clinical situations, traditional didactic education is limited in providing opportunity for student-patient interaction. Situated e-learning can enhance learners' knowledge and associated abilities through a variety of activities. Healthcare providers who interact with virtual patients in designed situations may avoid unnecessary risks and encounters with real patients. However, the effectiveness of situated e-learning is inconsistent. The purpose of this study is to determine the effectiveness of situated e-learning in prelicensure and postlicensure medical and nursing education. METHODS Literature databases of PubMed, Medline, CINAHL, ERIC, and Cochrane Library were searched. The study eligibility criteria included articles published in English, which examined the effectiveness of situated e-learning on the outcomes of knowledge and performance for clinicians or students in medicine and nursing. Effect sizes were calculated with 95% confidence intervals. RESULTS Fourteen articles were included for meta-analysis. Situated e-learning could effectively enhance learners' knowledge and performance when the control group received no training. Compared to traditional learning, the effectiveness of situated e-learning on performance diminished but still remained significant whereas the effect become insignificant on knowledge. The subgroup analyses indicate the situated e-learning program significantly improved students' clinical performance but not for clinicians. CONCLUSIONS Situated e-learning is an effective method to improve novice learners' performance. The effect of situated e-learning on the improvement of cognitive ability is limited when compared to traditional learning. Situated e-learning is a useful adjunct to traditional learning for medical and nursing students.
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Affiliation(s)
- Jui-Ying Feng
- Department of Nursing & Institute of Allied Health Sciences, National Cheng Kung University and Hospital, Taiwan
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Vågstøl U, Skøien AK. “A learning climate for discovery and awareness”: Physiotherapy students' perspective on learning and supervision in practice. ACTA ACUST UNITED AC 2011. [DOI: 10.3109/14038196.2011.565797] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
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