To see the other types of publications on this topic, follow the link: Physiotherapy students.
Dissertations / Theses on the topic 'Physiotherapy students'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Physiotherapy students.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Duthie, Jennifer. "Physiotherapy student practice education : students' perspectives through cultural-historical activity theory." Thesis, University of Stirling, 2017. http://hdl.handle.net/1893/25656.
Full textAbstract:
Physiotherapy student practice education, the focus of this thesis, is a highly valued, yet scarcely researched component of pre-registration physiotherapy education. Moreover, the student voice is largely absent from existing research. In this study, 14 physiotherapy students’ perspectives of practice education were gained through email communications (n=13) and face-to-face interviews (n=12). To provide an in-depth and provocative view, physiotherapy student practice education was analysed as a type of activity system, employing concepts borrowed from cultural-historical activity theory (CHAT). Interacting activity systems, objects, players, rules, norms, divisions of labour, mediating artefacts, intra- and inter-systemic contradictions were explored and identified. The findings show that assessment skewed students’ object motives. Practice educators were positioned as powerful gatekeeper/assessor gift-holders. Physiotherapy students enacted ‘learning practice’ norms, such as extensive reading, and adopted the position of practice educator-pleaser. Students sometimes refrained from speaking when they wanted to, for example, to challenge unprofessional staff behaviour. Students were reluctant to show themselves as learners, feeling instead that they needed to present themselves as knowledgeable, able practitioners. However, students did not easily recognise themselves as able contributors to practice. For students, knowledge for practice was focussed on patient assessment and treatment, but the level, depth and volume of knowledge required was perceived differently across distinctive practice areas. Intra- and inter-systemic contradictions, such as the skewing of student object motives towards assessment, and away from whole-patient-centred care, are highlighted. The study findings therefore have implications for patient care as well as for the object of physiotherapy student practice education, student learning and assessment and workplace learning. A cross-profession review of the object of physiotherapy student practice education, to include the voice of service users, students, practice educators, HEIs and service providers, is recommended. A review of physiotherapy student practice-placement assessment, which seemed to be at the core of PSPE dynamics and conditions, is recommended, to take account of the extent to which assessment can influence students’ PSPE object motives, PE/student dynamics and student/patient interactions. Developmental Work Research is proposed as a way forward for future research in this area.
2
Conroy, Sherrill. "Moral inclinations of medical, nursing and physiotherapy students." Thesis, University of Oxford, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367447.
Full text
3
Nel, Corne. "Establishing a peer mentorship program for physiotherapy students." Diss., Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-06022009-174733.
Full text
4
Hamshire, Helen Claire. "Narratives of being : a longitudinal study of physiotherapy students." Thesis, Manchester Metropolitan University, 2013. http://e-space.mmu.ac.uk/332164/.
Full textAbstract:
This narrative study sought to explore Physiotherapy students’ stories of their undergraduate experiences to gain an insight into the process of becoming and being a student. It presents findings gathered from a three-year longitudinal study in which the central aim was to listen to students’ stories told in their own words over a series of narrative interviews throughout their degree programme. As such I have presented some of the personal and social circumstances that can influence students’ experiences during the process of becoming and being a Physiotherapy student. The seven students who volunteered to be included in the study were interviewed on at least five occasions and at each interview they were encouraged with a narrative prompt to tell the stories of their experiences as a series of ‘episodes’ beginning and finishing wherever and however they felt was most appropriate. Analysis of the stories revealed that whilst each individual’s experience of university life was multi-layered, for each student a specific orientation dominated their re-telling of 'being a student' across their interviews. Thus the stories are presented in relation to these orientations: peer support (two students); financial difficulties (two students); learner self-direction (two students); or personal difficulties (one student). In addition, I have considered the narratives in terms of Heidegger’s (1926/62) concepts of ‘being’ and ‘time’ to inform the analysis and interpretation of the data: to present a more insightful exploration of the students’ experiences. These temporal narratives offer an insight into what university life was like for those undergoing it, providing a greater understanding of what ‘being a student’ meant for these particular students. The study demonstrates that ‘becoming’ and ‘being’ a student are about students developing a sense of themselves and of belonging to an institution. Ultimately a higher education is necessarily a process of becoming and as such can be considered as a transformation of ‘being’ as students develop over time.
5
Morris, Dinah Jane. "Physiotherapy students' lived experience of formative assessment during practice education." Thesis, University of Brighton, 2011. https://research.brighton.ac.uk/en/studentTheses/b649fcfb-b0bd-46d6-bc5f-c57972dbc82b.
Full textAbstract:
The purpose of this study was to gain insight into physiotherapy students' experience of formative assessment on placements. A purposive sample of nine physiotherapy students was selected from a pre-registration problem-based learning programme. Four postgraduate practice educators were interviewed to explore emergent themes. A qualitative phenomenological approach was adopted using semi-structured interviews. Reflective logs and theme boards were used to promote participants' reflection prior to interview. An interpretative phenomenological analysis (IPA) approach was used.
6
Milner, David. "Physiotherapy students' knowledge of the diagnosis, assessment and management of concussion." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/3021.
Full text
7
Higgins, Jull Roberta. "Educating for autonomy in practice : the experiences of undergraduate physiotherapy students." Thesis, University of Sheffield, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.395131.
Full text
8
Morris, Jennifer. "The dynamics of learning of physiotherapy students from non-national backgrounds." Thesis, University College London (University of London), 2007. http://discovery.ucl.ac.uk/10020545/.
Full textAbstract:
This longitudinal, qualitative study explored the learning experiences of physiotherapy students from non-traditional backgrounds undertaking an innovative part-time programme. Non-traditional characteristics included maturity, prior and ongoing employment as physiotherapy assistants and weaker academic backgrounds. The phenomenographic methodology followed is an approach associated with research into student learning. Seventeen students in the 2000 cohort participated in five semi-structured interviews undertaken at intervals across the four-year programme. Topic areas which research has identified as influencing students' learning and learning outcomes were explored at each stage of the study relative to experiences in the preceding time period. These included motivational factors, curriculum design and delivery, learning and assessment experiences in academic and clinical settings, and perceptions of the concepts of learning, understanding and memorisation. Verbatim transcriptions of interview tape recordings were coded manually and an iterative process followed to identify discreet categories of description which, together, captured the full range of responses on the topics addressed at each set of interviews. To identify temporal changes, the number of responses associated with each category, and for each student, was recorded. A rich picture of the experiences, attitudes and behaviours of participants was found. The findings identified that they strove for achievement of the high quality learning outcomes necessary for effective clinical practice and lifelong learning. Students' life experiences and high levels of motivation were important learning resources. Although some aspects of the programme were challenging, the participants' weaker academic backgrounds did not prevent them from successfully meeting the requirements of higher education. Feedback on the design and delivery of the programme was also positive. Temporal stability around conceptual perceptions was found. Further research into the learning experiences and behaviours of physiotherapy students from both traditional and non-traditional backgrounds is needed, as is more longitudinal research into student learning in general.
9
Walker, Kelly. "University students' perceptions of neurology and experiences of learning neurological physiotherapy." Thesis, University of East Anglia, 2013. https://ueaeprints.uea.ac.uk/49593/.
Full textAbstract:
The education of healthcare professions students in the effective management of people experiencing neurological conditions is essential. If physiotherapy students’ are experiencing neurophobia, the fear of neurology (Jozefowicz 1994: 328) it is important to understand the underlying reasons, to inform future teaching practice. The purpose of this research was to explore physiotherapy students’ perceptions of neurology and their experiences of learning neurological physiotherapy in one UK Higher Education Institution (HEI). This mixed methods case study was conducted with all pre-registration physiotherapy students on the BSc and MSc programmes at the participating institution. The research consisted of an initial survey questionnaire to all students, followed by observations of neurology teaching sessions and interviews with students from each of the 3 BSc and 2 MSc year groups. The data was analysed using thematic analysis. The results suggested that students’ perceptions of neurology and neurological disability were set long before they commenced on the programme and these preconceptions impacted on subsequent learning experiences. The students in the study unanimously felt that learning neurology was difficult. There were also concerns expressed about the pressure of an inherent perception of the high importance of the physiotherapist’s role in the rehabilitation of neurological patients, with the outcome of treatment having a life-changing effect on patients and their families. The students’ experiences of learning neurological physiotherapy was challenged by difficulties conceptualising new neurological knowledge, learning a new approach to patient treatment, and the complexities of performing neurological physiotherapy clinical reasoning. This learning was also influenced by the methods of teaching taking into account the informal and non-formal learning along with the formal, and most significantly the lack of experiential learning with patients during the university based teaching. The implications from this research can inform changes to the pedagogy within neurological physiotherapy and the wider programme content.
10
Eliasson, Victoria, and Emma Eneberg. "Upplever fysioterapeutstudenter icke formella förväntningar gällande träning under utbildningen? : En kvalitativ intervjustudie." Thesis, Uppsala universitet, Åsenlöf: Fysioterapi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-402340.
Full textAbstract:
Bakgrund: Förkunskapskrav inom träning finns inte i den grundläggande behörigheten till fysioterapeutprogrammet. Tidigare studier påvisade att en stereotypisk bild av fysioterapeutyrket fanns och att träning är en del av yrket. Fysioterapeutprogrammet lyfts också fram som ett krävande program som kan upplevas stressande. Syfte: Syftet med studien var att undersöka upplevelser och erfarenheter av icke formella förväntningar vad gäller träning från lärare/kursledare och andra studenter hos en grupp fysioterapeutstudenter vid Uppsala universitet. Vidare var syftet att undersöka hur de upplever att icke formella förväntningar påverkar dem. Design och metod: Deskriptiv och kvalitativ design. Datan insamlades genom sex semistrukturerade intervjuer med studenter från termin 5 på fysioterapeutprogrammet vid Uppsala Universitet. Dessa intervjuer analyserades genom en kvalitativ innehållsanalys. Resultat: Studenter upplevde att det fanns icke formella förväntningar från lärare, externa föreläsare och andra studenter samt utifrån utbildningens krav medan somliga upplevde att det inte fanns förväntningar. Studenter påverkades positivt, negativt eller inte alls av dessa. Det fanns också upplevda stereotypa bilder från externa personer och hos studenter innan start på programmet om hur en fysioterapeutstudent ska vara, dessa förändrades under utbildningens gång. Konklusion: Studenterna upplevde och hade erfarenheter av icke formella förväntningar gällande träning fanns från lärare, andra studenter och externa personer samt utifrån utbildningens krav. Dessa icke formella förväntningar påverkade studenterna mycket olika, allt från positivt och motiverande till negativt och stressande medan somliga inte upplevde någon påverkan alls. Resultatet kan bidra till utveckling av utbildningen och bemötande av studenter.Background: Previous knowledge about exercise is not a demand in the basic eligibility to attend the physiotherapy program. Previous studies show that there is a stereotypical idea of the physiotherapy profession and that exercise is a part of the profession. The physiotherapy program is also highlighted as a program which can be stressful. Purpose: The purpose of the study was to investigate perceptions and experiences of non-formal expectations regarding exercise from teachers/course leaders and other students in a group of physiotherapy students at Uppsala university. The purpose was also to investigate how the non-formal expectations affected the students. Method: Descriptive and qualitative design. Data was gathered through six semi-structured interviews with students from semester 5 attending the physiotherapy program at Uppsala university. The interviews were analyzed using qualitative content analysis. Result: Students experienced non-formal expectations from teachers, other students and guest teachers. Some students did not experience any expectations. Students were affected positive, negative or not at all by these expectations. They also experienced stereotypical ideas towards how a physiotherapy student should behave. Students perceptions of stereotypical ideas changed over time. Conclusion: The students experienced non-formal expectations regarding exercise from teachers, other students and guest teachers. These non-formal expectations affected the students differently, ranging from motivational to stressful while some did not experience any effect at all. The result of this study could contribute to the development of the program and treatment of the students.
11
Telfer, James Douglas. "Explicating expectations of faculty and students in the professional education of physiotherapy." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ28132.pdf.
Full text
12
Thornton, Heather Amanda. "Undergraduate Physiotherapy Students' Choice and Use of Technology in Undertaking Collaborative Presentations." Thesis, Open University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.518283.
Full textAbstract:
This case study explored students' preferences and use of technology for collaborative learning. The participants were third year physiotherapy undergraduate students working in small groups to produce a weekly seminar presentation (n=86). The main study was carried out in 2007/8. The groups were organised based on students' expressed preference for using technology. Data collection tools were interviews, questionnaires, observation and analysis of online natural trails. Ethical approval was granted by HPMEC in 2006. Students' choice of technology related to past experience, efficiency, quality of interaction, inclusivity and they used the technology online provided by the university rather than open source. They highly valued the specialised collaborative classroom that included computers and data projectors that enabled a group to visualise their output and connect to their online group sites. They used the online environment (the University's MLE) largely as a repository, 'offloading' some of the organisational components of collaboration and for knowledge acquisition, using the face-to-face meetings for interaction and co-construction. They used asynchronous discussion facilities for basic administration. Students wanted their education and social technologies e.g. Facebook kept separate. What differed in the groups was the level of face-to-face interaction to undertake the task collaboratively, as opposed to sub-dividing the task and working more cooperatively. The students were committed to collaborative working, but were Heather Thornton P220S0S0 focussed on face-to-face for co-construction of knowledge, which may relate to the professional culture and programme design. This study has implications for the introduction of technologies into health courses. Students need formative experience in other online technologies so that graduates can participate effectively in continuing professional activities. This needs to be introduced in an authentic situation such as when students are on placement and unable to meet face-to-face. Further research into what technologies may support collaborative learning for health students.
13
Horobin, Hazel. "The meeting of cultured worlds : professional identification in Indian postgraduate physiotherapy students." Thesis, Sheffield Hallam University, 2016. http://shura.shu.ac.uk/11855/.
Full textAbstract:
This research aims to provide a more detailed understanding of transnational professional education. In doing so it develops current critical perspectives of physiotherapy, focussing on issues of internationalisation. The impetus for the research was my concern for the relevance of a Masters’ degree for Indian physiotherapists studying at an English university when their future working lives lie in India. I interviewed six Indian students during the dissertation phase of their study. The research methodology is formed using a bricolage approach, one that synthesises aspects of phenomenological (Wertz, 2011) and constructivist grounded theory (Charmaz, 2014). Since becoming a professional is synonymous with developing an ‘identity’, I interpret participant professional identification constructions and working cultures in different national contexts using a theoretical perspective drawn from Holland et al., (2001). This provides an ethnographic understanding of participants’ cultural practices and illuminates the cultured worlds of both physiotherapy practice and its teaching in the course as well as their agency within different national contexts. I show professional work to be suffused with meanings and reveal the interplay of cultural and symbolic capital between patient and physiotherapist (Bourdieu 1986). Different professional, cultural practices can be seen to hold similar meanings and the centrality of the engagement between patient and therapist is exposed. Wider practice contexts (structural, social and political issues) shape the power relations concomitant to physiotherapy, and thereby strongly influence its practice in different locations. I also expose a hegemonic discourse within course teaching, expressed in participants’ narratives of rejection of previous Indian practice, notwithstanding their recognition of the limitations within an Indian context of the practice taught. Critical race theory suggests this forms an example of an oppressive pedagogy (Ladson-Billings and Tate IV, 1995). Although participants describe an increase in self-confidence from studying abroad, paradoxically, I argue that some loss of confidence is likely to result from these unintentional positionings. Further I contend that part of the ethical responsibility of teaching is that it is respectful of different perspectives (Carroll and Ryan 2007). This is particularly important when working with international students, where the student’s home context may be difficult for tutors to comprehend.
14
Forskvist, Lina-Maria, and Andrea Harrtoft. "Stress och alkoholkonsumtion bland fysioterapeutstudenter vid Uppsala Universitet: Hur korrelerar stress med alkoholkonsumtion?" Thesis, Uppsala universitet, Fysioterapi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-384169.
Full textAbstract:
Background University can be stressful, and some students use alcohol to handle their stress. The alcohol consumption in our youth affects future alcohol habits. Caregivers experience and attitude towards alcohol affects patients care and treatment. Purpose To investigate the stress level and number of hazardous drinkers among physiotherapy students at Uppsala Universitet. It was also to investigate the difference between the genders regarding stress and alcohol consumption, also the correlation between stress and alcohol consumption. Design and method This was a cross-sectional study with a correlating and comparative design where physiotherapy students answered a survey regarding stress and alcohol consumption. Results In this survey, 176 students participated of which 169 were analyzed. Twenty-one percent had a high stress level and 30% had a hazardous drinking. The women were more stressed (p=0,02), but no difference was seen between the genders regarding alcohol consumption (p=0,06). There was no correlation between stress and alcohol consumption for the whole group (r= 0,22, p=0,78), for women (r=0,12, p=0,21) or for men (r=-0,12, p=0,34). Conclusion A moderate to high stress level was common and 35% had a hazardous drinking or an abuse/dependence. The women had a higher stress level, but the alcohol consumption was similar between the sexes. There was no correlation between stress and alcohol consumption. However, interventions against stress and alcohol could be necessary since these students will have an important role in the future.
15
Kgokong, Dina. "Perceived benefits and barriers to exercise and levels of physical activity of undergraduate physiotherapy students in the Western Cape." Master's thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/29647.
Full textAbstract:
Background: Physiotherapists have been identified as key role players in health promotion (HP) as well as in the prevention and treatment of non-communicable diseases (NCDs). As key role players engaged in physical activity (PA) HP who society observe as role models, it is valuable to investigate the health behaviours of physiotherapists and physiotherapy students alike. There is a paucity of evidence on the levels of PA of physiotherapists and physiotherapy students, making it difficult to predict their effectiveness as role models and the effectiveness of HP strategies they use.
Aim: The aim of this study is to describe the perceived benefits and barriers to exercise and their association with levels of PA in physiotherapy students (first to fourth year) attending university in the Western Cape province of South Africa.
Method: This study follows a quantitative, cross-sectional, survey design. Two hundred and ninety-six participants (median age = 22 years) were recruited from the three universities in the Western Cape (University of Cape Town, University of the Western Cape and University of Stellenbosch). Participants completed a demographic questionnaire (DQ), 43 item exercise benefits and barriers scale (EBBS) and the international physical activity questionnaire short form (IPAQ-short).
Results: Female students accounted for 83% of the sample. From the 296 participants, 58% lived off campus and 65% were involved in sporting activities six hours per week. The median score on the EBBS was 136 (54-167) for all years. Responses with the highest agreement for perceived benefits were: (1) Exercise increases my level of physical fitness, (2) Exercise improves functioning of my cardiovascular system and (3) exercise improves the way my body looks. Alternatively, the top three responses for perceived barriers were: (1) exercise tires me, (2) I am fatigued by exercise and (3) Exercise is hard work for me. The IPAQ scores revealed that the majority of students had low PA. Only 37.5% students engaged in high PA. Scores on the EBBS categorised by level of physical activity (low, moderate and high) showed that students with high PA had significantly higher scores on the EBBS than those with moderate and low PA. There were no significant differences between the EBBS scores of students with high, moderate and low PA leves in the first year of study [H (2, N=41) =3.01 p=0.22]. However, students in the second (n=61), third (n=111) and fourth years of study with high PA had significantly better scores on the EBBS than those with low and moderate PA.
Conclusion: Undergraduate physiotherapy students in the WC across all three universities do not engage in adequate PA. In this group of students, benefits associated with high PA related to physical performance and barriers associated with low levels of PA related to physical exertion.
Clinical relevance: Physiotherapists who do not practice what they preach are not effective role models and may not be effective in obtaining behavior change through PA HP. Global mortality by NCDs is on the rise and physiotherapists need to respond by taking a leadership role. Physiotherapy students should be encouraged to participate in PA as part of their undergraduate training. Methods of promoting PA in this population should take into account the perceived barriers and benefits of this group of students.
16
Vedin, Elin. "The clinical reasoning among master students specializing in Orthopedic Manual Therapy." Thesis, Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-85765.
Full textAbstract:
The International Federation of Orthopedic Manipulative Physical Therapists (IFOMPT) describes Orthopedic Manual Therapy (OMT) as a specialist field in physiotherapy for the treatment of neuromusculoskeletal conditions based on clinical reasoning. The aim of this study was to explore how students in a OMT physiotherapy master programme describe their clinical reasoning. Nine participants were included in the study. Data was collected using a semi-structured interview guide and were analyzed with qualitative content analysis. The analysis resulted in one main category: “A multidimensional picture of clinical reasoning” and three categories: 1) Confidence in the role as physiotherapist; 2) Decision making, a cognitive analytical process 3) Creating alliance and involving the patient in the clinical reasoning. The participants described a multidimensional picture of clinical reasoning which gradually developed and eventually encompassed several aspects in the subcategories. The conclusion of the study is that all the parts above are needed in the clinical reasoning and it takes years to develop effective clinical reasoning. For future studies, it would be of interest to explore how recently graduated physiotherapists with a bachelor degree describe their clinical reasoning.
17
Fiddler, Helen May. "The influence of a case based wiki on physiotherapy students' clinical reasoning development." Thesis, University of Brighton, 2016. https://research.brighton.ac.uk/en/studentTheses/c1de1278-c97c-4ea8-96b8-529c3542b015.
Full textAbstract:
Clinical reasoning is a vital skill for physiotherapy professional practice and can be thought of as the thinking and decision making processes used in clinical practice. Learning experiences in traditional pre-registration physiotherapy courses may neglect the development of clinical reasoning and thus the link between theory and practice where clinical reasoning is embedded into the curriculum within other subjects. A new case based, cardiorespiratory, technology enhanced learning module was introduced to second year BSc (Hons) Physiotherapy students on a traditional course, with the aim of improving the link between theory and practice and developing clinical reasoning. Students were asked to participate in wikis in small groups to develop problems and treatment plans for six patient cases. The introduction of a wiki allowed students to practise skills required for clinical reasoning, such as evaluation and making treatment decisions but it also changed the underlying pedagogy for the new module to a constructivist approach rather than a behaviourist approach. It was unclear how this would influence the students’ learning and their development of clinical reasoning. This research sought to develop an understanding of these issues.
18
Olausson, Emma, and Mathilda Olofsson. "Motionera mera, lovande sovande : - Fysioterapeutstudenters mängd fysisk träning och sömnkvalitet, samt korrelationen mellan dessa." Thesis, Uppsala universitet, Åsenlöf: Fysioterapi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-402397.
Full textAbstract:
Bakgrund: Fysisk träning har observerats vara en faktor som påverkar sömnkvaliteten. På grund av tidskrävande universitetsstudier har det visats att såväl fysisk träning som sömn kan komma att bortprioriteras hos studenter. Studier kring hur Sveriges fysioterapeutstudenters träningsmängd korrelerar med sömnkvaliteten saknas. Syfte: Att undersöka svenska fysioterapeutstudenters mängd fysiska träning och upplevda sömnkvalitet samt om det förelåg några skillnader mellan kvinnor och män. Syftet var dessutom att undersöka sambandet mellan fysisk träning och dålig sömnkvalitet. Metod: En kvantitativ tvärsnittsstudie med deskriptiv, komparativ och korrelerande design. Den fysiska träningen mättes med hjälp av Socialstyrelsens indikatorfråga för mängd fysisk träning en vanlig vecka och sömnkvaliteten bedömdes med Pittsburgh Sleep Quality Index (PSQI). Resultat: Sammanlagt deltog 241 fysioterapeutstudenter. Totalt 58% tränade mer än 2 timmar per vecka. Majoriteten av deltagarna upplevde att de inte hade en dålig sömnkvalitet (PSQI= 4). Det fanns ingen signifikant skillnad mellan könen gällande fysisk träning (p= 0.83) och dålig sömnkvalitet (p= 0.14). Det fanns ett signifikant men mycket svagt samband mellan mängd fysisk träning och dålig sömnkvalitet, r= -0.14 (p= 0.04). Slutsats: Studien indikerar en överlag bra fysisk träningsnivå hos Sveriges fysioterapeutstudenter. Majoriteten upplevde att de inte hade en dålig sömnkvalitet. Det förelåg ingen könsskillnad gällande träningsmängd och sömnkvalitet. Korrelationen mellan mängd fysisk träning och dålig sömnkvalitet var mycket svag.Background: Physical exercise has been observed to be a factor that impacts on sleep quality. As a result of time-consuming university studies, it has been shown that students do not prioritise physical exercise or sleep. Studies on how Sweden’s physiotherapy students’ amount of physical exercise correlate with sleep quality are lacking. Objective: To examine Sweden’s physiotherapy students' physical exercise and sleep quality, as well as whether there were any differences between women and men. The purpose was also to examine the correlation between physical exercise and poor sleep quality. Methods: A quantitative cross-sectional study with descriptive, comparative and correlational design. Physical exercise was measured using the National Board of Health and Welfare’s indicator question and sleep quality was assessed with the Pittsburgh Sleep Quality Index (PSQI). Results: Altogether, 241 physiotherapy students participated. A total of 58% physical exercised more than 2 hours per week. The majority of the participants did not have a pore sleep quality (PSQI md= 4). There was no significant difference between the sexes regarding physical exercise (p= 0.83) and sleep quality (p= 0.14). There was a very weak correlation between the amount of physical exercise and poor sleep quality, r= -0.14 (p= 0.04). Conclusion: The study indicates an overall good physical exercise level among Sweden’s physiotherapy students. The majority did not report poor sleep quality. There was no difference between the sexes in the amount of physical exercise or sleep quality. The correlation between physical exercise and poor sleep quality was very weak.
19
Opie, J. "The paradox of the perfect physiotherapist : the integration of disabled students into the physiotherapy profession." Thesis, Coventry University, 2015. http://curve.coventry.ac.uk/open/items/8c29e8ee-6a8b-4310-9e0b-78d9f399d9af/1.
Full textAbstract:
The corpus of literature about disabled therapists within physiotherapy omits one important factor: the experiences of disabled physiotherapy students. Therefore, this research aimed to fill this gap by exploring the integration of disabled students into the physiotherapy profession. This participatory research sought to investigate the phenomenon from multiple perspectives to incorporate the voice of disabled students, an analysis of the policies which regulate the profession, and the opinions of representatives from the Chartered Society of Physiotherapy and the Health and Care Professions Council. In stage one of the project ten disabled physiotherapy students were recruited. These students completed narrative interviews and Kawa drawings to document their experiences. Stage two explored the available information for prospective disabled students by conducting an internet survey. Finally in stage three, the policies of the Health and Care Professions Council and Chartered Society of Physiotherapy were examined for ableist language and then two representatives from each organisation were interviewed about the integration of disabled students. The data collected were analysed by critical narrative analysis with the student participants contributing to the generation of categories and themes. Further analysis was conducted using Bourdieu’s Theory of Practice and the SEAwall model of discrimination. My research has identified two paradoxes that affect the integration of disabled students. Firstly, the paradox of the perfect physiotherapist, applied via a narrow physiotherapy corporeal standard, which particularly limits access for people with physical impairments. Secondly, the paradox of supporting students whilst maintaining qualification standards. Again this limits access for disabled students, particularly when fitness to practise standards are applied during the admission process. These competing imperatives create a dilemma for disabled students around disclosing their disability status. This dilemma will only be solved by reducing discrimination at all levels of the system. However, in order to achieve this change, disabled physiotherapists and students will need to adopt a more affirmative orientation to disability to act as facilitators of change within the profession.
20
Ernstzen, Dawn V. "Students' and clinical teachers' views on effective clinical education in Physiotherapy at Stellenbosch University." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/1598.
Full textAbstract:
Thesis (MPhil (Curriculum Studies))--University of Stellenbosch, 2006.Clinical education in health sciences is an important and distinct part of health care education. In clinical education situations, students learn to integrate the knowledge, skills, attitudes and values of the profession. The attainment of clinical competence is one of the main outcomes of the Clinical Physiotherapy module for physiotherapy students at Stellenbosch University (SU). In its Strategy for Teaching and Learning (2001:3), SU embraces a student-centered approach to teaching. In a student-centered approach towards teaching, the focus is on the quality and quantity of student learning. In the current changing context of higher education, all spheres of education need to be assessed to determine the meaning of student-centeredness and to establish whether it is achieved. The above-mentioned approach may lead to quality management in teaching and learning.
21
Baddeley, Hilary Ann. "Physiotherapy students' learning strategies and worries : their relevance for behavioural science teaching and learning." Thesis, University of East London, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293365.
Full text
22
Jackson, Joanna Margaret. "The lived experience of part-time in-service physiotherapy students in their final year." Thesis, University of East Anglia, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273535.
Full text
23
Hammond, John A. "Doing gender in physiotherapy education : a critical pedagogic approach to understanding how students construct gender identities in an undergraduate physiotherapy programme in the United Kingdom." Thesis, Kingston University, 2013. http://eprints.kingston.ac.uk/27739/.
Full textAbstract:
Gender in physiotherapy education is somewhat ambiguous. Physiotherapy is historically a women’s profession, yet in recent decades there has been a growing proportion of men. The mass media portrays a masculine sporty image of physiotherapy, which notably ignores the presence of women. Previous research in physiotherapy education has shown gender differences in student preferences for work and career pathways. Gender differences in attainment in practice components of the course have also been demonstrated, with men doing less well than women and more likely to fail. As a physiotherapy educator faced with these issues, the aim of this study is to explore the significance of gender in students’ constructions of identity. Social constructionism was adopted as an underpinning theory in this professional practice research involving students from one cohort of undergraduate physiotherapy students at a university in the south east of England. Nine male and female participants were interviewed at the beginning of their second year and were asked to record stories about their experiences both on and off campus throughout the academic year using a digital recording device. Data from the interviews and audio-diary narratives were analysed using Judith Butler’s theorisation of gender as ‘performative’ to understand how gender identities were constructed. Foucauldian and critical pedagogical perspectives were employed to further interrogate the gender discourses that emerged. The findings indicate that gender was rarely explicitly discussed; yet participants’ gender identities were constantly negotiated through relationships that were not limited to the university and clinical settings. A range of discourses of masculinity and femininity were identified illustrating a profound gender orthodoxy in physiotherapy education that simultaneously demanded acceptance, assimilation or resistance. As a consequence, students in this study used a number of discursive strategies in the struggle to be recognised within physiotherapy education and practice. The implications from these findings raise questions about gender tensions and contradictions in the physiotherapy programme under scrutiny and about the pedagogic practices that reinforce them. In this context, there is a need to raise awareness amongst peers and managers of the possible sites of gender inequalities within this curriculum. Also, gender needs to come ‘out of the closet’ and be debated within the classroom and the wider social spaces inhabited by students in order to develop more nuanced understandings of gender within physiotherapy and healthcare. Finally this research indicates the need to provide more inclusive spaces within the curriculum for reflecting on the complexity of identity construction and for challenging its institutional forms.
24
Senneryd, Lisa, and Madeleine Sundberg. "Fysioterapeutstudenters självskattade fysiska aktivitetsnivå och upplevda stress : Samband mellan fysisk aktivitetsnivå och stress samt en jämförelse mellan kvinnliga och manliga studenter." Thesis, Uppsala universitet, Åsenlöf: Fysioterapi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-403451.
Full textAbstract:
Bakgrund Det finns ett intresse i samhället för både fysisk aktivitet och stress. Fysisk aktivitet och stress har ett komplext samband och de inverkar ömsesidigt på varandra. Fysisk aktivitet innefattar alla rörelser med kroppen som förbrukar energi och stress är en obalans mellan resurser och belastning. Syfte Syftet med studien var att undersöka sambandet mellan självskattad fysisk aktivitetsnivå och upplevd stress hos fysioterapeutstudenter samt skillnaden mellan kvinnor och män. Metod Denna studie har en kvantitativ design med enkätundersökning som datainsamlingsmetod. Enkäterna som användes var International Physical Activity Questionnaire Short Form (IPAQ-SF) och Perceived Stress Scale (PSS-10). Insamlad data analyserades i IBM SPSS Statistics Version 24. Studien har totalt 71 respondenter, 40 kvinnor och 31 män. Medelåldern bland kvinnor var 26,5 år och 25,6 år bland män. Resultat Resultatet visade ingen signifikant skillnad mellan könen gällande självskattad fysisk aktivitetsnivå. Dock gällande den upplevda stressnivån sågs en signifikant skillnad mellan kvinnliga och manliga fysioterapeutstudenter där kvinnor skattade högre upplevd stress. Ett svagt samband sågs mellan fysisk aktivitet och upplevd stress hos både kvinnor (r=0,13) och män (r=0,23). Konklusion En könsskillnad sågs gällande upplevd stress däremot inte gällande självskattad fysisk aktivitetsnivå. Det sågs ett svagt samband mellan fysisk aktivitet och stress.Background There’s an interest in society in both physical activity and stress. Physical activity and stress have a complex relationship and interact on each other. Physical activity involves all movement with your body that consume energy and stress is an imbalance between resources and strain. Objective The intention with this study was to examine the relationship between self-assessed physical activity and perceived stress in physiotherapy students and the difference between men and women. Method This is a quantitative study using questionnaires for collecting data. Questionnaires used in this study were International Physical Activity Questionnaire Short Form (IPAQ-SF) and Perceived Stress Scale (PSS-10). Collected data was processed in IBM SPSS Statistics Version 24 and then discussed and analyzed based on previous studies. This study has a total of 71 respondents, 40 women and 31 men. Average age of women was 26,5 years and 25,6 years for men. Results No significant difference between genders was found in self-assessed physical activity. A significant difference was found in how male and female physiotherapy students perceive their stress level. There’s a weak relationship between physical activity and perceived stress among both male (r=0,23) and female (r=0,13) physiotherapy students. Conclusion A difference between the genders was observed with perceived stress but not with self-assessed physical activity. A weak relationship was found between physical activity and stress.
25
Wasiu, Awotidebe Adedapo. "Knowledge and attitudes of physiotherapy students at The University of the Western Cape towards obesity." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4154_1275428729.
Full textAbstract:
The increasing prevalence of obesity in both developed and developing countries and its associated health risks have brought the issue of obesity prevention and management a public health debate. Health care professionals have been identified to have a role to play in directing the future of obesity management. However, among the numerous barriers for effective management of obesity is lack of knowledge of causes of obesity and negative attitudes towards obese patients by health care professionals. With limited or no studies available for the physiotherapy setting, the aim of the study was to determine the knowledge and attitudes of students of Physiotherapy at the University of the Western Cape, South Africa towards obese individual. A descriptive quantitative research design using a cross-sectional survey was used. One hundred and seventy five (175) students of Physiotherapy took part in the study using a convenience sampling technique. Data was collected by means of a structured, self-administered questionnaire adopted from the Obesity Risk Knowledge-10 scale, Beliefs About Obese Person scale and the Fat Phobia Scale. A response rate of 77.3% was obtained. Descriptive and inferential statistics were employed to describe the relationship and association between variables. Alpha level was set at 0.05. The mean age of the sample was 21.54 (SD = 4.903). Females constituted 73.5% and males 26.5% of the sample. The results showed that majority of the students of Physiotherapy (85%) reported having received no formal education regarding obesity.
26
Keiller, Lianne. "Approaches, perceptions and conceptions of 3rd year physiotherapy students in a problem-based learning module." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5379.
Full textAbstract:
Thesis (MPhil (Centre for Health Sciences Education)--University of Stellenbosch, 2010.Aim: The aim of this study was to investigate the approaches, conceptions and perceptions toward learning of undergraduate Physiotherapy students in a PBL module in order to inform curriculum development and enhance facilitation of learning at the Stellenbosch University Division of Physiotherapy. Methodology: A mixed-method, descriptive study was conducted during 2010. Physiotherapy students currently in their 3rd year of the course, completed the Revised Two-factor Study Process Questionnaire (R-SPQ-2F) at the commencement of the academic year and again at the end of the first semester. The aim of this questionnaire is to determine the deep and surface approach toward learning of participants. Students also completed a perception of learning questionnaire and participated in focus group discussions to evaluate their perceptions and conceptions of learning in the module. Results of the three data instruments were analysed statistically, descriptively and phenomenographically, respectively. Results: There was a 100% response rate to the R-SPQ-2F and perception questionnaires, with only 6 out of 16 participants responding to invitations for focus group interviews. There were a statistically significant greater number of students who adopted a deep approach toward learning at the commencement of the academic year. An increase in those with a deep approach and a decrease in those with a surface approach toward learning were seen at the end of the first semester. This shift was however not significant. Students showed a trend toward an increase in their intrinsic interest in the learning material as the module progressed. Clinical reasoning and internalizing information were seen as two of the advantages of the instructional approach. Conversely, the disadvantages of the module included the perception that the instructional approach used is time consuming and concerns regarding quality and accuracy of learning material. The presence of dysfunctional group dynamics also plays a role in students perceptions of disadvantages in APT. Students conceived the module to have an effect on their approach toward learning and both personal and professional skills. Conclusion: The Applied Physiotherapy 373 module had no significant effect on students‟ approach toward learning. The results of this study however are not conclusive on why and how this lack of significant effect is present. Further research is needed to determine the long-term changes in approach toward learning and the possible determinants of these changes. This should be done in conjunction with implementation of quality assurance mechanisms for learning material, introduction of multi-media into PBL sessions and earlier preparation of students for the change in learning environment.
27
Manilall, Janine. "Exploring the development of collaboration amongst undergraduate physiotherapy students at the University of the Western Cape." University of the Western Cape, 2015. http://hdl.handle.net/11394/5074.
Full textAbstract:
Magister Artium - MABackground: Healthcare workers are the human face of health systems, serving to connect knowledge and service delivery to improve patient care. The development of core competencies in the education of health professionals is fundamental for health improvement. Interprofessional collaboration amongst healthcare workers has been linked to improved patient outcomes as no single professional can address all healthcare issues. Aim: The aim of this research was to determine how UWC undergraduate physiotherapy students were being prepared for collaborative work as part of their professional development. Educational experiences of the third- and final-year physiotherapy cohort, physiotherapy educators’ perspectives on the development of competency for collaboration and a review of physiotherapy module outlines were explored. Research Method: A descriptive qualitative research design utilizing focus groups, semi-structured interviews and document analysis was employed. A pedagogical framework was used for instrument development and data analysis. The pedagogical framework was adapted from the CanMEDS physician competency framework, the core competency framework by the Medical and Dental Board of the Health Professions Council of South Africa and the Essential Competency Profile for physiotherapists in Canada. Research was conducted at the Department of Physiotherapy at the University of the Western Cape. Purposive sampling was undertaken with the sample population having consisted of six third- and six final-year physiotherapy students for the focus group discussions and seven lecturers formed the sample for the semi-structured interviews as well as sixteen physiotherapy module outlines. Data was collected and focus group discussion and interviews were transcribed verbatim. An inductive content analysis of the transcribed data was conducted and compared to the Pedagogical framework. Content analyses of module outlines were conducted drawing on Biggs work on constructive alignment and compared to the Pedagogical framework. Ethical clearance was received from the Senate Research Committee of the University of the Western Cape. Results: Participants showed a keen knowledge on the importance of collaboration in the teaching and clinical environment. It had relevance for personal development and learning as well as for interprofessional collaboration. Interprofessional education and group work were thought to be instrumental in collaborative learning but a lack of congruency of learning activities could be a barrier to learning. The clinical environment was highlighted as beneficial to developing collaboration through interprofessional observation and interaction but high patient loads and a lack of understanding of the roles and responsibilities of all healthcare professionals were identified as barriers. To a lesser degree, communication, conflict management and confidence were identifiable skills physiotherapy students should have to be effective collaborators. Conclusion: Students are well-positioned to participate within interprofessional team but have inadequately developed collaborative competencies. These include interprofessional role understanding and skills in conflict management, confidence and communication. Constructive alignment of curriculum by aligning learning outcomes and learning activities to develop collaboration including interprofessional learning activities would better prepare students for interprofessional collaboration.
28
Mirella, Veras. "Global Health Competencies for Family Physician Residents, Nursing, Physiotherapy and Occupational Therapy Students: A Province-Wide Study." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/24924.
Full textAbstract:
Introduction: In the new century, worldwide health professionals face new pressures for changes towards more cost-effective and sustainable health care for all populations. Globalization creates daunting challenges as well as new opportunities for institutions and health professionals being more connected and rethink their strategies toward an interprofessional practice. Although Health professionals are paying increased attention to issues of global health, there are no current competency assessment tools appropriate for evaluating their competency in global health. This study aims to assess global health competencies of family medicine residents, nursing, physiotherapy and occupational therapy students in five universities across Ontario, Canada
Methods: A total of 429 students participated in the Global Health Competency Survey, drawn from family medicine residency, nursing, physiotherapy and occupational therapy programs of five universities in Ontario, Canada. The surveys were evaluated for face and content validity and reliability.
Results: Factor analysis was used to identify the main factors to be included in the reliability analysis. Content validity was supported with one floor effect in the “racial/ethnic disparities” variable (36.1%), and few ceiling effects. Seven of the twenty-two variables performed the best (between 34% and 59.6%). For the overall rating score, no participants had floor or ceiling effects. Five factors were identified which accounted for 95% of the variance. Cronbach’s alpha was >0.8 indicating that the survey items had good internal consistency and represent a homogeneous construct. The results of the survey demonstrated that self-reported knowledge
confidence in global health issues and global health skills were low for family medicine residents, nursing, physiotherapy and occupational therapy’ students. The percentage of residents and students who self-reported themselves confident was less than 60% for all global health issues.
Conclusion: The Global Health Competency Survey demonstrated good internal consistency and face and content validity. The new century requires professionals competent in global health. Improvements in the core competencies in global health can be a bridge to a more equal world. Institutions must offer interprofessional approaches and a curriculum that exposes them to a varied learning methods and opportunities to improve their knowledge and skills in global health.
29
Jenkins, Virginia Sue. "An exploration of physiotherapy students attitudes to attachment and their interactions with patients in a clinical setting." Thesis, University College London (University of London), 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252186.
Full text
30
Frank, Helen Louise. "An exploration of the learning experiences of visually impaired physiotherapy students in higher education in the UK." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7706/.
Full textAbstract:
This research presents the learning experiences of seven visually impaired physiotherapy students in Higher Education in the UK, using case study methodology to identify the perceived factors that create barriers and enable participation in learning to become a physiotherapist for these participants. Semi-structured interviews about university and practice based learning using the language of the ICF identified perceived environmental barriers and enablers such as support, relationships, attitudes, resources and technology that influenced activity and participation in both university and practice based learning. Individual factors and personal and professional values also influenced both aspects of learning. The findings from university learning were shared with academic physiotherapy staff across the UK confirming awareness of the factors that created barriers and enablers in learning. Despite the existence of barriers, and a clear shared and necessary desire by academic and practice educators to work collaboratively to enable inclusive learning in physiotherapy, there was a sense of inconsistency with professional values in the overall approach to education for these participants. Building on the ICF, and using Bronfenbrenner’s bio-ecological systems theory as a lens to explain the findings, this research contributes to the understanding of the experiences of visually impaired students in HE. However, there remains a challenge for physiotherapists in education and practice to consider, embrace and ensure that the professional values we hold underpin inclusive educational practices across physiotherapy education for visually impaired physiotherapy students who will become our future colleagues.
31
Carlsson, Jim, and Therese Åkerstedt. "Physical activity level and perceived stress among refugee school students : A descriptive and correlational study." Thesis, Uppsala universitet, Fysioterapi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-374545.
Full textAbstract:
Background: Stress and low physical activity (PA) levels are linked to illness. No studies have been found examining them among refugee school students. Aim: Investigate level of PA and perceived stress and the correlation between them among refugee school students. Method: Cross-sectional study with a descriptive, correlative design. Refugee school students completed one questionnaire on perceived stress: Perceived Stress Scale (PSS); and two questionnaires on PA level: Saltin-Grimby Physical Activity Level Scale (SGPALS) and indicator questions for physical activity (SIFA) from the Swedish National board of health and welfare. Results: Altogether 59 students were included. The adult WHO/ FYSS recommended PA levels was met by 55.9%. Median SGPALS was 2 (some light physical activity for at least 4hours/week) out of 4 with 35.6% reported being sedentary during leisure time. Median PSS is 22 out of 40. No significant correlation between SIFA, SGPALS and PSS was found in the population. Conclusion: Over half of the refugee students met the adult WHO/FYSS recommended PA levels and over a third report being sedentary in their leisure time. Initiatives to promote PA among refugee students should be implemented to reduce illness and inactivity.Bakgrund: Stress och låg grad av fysisk aktivitet (PA) är kopplade till ohälsa. Inga studier har påträffats som undersöker stress och PA hos flyktingar som deltar i svenskundervisning. Syfte: Undersöka PA nivå och upplevd stress och sambandet däremellan hos skolelever med flyktingbakgrund. Metod: Tvärsnittsstudie med deskriptiv, korrelerande design. Deltagarna fyllde i frågeformulär om upplevd stress: Perceived Stress Scale (PSS); och två frågeformulär om PA nivå: Saltin-Grimby Physical Activity Level Scale (SGPALS) och Socialstyrelsens indikatorfrågor om fysiskaktivitet (SIFA). Resultat: Totalt 59 elever inkluderades. WHO/FYSS rekommenderade PA nivå för vuxna nåddesav 55,9 procent. Medianen för SGPALS blev 2 (Någon fysisk aktivitet på fritiden under minst 4 timmar per vecka) av 4 med 35,6% som uppgav stillasittande fritid. Medianen för PSS blev 22 av 40. Ingen signifikant korrelation mellan SIFA, SGPALS och PSS påträffades i populationen. Konklusion: Drygt hälften av deltagarna i studien nådde WHO/FYSS rekommenderade PA nivå för vuxna och drygt en tredjedel uppgav att de var stillasittande på fritiden. Initiativ för att främja PA hos skolelever med flyktingbakgrund bör sättas in för att minska ohälsa och stillasittande.
32
Eriksson, Max, and Hampus Mattson. "Akuta effekter och samband mellan fysisk aktivitet och koncentrationsförmåga hos universitetsstudenter : En kvantitativ studie med cross-over design." Thesis, Uppsala universitet, Fysioterapi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-384146.
Full textAbstract:
Bakgrund: Fysisk aktivitet har observerats ha positiva effekter på kognitiva förmågor, såsom koncentration. Studier saknas kring den akuta effekten på en population bestående av universitetsstudenter. Syfte: Undersöka om aerob fysisk aktivitet påverkar koncentrationen i ett akut skede samt undersöka sambandet mellan aktivitetsminuter per vecka och koncentrationsförmågan hos universitetsstudenter. Metod: En experimentell kvantitativ studie med cross-over design. Totalt deltog 26 universitetsstudenter vars koncentrationsförmåga mättes med koncentrationstestet Trail making test (TMT) A och B samt självskattning genom Numeric rating scale efter en intervention bestående av fysisk aktivitet och efter utebliven intervention. Data avseende deltagarnas aktivitetsnivå samlades in genom en enkät från folkhälsomyndigheten. Resultat: Ingen statisk signifikant (p≤0,05) skillnad sågs på objektiv eller upplevd koncentrationsförmåga. Då deltagarna fick intervention var medianen på TMT B minus A 26,8 sek (IQR=9,9), NRS 8 (IQR=2) och vid utebliven intervention var medianen på TMT B minus A 31,2 sek (IQR=11,7), NRS 7 (IQR=2). Det sågs heller ingen statistik signifikant korrelation mellan aktivitetsminuter och objektiv koncentration (r=-0,25) samt upplevd koncentrationsförmåga (r=0,11). Slutsats: Måttlig fysisk aktivitet hade inte någon effekt på objektiv eller upplevd koncentrationsförmågan i ett akut skede och ingen korrelation kunde ses mellan fysisk aktivitetsnivå och koncentrationsförmåga hos en grupp universitetsstudenter.Background: Physical activity has been observed to have positive effects on concentration. The short-term effect hasn’t been studied to the same degree and haven’t been studied in university students. Objective: Examine whether physical activity has any short-term effect on concentration and examine the correlation between general physical activity and concentration in university students. Methods: An experimental quantitative cross-over design. A total of 26 students whose concentration was measured Trail making Test (TMT) A and B and Numeric rating scale following an intervention consisting of physical activity and non-intervention. Data regarding minutes of activity per week was collected by a questionnaire from folkhälsomyndigheten. Results: There was no statistical significance (p≤0,05) in concentration. The median from TMT B minus A was 26,8 sec (IQR=9,9), NRS 8 (IQR=2) when intervention was administrated and the median from TMT B minus A was 31,2 sec (IQR=11,7), NRS 7 (IQR=2) when no intervention was administrated. There was no statistical significance in the correlation between weekly minutes of physical activity and objective concentration (r=-0,025) or self-reported concentration (r=0,11). Conclusion: Physical activity did not have a short-term effect on objective or self-reported concentration. There was no correlation between physical activity and concentration.
33
Darr, Aliya. "The underrepresentation of Asian students on nursing, radiography and physiotherapy courses : issues for improving recruitment within higher education." Thesis, University of Bradford, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577512.
Full textAbstract:
Explanations hitherto forwarded for the underrepresentation of Asian people in health care professions such as nursing, have placed undue emphasis upon cultural factors as the main barrier affecting recruitment. In particular, the physical aspects of caring, the requirement to work irregular hours and the unsuitability of the uniform are thought to deter Asian young people from considering careers in nursing. These views are based largely on anecdotal evidence; there has been little attempt to examine how attitudes of Asian people towards nursing and other health care professions are mediated by factors such as gender, generation, ethnicity, religion and class background. In addition, there has been a failure to examine how wider structural factors, such as careers guidance and institutional recruitment strategies, affect career choices of Asian people. This study examines perceptions of nursing, radiography and physiotherapy amongst a cross-section of Asian young people and parents in a northern town of England. It also examines careers advice in relation to these careers. The study highlights considerable variations in attitudes towards these three professions along class, gender and religious lines. It shows that Asian students' views towards these professions are not wholly dissimilar to those of their white counterparts. It identifies, however, that Asian students could be further discouraged from considering these health care professions due to limited opportunities for work experience, few Asian role models and low levels of awareness about entry requirements.
34
McLeod, Fiona Ann. "Nursing and physiotherapy students' perceptions of participating in Practice Based Peer Learning as a vehicle for developing interprofessional understanding." Thesis, University of the West of England, Bristol, 2012. http://eprints.uwe.ac.uk/16613/.
Full textAbstract:
Peer learning has been successfully introduced into professional education within the practice setting (Secomb 2008). This thesis provides a chronological narrative presentation of a qualitative case study that evaluated an interprofessional peer learning programme designed to consolidate communication skills and develop interprofessional understanding among physiotherapy and nursing students. The peer learning programme was implemented with two different groups of students over two four week periods when nursing and physiotherapy students overlapped during routine placements. It enabled students placed within the same hospital but in different clinical environments to work together in both a tutorial setting and on patient centred tasks. This included verbal peer review of interpersonal communication skills in both tutorial and practice settings. The theoretical framework for the research was provided by cooperative learning, with a conceptual framework provided by social interdependence theory. Ethical approval for the study was obtained from the University and NHS Research Ethics Committees. The peer learning programmes were implemented and evaluated between May and December 2007. Data collection included validated UWE Interprofessional Questionnaires before and after the programme, concurrent reflective diaries and semi-structured interviews following completion of the peer learning programme by students. Semi-structured interviews with clinicians involved in facilitating the programme along with RIPLS questionnaires were also gathered. The interviews and reflective diaries were analysed using an inductive thematic analysis (Coffey and Atkinson 1996), single case study sheets were used to summarise data and a cross case analysis matrix (Stake 2006) was adopted. Data analysis identified the focus on interpersonal and interprofessional communication skills was relevant for students at all levels; it complemented placement learning and enabled students to cooperate in practice and develop greater insight into each other’s role. Interprofessional peer observation and review within both tutorial and practice settings were found to be appropriate educational strategies. All agreed it was not threatening; it was valuable in gaining insight into another profession and for consolidating own professional knowledge. Students valued undertaking patient centred tasks together although an appropriate level of challenge and mentor support was required. The case study also discusses the use of the cooperative learning framework adopted to minimise known challenges associated with peer learning (Secomb 2008, Ladyshewsky 2000). A case is made for principles associated with cooperative learning to be more widely applied to practice
35
Beach, Cheryl Lillias. "Community-based learning to promote self-efficacy of physiotherapy students in Hong Kong to interact professionally with older adults." Thesis, University of Surrey, 2004. http://epubs.surrey.ac.uk/843465/.
Full textAbstract:
In Hong Kong, novel community-based learning experiences with older adults were created in response to educators' reports that physiotherapy students lacked confidence in professional interaction. The main theoretical foundations for the learning experiences were experiential learning and Bandura's theory of self- efficacy. The main objectives of this thesis were to evaluate the community-based learning experiences, including an assessment of students' educational needs, and to characterise self-efficacy in professional interaction. The overall research framework was action research, however a blend of research approaches was used, including naturalistic elements (e.g. grounded theory), and quasi- experimental design (e.g. pretest-posttest). The needs assessment identified students' limited prior experience with older adults and lower self-efficacy to interact with older adults with cognitive and emotional problems. A tendency towards an increase in surface learning strategies was noted in third year students compared to first year students, suggesting this curriculum may need to better facilitate students' deep learning. A negative correlation was found between students' level of self-efficacy in professional interaction and use of surface study strategy. A theoretical framework using Bigg's 3P model for teaching and learning is presented which links self-efficacy and students' learning approach within curriculum design. The evaluation of the community learning experiences revealed a significant increase in students' self-efficacy in professional interaction, along with multiple learning benefits, which highlighted the importance of direct experience. The characterisation of students' self-efficacy in professional interaction confirmed a multidimensional construct with four main dimensions; purpose of professional interaction, type of client, situation, and type of interaction. Elements within the purpose of interaction and type of interaction domains were consistent with reported dimensions of expert practice in physiotherapy. Reasons why the relatively short community-based learning experiences (12-16 hours) had a positive learning impact for beginning level Hong Kong physiotherapy students are discussed. A curriculum model for the education of professional interaction in physiotherapy is presented using the identified dimensions of self-efficacy and highlights the integration of community-based learning experiences.
36
Brink, Yolandi. "Sitting posture : a predictive factor for upper quadrant musculoskeletal pain in computing high school students." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71876.
Full textAbstract:
Thesis (PhD)--Stellenbosch University, 2012.Includes bibliography
ENGLISH ABSTRACT: Introduction: The increased prevalence of adolescent upper quadrant musculoskeletal pain (UQMP) is becoming a great concern to health professionals. The risk factors associated with adolescent UQMP are complex and multifactorial, including, among others sitting as a physical risk factor. However, no evidence exists to support sitting postural angles as a potential predictive factor for adolescent UQMP in computing high school students. Thus, the current project aimed to describe the three-dimensional (3D) sitting postural angles of computing South African high school students in a real-life setting, using a well-tested and documented posture measurement instrument. Methodology: This research project is comprised of seven related studies. Part I of the dissertation presents a systematic review describing the reliability and validity testing of posture measurement instruments. This is followed by three primary correlation and repeated measures observational studies aimed at ascertaining the reliability and validity of a newly developed 3D Posture Analysis Tool (3D-PAT) in the measurement of nine sitting postural angles of computing high school students. Part II of the dissertation presents a systematic review, that evaluates the latest published research evidence of whether sitting is related to UQMP, and, if so, to identify the elements of sitting that significantly contribute to UQMP. This review is followed by a description of a cohort study, with a prospective period of one year. The 3D-PAT was implemented in a clinical research setting in order to measure the 3D sitting posture of a cohort of asymptomatic computing high school students and in order to assess the outcome, seated-related UQMP, prospectively. The prospective study design enabled the research project to contribute to an understanding of any causative relationship between the exposure (sitting postural angles) and the outcome (seated-related UQMP) in a subgroup of adolescents (computer users). Results: After the first phase of psychometric testing of the 3D-PAT using high school students, the findings indicated that the instrument required modifications prior to further psychometric testing. The second phase of testing revealed that the 3D-PAT compared very well with the reference standard for measurement of the X-, Y- and Z-coordinates of the reflective markers on a mannequin. The findings from the phase three study, again using high school students, indicated that the 3D-PAT compared very well with the reference standard and justified its use for the measurement of six sitting postural angles of the upper quadrant in computing high school students. For the cohort study, a 60% response rate for participation was achieved at baseline, with 98% of the students participating at six-month and 80% at one-year follow up. Of the students, 33.5% complained of seated-related UQMP during the follow-up period. Exposure to increased head flexion (>80°) (ρ=0.0001) and the combination of increased head flexion and decreased cranio-cervical angles (ρ=0.007) were significant predictors of seated-related UQMP for those computing high school students complaining of pain greater than the 90th percentile for such. Conclusion: The project described in the current dissertation is the first research project to assess sitting postural angles in asymptomatic high school students, while they worked on desktop computers in a school computer classroom and to assess UQMP prospectively. The research project reports a causal relationship between increased head flexion and seated-related UQMP as increased head flexion was found to be a predictor of seated-related UQMP developing within six to 12 months for computing high school students with a pain score equal or greater than the 90th percentile for pain. The research project emphasises that further research is warranted to investigate the causal pathway between sitting posture and adolescents’ UQMP.
AFRIKAANSE OPSOMMING: Inleiding: Die stygende voorkoms van boonste-kwadrant muskuloskeletale-pyn (BKMP) onder adolessente is besig om ’n groot bron van kommer vir professionele gesondheidswerkers te word. Die risiko-faktore waarmee adolessente BKMP gepaard gaan, is kompleks en multifaktories. Dit sluit onder andere sit as ’n fisiese risiko-faktor in. Daar is egter nog geen bewyse om sittende posturale hoeke as potensiële voorspeller van adolessente BKMP te ondersteun nie. Dus beoog hierdie projek om die drie-dimensionele (3D) sittende posturale hoeke van Suid-Afrikaanse hoërskoolleerders wat ook rekenaargebruikers is, in ’n werklike omgewing te beskryf, deur gebruik te maak van ’n instrument wat postuur meet en wat goed getoets en gedokumenteerd is. Metodiek: Hierdie navorsingsprojek is saamgestel uit sewe studies. Gedeelte I van die proefskrif bied ’n sistematiese oorsig van betroubaarheids- en geldigheidstoetsing van instrumente wat postuur meet. Dit word gevolg deur drie primêre korrelasie studies en studies vir die waarneming van herhaalde meting wat die betroubaarheid en geldigheid van n nuut-ontwikkelde 3D instrument vir posturale analise (3D-PAT) bepaal, wanneer nege sittende posturale hoeke van hoërskoolleerders wat rekenaars gebruik, gemeet word. Gedeelte II van die proefskrif bied ’n sistematiese oorsig van die jongste gepubliseerde navorsing om te evalueer of daar bewyse is dat sit verband hou met BKMP, en, indien wel, om die elemente van sit wat betekenisvol bydra tot BKMP, te identifiseer. Die sistematiese oorsig word deur ’n beskrywing van ‘n jaarlange kohortstudie gevolg. Die 3D-PAT is gebruik in ’n kliniese-navorsingsraamwerk om die 3D-sitpostuur van ’n kohort simptoomvrye hoërskoolleerders wat rekenaargebruikers is, te meet en sitverwante BKMP as uitkoms in die vooruitsig te stel. Die studie ontwerp het dit vir die navorsingsprojek moontlik gemaak om ’n insiggewende bydrae te lewer tot begrip vir enige oorsaaklikheidsverwantskap tussen die blootstelling (sittende posturale hoeke) en die uitkoms (sitverwante BKMP) in ’n subgroup van adolessente (rekenaargebruikers). Resultate: Na afloop van die eerste psigometriese toesting van die 3D-PAT, waarin hoërskoolleerders gebruik is, het bevindings daarop gedui dat die instrument verander moet word voordat toetsing kan voortgaan. Die tweede fase van toetsing het getoon dat die 3D-PAT baie goed vergelyk met die verwysingstandaard vir die meet van die X-, Y- en Z-koördinate van die reflektiewe merkers op ’n mannekyn. Die bevindings van die derde fase van die studie, waartydens hoërskoolleerders weer gebruik is, het aangedui dat die 3D-PAT baie goed vergelyk met die verwysingstandaard. Dit het die gebruik van die instrument om ses sittende posturale hoeke van die boonste kwadrant van hoërskoolleerders wat rekenaars gebruik te meet, bevestig. Die kohortstudie het ’n 60%-reaksiesyfer vir deelname behaal tydens die basislynmetings, waarvan 98% leerders deelgeneem het aan die sesmaande-opvolgmetings en 80% aan die eenjaaropvolgmetings. ’n Totaal van 33.5% van die leerders het gekla van sitverwante BKMP gedurende die eenjaar opvolgperiode. Blootstelling aan ’n vergrootte kopfleksie-hoek (>80°) (ρ = 0.0001) en die kombinasie van ’n vergrootte kopfleksie- en verminderde kranio-servikale hoek (ρ = 0.007) was betekenisvolle voorspellers van sitverwante BKMP vir die hoërskoolleerders wat rekenaars gebruik en kla van groter pyn as die 90ste persentiel daarvan. Gevolgtrekking: Hierdie projek is die eerste navorsing wat sittende posturale hoeke van simptoomvrye hoërskoolleerders wat op tafelrekenaars in die skool se rekenaarklaskamer werk, meet en BKMP voorspel. Die navorsingsprojek rapporteer ‘n oorsaaklikheidsverwantskap tussen ‘n vergrootte kopfleksie-hoek en sitverwante BKMP omdat vergrootte kopfleksie ‘n voorspeller is van sitverwante BKMP wat binne ses tot 12 maande by hoërskoolleerders wat rekenaars gebruik, met ‘n pyntelling gelyk of groter as die 90ste persentiel van pyn, ontwikkel. Die navorsingsprojek beklemtoon dat verdere navorsing om die oorsaaklikheidsroete tussen sitpostuur en adolessente BKMP te ondersoek, geregverdig is.
Medical Research Council of South Africa
National Research Fund
Division of Research Development and Support of Stellenbosch University
37
Ladyshewsky, Richard Kaban. "A Quasi-Experimental Study of the Effects of a Reciprocal Peer Coaching Strategy on Physiotherapy Students' Clinical Problem Solving Skills." Curtin University of Technology, Faculty of Education, 2000. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=9420.
Full textAbstract:
This research was carried out to further the theoretical and practical understanding of peer assisted learning in undergraduate physiotherapy clinical education. A quasi-experimental study, with both a control group and an experimental group, was developed to examine the effects of peer assisted learning on the cognitive, psychomotor and affective components of clinical competence.On a more specific level, the main aim of the study was to investigate two models of clinical learning used in physiotherapy: the individualistic and reciprocal peer coaching models. Differences in history taking, physical examination and clinical reasoning were studied by having individual students, and pairs of students, complete an assessment of a simulated patient followed by a clinical reasoning test. A conceptual framework illustrates the main theoretical implications of this study. This framework incorporated current knowledge about clinical reasoning in medicine and the allied health sciences, in particular, reasoning from a novice practitioner's perspective. The conceptual framework, however, was expanded to demonstrate how peer assisted learning can influence the knowledge, cognitive and metacognitive aspects of clinical reasoning and performance.The main findings of the study were that reciprocal peer coaching led to statistically significant improvements in performance and clinical reasoning in the experimental group. In most cases, positive effect size differences appeared in favour of the experimental group. Most noteworthy differences were in the areas of physical examination and overall thoroughness of the patient encounter. Subjects in the experimental group also outperformed subjects in the control group on the overall clinical reasoning test to a statistically significant degree. A similar outcome was also noted in terms of patient management, that is, the planning and ++development of treatment interventions. Low achieving students in the reciprocal peer coaching group outperformed low achieving students who worked independently. Qualitative differences in the learning atmosphere of both models were also reported by subjects. While the actual clinical reasoning process did not appear to differ across both groups, practical differences in the actual learning experience did appear. Students in the experimental group reported being less anxious than students in the control group. The reciprocal peer coaching process was also an effective means of creating a supportive learning environment. These results are consistent with the major conclusions in the literature. Specifically, that peer assisted learning methods can increase achievement in learners (Goldschmid & Goldschmid, 1976; Johnson et al., 1998; Milson & Laatsch, 1996; Riggio et al., 1991; Riggio et al., 1994; Topping, 1996).
38
Parris, Dianne. "The perceptions of final year physiotherapy students and their clients regarding their experiences of home visits : an exploratory case study." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95837.
Full textAbstract:
Thesis (MPhil)--Stellenbosch University, 2014.ENGLISH ABSTRACT: Home-based rehabilitation (HBR) in under-resourced areas in a primary health care context exposes students to the real life situations of clients. The educational experience of HBR, underpinned by the theory of situated learning, promotes experiential and transformative learning. HBR leads not only to academic learning and personal development, but also to an understanding of social accountability and responsibility. Physiotherapy students and their clients frequently have diverse lingual, socio-economic and cultural backgrounds which may hinder the provision of appropriate treatment to clients in their residences. Increased knowledge of HBR in the physiotherapy context could result in an enhanced experience for both student and client. This study sought to explore the perceptions of physiotherapy students and their clients regarding HBR as part of clinical training in resource-constrained settings. Whether the students felt adequately prepared to perform HBR was also explored. A qualitative research design in the interpretivist paradigm was used. An exploratory case study was performed. Semi-structured interviews were conducted with clients (N=7) living in an under-resourced setting who had received HBR from physiotherapy students. Paired interviews were conducted with final year physiotherapy students (N=6) after their HBR placement. The data were subjected to inductive thematic analysis and themes developed. The findings showed that while clients appreciated the students’ services, there were communication barriers and unmet expectations. Students reported difficulty in adapting to the unfamiliar context, resulting in interventions not being sufficiently client-centred. They voiced a need for language competency to assist in communication. Earlier facilitated exposure to under-resourced contexts in the early clinical phase was suggested to reduce culture shock. An awareness of home environments in under-resourced areas influenced the students’ interventions in other contexts. To gain maximum benefit from the learning opportunities available through HBR, students require support for client management and client-centred problem solving in an under-resourced setting. Guided reflection should form part of the HBR placement to facilitate the construction of new knowledge, to promote deep transformative learning and to increase the students’ awareness of their role as change agents. Exposure to real life situations in under-resourced settings in the form of HBR provides valuable situated and authentic learning opportunities for physiotherapy students. The experience can be useful in preparing graduates to address the needs of the populations they will serve during community service.
AFRIKAANSE OPSOMMING: Tuisgebaseerde rehabilitasie (TBR) in ondervoorsiende gebiede in die primêre gesondheidsorg-konteks stel studente bloot aan die werklike lewensomstandighede van kliënte. Die opvoedkundige ondervinding van TBR, gerugsteun deur die teorie van gesitueerde leer, bevorder ervarings- en transformasionele leer. TBR lei nie net tot akademiese leer en persoonlike ontwikkeling nie, maar bevorder ook insig in maatskaplike verantwoordbaarheid en verantwoordelikheid. Fisioterapie-studente en hul kliënte het dikwels verskillende taal-, sosio-ekonomiese en kulturele agtergronde wat kan verhinder dat die toepaslike behandeling vir kliënte tuis verskaf word. ’n Toename in kennis van TBR in die fisioterapie-konteks kan lei tot ’n beter ondervinding vir beide die student en die kliënt. Die doel van die studie is om die persepsies van die fisioterapie-studente en hul kliënte met betrekking tot TBR, as deel van die kliniese opleiding in omgewings waar daar beperkte hulpbronne is, na te vors. Daar is ook nagegaan of die studente gevoel het dat hulle genoegsaam voorberei is om die TBR toe te pas. ’n Kwalitatiewe navorsingsontwerp in die interpreterende paradigma is gebruik. ’n Verkennende gevalle-studie is gedoen. Semi-gestruktureerde onderhoude is met die kliënte (N=7) wat in ondervoorsiende omstandighede leef en wat TBR van fisioterapie-studente ontvang het, gevoer. Onderhoude is in pare met fisioterapiestudente in hul finale jaar (N=6) gevoer nadat hulle hul TBR-plasing voltooi het. ’n Induktiewe tematiese analise van die data is gedoen en temas is ontwikkel. Die resultate het getoon dat, alhoewel die kliënte waardering gehad het vir die dienste wat deur die studente gelewer is, daar kommunikasiegapings en onvervulde verwagtinge was. Die studente het gerapporteer dat hulle gesukkel het om aan te pas by die onbekende omgewing met die gevolg dat die intervensies nie genoegsaam kliëntgerig was nie. Hulle het ook aangedui dat daar ’n behoefte is om die nodige taalvaardigheid te ontwikkel om kommunikasie te verbeter. Die kultuurskok wat beleef is, kan moontlik in die vroeë kliniese fase reeds gefasiliteer word deur die studente aan ondervoorsiende kontekste bloot te stel. Die kennis van die tuisomgewings in ondervoorsiende areas het ’n invloed gehad op die studente se intervensies in ander kontekste. Studente benodig ondersteuning in kliëntebestuur en kliëntgesentreerde probleemoplossing in ondervoorsiende omgewings ten einde maksimum voordeel te verkry uit leergeleenthede wat beskikbaar is deur TBR. Begeleide refleksie behoort deel te vorm van die TBR-plasing om die opbou van nuwe kennis te fasilliteer, diepgaande transformatiewe leer te bevorder en die student se bewustheid van hul rol om verandering teweeg te bring, op te skerp. TBR voorsien nie net waardevolle, outentieke leergeleenthede ter plaatse nie, maar gee ook die fisioterapie-studente blootstelling aan die werklike situasies waarin mense hulle in ondervoorsiende omgewings bevind. Hierdie ondervinding kan waardevol wees om graduandi voor te berei om die behoeftes aan te spreek van die bevolkingsgroepe wat hulle tydens hul gemeenskapsdiensjaar sal bedien.
39
Wynter, Trevor. "An exploration of students' learning journey experiences : do they illustrate personal characteristics that influence progression through their physiotherapy degree programme?" Thesis, Northumbria University, 2017. http://nrl.northumbria.ac.uk/32580/.
Full textAbstract:
BACKGROUND TO THE STUDY: Recruitment is key for any organisation. Admission onto health education programmes must balance the requirements of a degree with preparation for a specific professional role. Additionally, gate keeping demands recruitment of those with potential to uphold the values and standards of the NHS constitution, the chosen profession, who can work with, and for, vulnerable people. Evidence indicates a relationship between prior academic attainment and future academic performance. However, the importance of personal characteristics for those entering healthcare education is unclear. RESEARCH QUESTION: Do students learning journey experiences illustrate personal characteristics influencing progression through their physiotherapy degree? STUDY AIM: To investigate a physiotherapy year group's journey through their degree programme, from pre-admission to graduation and identify personal characteristics influencing progression, professional registration and employability. METHODOLOGY: A qualitative approach, built on a thematic model of personal, social and professional identity, utilised an applied social policy research data handling and analysis Framework approach, underpinned by a pragmatic worldview. METHOD: Following ethical clearance, a physiotherapy cohort from a North East of England university consented to admissions and progression data being analysed. A purposive sample of nine students consented to attend semi-structured interviews exploring their learning journey. Interviews explored pre-admission through year 1, year 2 to year 3 and year 3 plus overview of their degree. Progression was analysed by consideration of secondary data, including grade point average (GPA), placement formative feedback & degree classification. RESULTS: Analysis of the interviews and secondary data suggested all learning journeys present challenges. Six personal characteristics emerged as important facilitators, conscientiousness, resilience, reflection, caring, interpersonal relationships and attitude to learning. The strength of affinity for the intended physiotherapy identity emerged as a key motivating factor along the learning journey. CONCLUSION: Learning journeys are challenging. Frustrations and disappointments transpire as a natural consequence of academic and professional development. They may also coincide with major life-events creating additional stressors. Personal characteristics appear vital protectors against such stressors and additionally facilitate the learning journey. No single key characteristic emerged; rather several appear to interact to facilitate the learning journey. When one characteristic is overwhelmed, successful individuals draw on others as resources. Characteristics themselves are not simple expressions of behaviour but nuanced, with certain facets more or less important depending on context. It is too simplistic to view struggling, or failing students as lacking certain characteristics, as unique contextual issues may inhibit utility of a normally present characteristic. Managing challenges appears related to the strength of affinity for the physiotherapy identity. If strong, individuals appear highly motivated to persevere even in the face of significant stressors. When weak or the proto-physiotherapy identity fails to match the reality encountered through the degree, the ability to manage is diminished, resulting in a challenged and likely unsuccessful outcome. ACADEMIC CONTRIBUTION: The results have led to better understandings of the role of personal characteristics in the development of students through their professional education. It is envisaged this will not only contribute to more focused admissions strategy and processes locally, but will contribute knowledge to the national debate on values based recruitment (VBR) in the NHS.
40
Axelsson, Petter, and Alexander Larsson. "Ländryggssmärta och fysisk aktivitet bland fysioterapeutstudenter i Sverige. Förekomst och skillnader." Thesis, Uppsala universitet, Åsenlöf: Fysioterapi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-411413.
Full textAbstract:
Bakgrund:Ländryggssmärta är en vanlig orsak till nedsatt funktionsförmåga och 60–80% av alla vuxna har upplevt smärta i ländryggen någon gång i livet. Fysisk aktivitet (FA) har god evidens att förhindra att ländryggssmärtan utvecklas till kronisk samt för att minska smärta och öka/bibehålla funktion. Fysioterapeutstudenter inhämtar under utbildningen kunskap om betydelsen av FA i både prevention och behandling, men lever vi som vi lär? Syfte:Att undersöka förekomst av ländryggssmärta, genomsnittlig mängd FA samt skillnader gällande mängd och intensitet av FA hos fysioterapeutstudenter i Sverige med respektive utan ländryggssmärta. Studien har även undersökt könsskillnader avseende prevalens av ländryggssmärta. Metod:En tvärsnittsstudie av kvantitativ, komperativ och icke-experimentell design. En webbenkät skickades till samtliga fysioterapeutprogram i Sverige. Totalt deltog 252 personer av uppskattningsvis 1700 studerande. De svarande fick fylla i bakgrundsdata samt för de senaste sju dagarna skatta sin upplevda ländryggssmärta enligt 1–10 på Numeric Rating Scale (NRS) och sin mängd FA på olika intensiteter enligt International Physical Activity Questionnaire Short Form (IPAQ-SF). Resultat: Prevalensen av ländryggssmärta var 60% och förekomsten var lika mellan könen (män: 58%, kvinnor: 60%). Majoriteten av deltagarnas aktivitetsmängd klassificeras som hög. Resultaten påvisade ingen skillnad i FA mellan grupperna gällande total, mycket ansträngande samt måttligt ansträngande FA. Konklusion:Inga statistiska skillnader gällande prevalens av ländryggssmärta kunde ses mellan könen. Studien påvisade ingen signifikant skillnad mellan grupperna med respektive utan ländryggsmärta gällande mängd eller intensitet av FA. Vidare forskning behövs på ämnet.Background:Low back pain (LBP) is a common cause of disability and 60-80% of adults have experienced LBP at some point in their lives. Physical activity (PA) has good evidence to prevent LBP from becoming chronic, reduce pain and increase function. Physical therapy students learn of the importance of PA in both prevention and treatment. But do we live as we learn? Objective:To investigate the prevalence of LBP, average amount of PA and differences regarding the amount and intensity of PA amongst physical therapy students with and without LBP in Sweden. The study has also examined gender differences in the prevalence of LBP. Method:A cross-sectional study with quantitative, comparative and non-experimental design. A web survey was distributed to all physiotherapy programs in Sweden. Out of an estimated 1,700 students, 252 responded. Respondents submitted background information and estimated for the last seven days their LBP from 1-10 according to Numeric Rating Scale (NRS) and their amount of PA at different intensities according to International Physical Activity Questionnaire Short Form (IPAQ-SF). Results:The prevalence of LBP was 60%. 58% of men and 60% of women estimated LBP in the last seven days. The majority of the participants’ PA was classified as high. The results showed no significant difference in PA between the groups. Conclusion:No statistic differences regarding prevalence of LBP could be seen between the sexes. No significant difference regarding amount or intensity of PA was found between the groups with and without LBP. Further research is needed.
41
Dawson, Daphne C. E. "From legitimate peripheral participation to full participation? : investigating the career paths of mature physiotherapy students in a context of changing NHS employment opportunities." Thesis, Manchester Metropolitan University, 2013. http://e-space.mmu.ac.uk/315694/.
Full textAbstract:
This research investigates the experiences of 18 mature career-changing physiotherapists over the first three years of belonging to their new profession, employing and critiquing Lave and Wenger’s (1991) theory of community of practice in so doing. Such newcomers to a profession bring with them social and cultural capital which can impact upon the new workplace and their progress within it, as might their biographies, atypical for their chosen profession. Very little has been written about the effect of importing people experienced in another occupation into a profession. This leaves an empirical and theoretical gap to be explored regarding both the effect on the individuals and on the practice of the communities they join. No-one has considered what might be involved in what amounts to identity re-construction in the new career, and what impact the employment context (possibly unstable or fluctuating) might have on the process. Annual semi-structured interviews were chosen as the appropriate mode of generating data from the main respondents, augmented by single interviews with six physiotherapy managers and four established clinicians to provide additional necessary context. The recorded transcripts were analysed using brief interviewee narratives, pro formas and reflective questions. It was found that previous experience, including upbringing and habitus, were particularly influential in these newcomers’ progress, and individuals may be beginning to self-manage their careers, a practice which questions and adds to Lave and Wenger’s (1991) theory of legitimate peripheral participation. Other elements that contradicted community of practice theory included the fact that it was with patients and their carers that social interaction leading to learning occurred most, and it was often to this client group that practitioners felt loyalty and a sense of belonging, rather than to any community of fellow practitioners. Also solo workers are often isolated from the newcomer and cannot pass on their learning as Lave and Wenger (1991) suggest. Full participation was found to be difficult to define, equating with proficiency rather than expertise. The thesis as a whole gives some indication of the way in which a profession’s traditions may be changing with respect to widening participation and the problems of a context of fractured and uncertain employment.
42
Aronsson, Gabriella, and Hampus Ågren. "Self-Assessed Anxiety and Physical Fitness in South African University Students : In collaboration with the Department of Physiotherapy, University of the Western Cape." Thesis, Uppsala universitet, Åsenlöf: Fysioterapi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-411565.
Full textAbstract:
Abstract Background/problem definition: Mental illness, such as anxiety, is a health problem affecting about 10-20% of adolescents worldwide. Studies have found a person’s physical fitness to be associated with their mental health, but most studies have been done in the western world and few have investigated sub-Saharan African (SSA) countries. It has also been found that SSA countries’ guidelines regarding physical activity are few and incomplete, although the importance of it is well known. Aim: To investigate to what extent physical fitness: grip strength (GS), 20 meter shuttle run test (20MSRT), body mass index (BMI) and waist circumference (WC) correlate to self-assessed anxiety in South African students at the UWC. Methods: The study had a quantitative, cross-sectional and correlational research design with a non-randomized convenience sampling. The physical fitness data were collected through a hydraulic grip strength dynamometer, 20MSRT and by measuring anthropometric measurements in order to calculate BMI and WC. An electronic version of the GAD-7 form was used for self-assessed anxiety. Results: The results showed a significant positive correlation between BMI and levels of anxiety in women, but not in men. The correlation of anxiety related to WC, GS and 20MSRT showed no significance for the whole sample or related to gender, respectively. Conclusion: No significant correlation could be determined between physical fitness and anxiety. Severe anxiety affected 25% of the population, supporting previous research indicating that students are a group prone to anxiety.Sammanfattning Bakgrund: Mental ohälsa, till exempel ångest, är ett hälsorelaterat problem som drabbar cirka 10-20% av ungdomar i världen över. Studier har visat att en persons fysiska kondition (physical fitness) kan kopplas till mental hälsa och välmående, men de flesta studier har gjorts i västvärlden och det råder brist på forskning i länder söder om Sahara. Dessutom har afrikanska länder söder om Sahara få och inkompletta riktlinjer gällande fysisk aktivitet trots att betydelsen av fysisk aktivitet är väl etablerad. Syfte: Att undersöka om och till vilken utsträckning fysisk kondition (innefattande grepp styrka, beep-test, BMI och midjemått) korrelerar med självskattad ångest (GAD-7) hos Sydafrikanska studenter vid University of the Western Cape (UWC). Metod: En kvantitativ tvärsnittsdesign användes och korrelationer studerades. Deltagarna rekryterades genom ett icke randomiserat bekvämlighetsurval. Datan för fysisk kondition och hälsa samlades in genom en greppstyrka-dynamometer, beep-test samt genom antropometriska mätningar för att mäta midjemått och räkna ut BMI. Självskattad ångest samlades in genom en elektronisk version av GAD-7 formuläret. Resultat: Resultaten visade en statistiskt signifikant, positiv korrelation mellan BMI och ångest bland kvinnor. Inga signifikanta korrelationer kunde i övrigt ses i gruppen som helhet eller hos kvinnor respektive män. Konklusion: Ingen signifikant korrelation fastslogs mellan fysisk kondition och ångest. Svår ångest rapporterades av 25% av deltagarna, vilket stödjer tidigare forskning på området som indikerar att studenter är en grupp utsatt för ångest.
43
Gallagher, Christine Leigh. "Shared learning in health care professional education : an evaluation of third year medical, nursing, occupational therapy, physiotherapy and podiatry students' shared learning experiences." Thesis, University of Southampton, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.409854.
Full text
44
Eriksson, Hugo, and Jakob Engström. "Promenaders effekt på studiemotivation och koncentrationsförmåga under eftermiddagsstudier hos gymnasieelever - en studie med single case experimental design." Thesis, Uppsala universitet, Fysioterapi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-384147.
Full textAbstract:
Abstract Background/problem: That physical activity (PA) is important for good health and high quality of life is well known. PA also increases a person’s executive functions, ability to concentrate, solve problems and to learn. High school students (HSS) that lack motivation lose focus and are overrepresented as high school dropouts. Aim: The aim was to examine the effects of a 20-minute walk, during lunch break, on HSS self-rated motivation and concentration during after-lunch-studies. Method: The study had a multiple baseline single subject design. Six HSS estimated their motivation and concentration for “after-lunch-studies” for 20 school days. They also estimated their sleep quality, sleep time and how well rested they were when they woke up. During the intervention-phase they performed a 20 min walk on the lunch-break. The length of the baseline and the intervention varied between 5-10 days. Results: No differences were found for the participants when comparing the results from the first and second control period and the intervention period. Conclusion: No effect on motivation and concentration was found in this study. A different design with more subjects and different exercise intensity might be better suited to evaluate the effects of physical activity on HSS motivation and concentration.
45
Schämann, Astrid. "Akademisierung und Professionalisierung der Physiotherapie." Doctoral thesis, Humboldt-Universität zu Berlin, Philosophische Fakultät IV, 2005. http://dx.doi.org/10.18452/15291.
Full textAbstract:
Seit dem Jahr 2001 werden in Deutschland aufgrund von Länder – oder Fachhochschulinitiativen zunehmend Studiengänge für Physiotherapie etabliert, ohne dass es sich jedoch zunächst um einen vom Bund mitgetragenen und somit rechtlich abgesicherten neuen Berufsabschluss handelt. Die rasante Zunahme der Studiengänge geht einher mit einer maximalen Varianz hinsichtlich der Dauer, der Inhalte, der fachlichen Ausrichtung und Organisationsform sowie der Anbindung an unterschiedlichste Fakultäten. Die Studierenden dieser ersten Generation sind somit diejenigen, die mit ihren subjektiven Einstellungen, Wünschen, Ängsten, Erwartungen und Wahrnehmungen über einen neuen Blick verfügen. Sie können als die zentralen ExpertInnen in der Beurteilung eines deutlich Verunsicherung schaffenden Professionalisierungsprozess betrachtet werden. Mit der Einführung dieser neuen Studiengänge (z.T. im Sinne des Bolognaabkommens) werden vor dem Hintergrund der Fragen zur Existenz einer physiotherapeutischen Identität, eines physiotherapeutischen Habitus sowie der professionellen Selbstverortung drei unterschiedliche Forschungsstränge aufgegriffen: 1. Berufswahlmotive, existierende Bilder von Physiotherapie vor und nach der Ausbildung, Beurteilung der fachschulischen Ausbildung, Berufseinstieg 2. Gründe für die Aufnahme des Studiums, Vor- und Nachteile des Studiums, Bewertung des Studiums, Erwartungen an das Outcome, Probleme 3. Einstellung gegenüber Profession, Professionalisierung und Professionalität Methodologisch wurde das Forschungsdesign der ExpertInneninterviews gewählt. Die mit 33 Studierenden der unterschiedlichen Fachhochschulen geführten und vollständig transkribierten Interviews sind dann mittels eines qualitative Forschungsdaten verarbeitenden Softwareprogramms sequenzialisiert und codiert worden, um die Ergebnisse des Antwortverhaltens der Studierenden in eine mögliche Typisierung zu überführen. Um die studentische Binnensicht beruflicher Kulturalität um eine Außenaufsicht zu ergänzen, wurden zwei weitere nicht-studentische, jedoch professionszugehörige ExpertInnen interviewt.The first university degrees in Physiotherapy have been developing in Germany since 2001, without however, any formal, legislative introduction by government. The rapidly increasing number of these courses vary considerably with regard to duration, contents, staffing and faculty membership. In this process of professionalization the students of this first generation of higher education are of particular interest. They are the “experts”, able to look at the profession from a new and different point of view. Their perception of the profession, their insecurities, wishes, hopes and needs highlight a process which could be described as unstable and confusing. The objective of this research project was to investigate whether a PT identity and a PT professional habitus exist and how the students themselves perceive the status of the profession. Expert interviews with students from different universities were chosen to gather the data which was subsequently analysed and codified using a qualitative research softwear to identify response types. In addition to the 33 students’ interviews portraying an “insider´s view” of the cultural identity, 2 further interviews were carried out with non-student experts in the field to represent an “outsider´s view”. This resulted in the examination of these distinct areas: 1. Career choice, satisfaction with initial PT training course, experiences on entering employment 2. Advantages and disadvantages of studying, satisfaction with the degree course, expectations of the outcome, problems 3. Attitude towards the profession, the status of professionalization and professionalism
46
LaRosa, Nicholas. "Effect of Case Presentation on Physical Therapy Students’ Clinical Reasoning." UNF Digital Commons, 2019. https://digitalcommons.unf.edu/etd/895.
Full textAbstract:
This mixed-methods study investigated the effects of case method presentation on the clinical reasoning hypotheses generated, strategies implemented, and errors made by physical therapy students working through a musculoskeletal clinical problem. The study was framed by Marton and Säljö’s levels of processing, McCrudden’s et al. goal-focusing model, Cognitive Load Theory, and the Model of Domain Learning. Verbatim transcriptions for each problem-solving session was created and coded. Cohen’s kappa was κ = .75 indicating substantial inter-rater reliability for the finalized coding schemes. Quantitative analysis included mean and standard deviation calculations followed by Mann Whitney-U comparisons which detected several significant differences between groups regarding clinical reasoning hypotheses generated, reasoning strategies implemented, and errors made during the problem-solving sessions. Moderate-to-large effect sizes, ranging from r2 = .64–.78, indicated that differences in clinical reasoning between groups was mostly attributed to the case presentation method. Additionally, a qualitative profile enriched the data set by identifying differences in type of knowledge regulation each group exhibited and timing of treatment considerations. Specifically, participants in the simulated patient group were found to regulate more psychomotor skill knowledge compared to the written case study group who exhibited more regulation of propositional knowledge. This research project has already impacted the educational experiences physical therapy students receive in their professional education program. Future research should include multi-institutional investigations with a larger number of participants allowing for better representation of physical therapy students across professional education programs before generalizing any findings.
47
Fonseca, Ana Beatriz Ponte. "Dor cervical inespecífica e disfunção temporomandibular em jovens estudantes de fisioterapia." Bachelor's thesis, [s.n.], 2019. http://hdl.handle.net/10284/7663.
Full textAbstract:
Projeto de Graduação apresentado à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Licenciada em FisioterapiaIntrodução: a articulação temporomandibular (ATM) e a coluna cervical atuam em harmonia. Uma disfunção na cervical pode provocar sintomatologia álgica na ATM e vice-versa. Objetivo: analisar a prevalência e as caraterísticas da dor cervical inespecífica e da disfunção temporomandibular (DTM) em jovens estudantes de ambos os sexos, e de diferentes anos do curso de Fisioterapia. Metodologia: a amostra foi constituída por 41 estudantes do 3º e 4º ano do curso de Fisioterapia da Universidade Fernando Pessoa (UFP), de ambos os sexos, 20 do sexo feminino e 21 do sexo masculino, com uma média de idade de 22,12±2,15 anos, variando de 19 a 27. Foram aplicados 2 questionários, o Índice de Incapacidade Cervical (Neck Disability Index - NDI) para a cervical e o questionário amnésico de Fonseca para a ATM. Resultados: a prevalência da dor cervical inespecífica é superior no sexo feminino (90%, vs. 47,6%), e nos alunos do 4º ano (85,0% vs. 52,4%). A prevalência de dor na ATM é mais elevada no sexo feminino (55% vs. 14,3%), e os alunos do 4º ano também seguem essa tendência (45,0% vs. 23,8%). Conclusão: Ser do sexo feminino aumenta significativamente a probabilidade de ter dor cervical e dor na ATM, e frequentar o 4º ano é um fator de risco no aparecimento de dor cervical. Existe uma forte correlação significativa entre a incapacidade cervical e nível/categoria de DTM.
Introduction: the tempomandibular joint and the cervical spine work together in harmony. A cervical dysfunction may cause symptoms of TMJ pain and the opposite can also happen. Objective: analyze the prevalence and characteristics of nonspecific cervical pain and temporomandibular dysfunction in young students of both sexes, and of different years of the physiotherapy course. Material and methods: The sample consisted of 41 students from the 3rd and 4th year of the physiotherapy course at the Fernando Pessoa University (UFP), of both sexes, 20 females and 21 males, with an average age of 22,12±2,15 years, varying from 19 to 27. Two questionnaires were applied, the neck disability index-NDI for cervical and the amnestic questionnaire of Fonseca for TMJ. Results: The prevalence of nonspecific cervical pain is higher among females (90%, vs. 47.6%), and in 4th year students (85.0% vs. 52.4%). The prevalence of pain in TMJ is higher among females (55% vs. 14.3%), and the 4th year students also follow this trend (45.0% vs. 23.8%). Conclusion: Being female significantly increases the probability of having cervical pain and pain in TMJ, and attending the 4th year is a risk factor in the onset of cervical pain. There is a strong significant correlation between cervical disability and TMD level/category.
N/A
48
Alexander, Helen A. "An evaluation of a physiotherapy student clinical education assessment instrument." Thesis, Glasgow Caledonian University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.358956.
Full text
49
Meehan, Robbie. "Professional identification in student experience : perspectives from occupational therapy and physiotherapy courses." Thesis, University of East Anglia, 2016. https://ueaeprints.uea.ac.uk/62678/.
Full textAbstract:
This research explores the student experience and formation of a professional identity on undergraduate and postgraduate occupational therapy and physiotherapy programmes at Hillside University. In my administrative role, I was aware that the student experience on these programmes did not reflect the typical “college experience” associated with transitions into student and campus life and then towards qualification. These health profession students make simultaneous transitions into higher education, and into a profession through practice placement settings where they learn skills and work alongside health professionals. Thus, they navigate between two worlds of very distinct modes of learning and socialisation, with the shared objective of a professional qualification and career. Using a phenomenological approach, the study explores those transitions through the subjective eyes of the participants. Data was gathered using semi-structured interviews with first and final year students on both UG and PG professional courses over one academic year, offering a longitudinal perspective and revealing students’ personal experiences of the formation of a professional identity through learning and socialisation. The study reveals how students engage less in traditional student activities due to anticipated periods on placements, and some non-standard start dates, and how students develop a strong focus on their learning and close cohort and peer groups bonds. The research found that as practice placements were experienced, students became more engaged with their future professions in the placement contexts, and also more distant with the university and its conceptualisation of a learner’s identity. These aspects of student experience could be further explored, with more pre-registration health courses being developed and increasing numbers in the Health Faculty on programmes with placements, it is important for the HEI to recognise this and ensure these student perspectives are considered.
50
Mason, Carolyn. "The black student experience of undergraduate physiotherapy education : choice, identity and prejudice." Thesis, University of Sheffield, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.398716.
Full text