Bibliografie tematiche / Physiotherapy professional education

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Letteratura scientifica selezionata sul tema "Physiotherapy professional education"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 1 febbraio 2022

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Articoli di riviste sul tema "Physiotherapy professional education"

Hunt, Adrienne, Barbara Adamson, Joy Higgs e Lynne Harris. "University Education and the Physiotherapy Professional". Physiotherapy 84, n. 6 (giugno 1998): 264–73. http://dx.doi.org/10.1016/s0031-9406(05)65527-7.

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Rekowski, Witold, e Eliza Grządkowska. "Professional Development of Physiotherapy Students During Msc Studies". Advances in Rehabilitation 28, n. 1 (1 marzo 2014): 5–14. http://dx.doi.org/10.2478/rehab-2014-0028.

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Abstract Introduction: Lack of legal regulations regarding the profession of physiotherapist in Poland results in lack of formal obligation to develop professionally which characterises other medical professions. Physiotherapists may raise their qualifications by participating in specialisation courses commissioned by the Medical Centre of Postgraduate Studies (Centrum Medyczne Kształcenia Podyplomowego). Outside the system of education, the education market offers a wide array of courses and professional training schemes. Physiotherapy students, especially MSc students, take part in such courses. The following research stems from the desire to specify the range and characteristics of professional development during MSc studies as well as to establish the factors encouraging this phenomenon. Material and methods: The research was conducted using a specially designed anonymous questionnaire. The test sample consisted of 152 second-year MSc students studying physiotherapy at a public physical education academy. Results: 3/4 of the research respondents participate in various forms of professional development available on the market, while 1/4 remain passive. Half of the students tested participated in two or more courses during their studies. Massage, physiotherapeutic methods, kinesio taping and manual therapy are the most popular course choices. Most often (62% of cases) the costs of such courses amount up to 5,000 PLN, one fifth of the students allocates up to 10,000 PLN for this purpose. The courses are mainly financed by the students' families or by the students themselves. Some social characteristics and studying conditions are factors conductive to undertaking such activity. Conclusions: Raising qualifications during studies is a widespread phenomenon. The aim of participation in courses is mainly to supplement knowledge with additional information, not available during studies. The main motives underlying such activity are cognitive reasons and improvement of one's situation in the work market.

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Lotter, Karin, Anita Kidritsch, Hannes Aftenberger, Gabriele Mayrhofer, Karin Polanz, Tanja Riedl, Lisa Seiringer et al. "Learning outcomes physiotherapy in neurology – a structured consensus finding of the Austrian University Network Physiotherapy in Neurology (ÖHPN) / Learning Outcomes Physiotherapie in der Neurologie – eine strukturierte Konsensfindung des österreichischen Hochschulnetzwerkes Physiotherapie in der Neurologie (ÖHPN)". International Journal of Health Professions 7, n. 1 (22 settembre 2020): 66–83. http://dx.doi.org/10.2478/ijhp-2020-0007.

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AbstractBackgroundEuropean Standards and Guidelines for Quality Assurance in tertiary education at Universities of Applied Sciences recommend a high level of competence orientation. This can be achieved and evaluated by the definition of Learning Outcomes. Furthermore, these Outcomes can assure a comparison of the level of education after graduation. Efforts should be made to achieve this form of Quality Assurance for the professional education of physiotherapists.ObjectiveThe aim of this paper is to state consensus of the Austrian Universities of Applied Sciences Network for Physiotherapy in Neurology through the definition of shared Learning Outcomes for the field of Neurology for undergraduate physiotherapy students.MethodsBased on the guidelines of the European Qualification Framework (EQF), Physio Austria (Austrian Association of Physiotherapists) published the competency profile for physiotherapists describing learning outcomes of EQF levels 6 as the first study cycle with Bachelor degree. Specific learning outcomes for Physiotherapy in Neurology were added for the further development and differentiated assurance of Quality Standards in coordination with experts from the Universities of Applied Sciences in Austria.ResultsIn addition to the Learning Outcomes described in the competency profile of Physio Austria, this consensus paper describes those specifically for the EQF Level 6 of physiotherapy in neurology. Specifications in neurology were made for the following roles: Expert in Physiotherapy, Communicator, Teamworker, Health Promoter, Innovator, Health Professional.ConclusionRecommendations for quality assurance in tertiary education are actively pursued across all participating Universities of Applied Sciences. This allows a better comparability of the educational standards in Physiotherapy in Neurology in Europe as well as internationally. This is of great importance for physiotherapists as health professionals.

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Gadama, Yohane, George Chimatiro e Alinane Linda Nyondo-Mipando. "Letter to editor regarding article “Clinical inter-professional education activities: Students’ perceptions of their experiences”". Malawi Medical Journal 33, n. 2 (30 giugno 2021): 142–43. http://dx.doi.org/10.4314/mmj.v33i2.11.

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We read with great interest the publication entitled, “Clinical inter-professional education activities: Students’ perceptions of their experiences”1. Ntsiea, V et al., reviewed data gathered from post-inter-professional education (IPE) feedback forms from students at the Faculty of Health Sciences, University of Witwatersrand. The IPE activity was attended to by 309 students from the following fields: Physiotherapy, Medicine, Clinical associates, Occupational therapy, Biokinetics, Pharmacy, Dentistry, Nursing, Oral Science, Speech, and Audiology. The authors found that participating in the IPE activity made students gain appreciation and respect for other health professionals’ roles and scope

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Quartey, Jonathan, Carina Eksteen, Glynis Pickworth, Ajediran Bello e Josephine Ahenkorah. "Self-Directed Learning: A Paradigm Shift for Physiotherapy Education". Journal of Preventive and Rehabilitative Medicine 2, n. 1 (1 novembre 2020): 47–52. http://dx.doi.org/10.21617/jprm2020.218.

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Training physiotherapists to a level where they can influence the standard of health care practice could be a complex process. Entry-level physiotherapy education in Ghana is a continuum between academic and clinical training during which they have to integrate the application and development of skills in communication, collaboration, advocatory and leadership. Self-directed learning is considered by many as one of the appropriate methodologies to allow practitioners to stay up-to-date and knowledgeable of the current literature. A teacher-centered approach is characterized by lecturing and hands-on skills training as the main or only way of facilitating student learning. Students who qualify as physiotherapists from teacher-centered tertiary institutions need to be self-directed life-long learners to be able to meet the demands of a complex work environment in the field of physiotherapy and professional health care delivery. The teacher-centered traditional approach to teaching and learning appears to be the predominant form of teaching among most universities in Ghana. Since a student-centered teaching approach has been widely recommended as the approach of choice, especially in the education of health care professionals, there is a need to determine if it is possible to design and implement physiotherapy based modules that include student-centered approaches such as Self-directed learning which may address minimal guidance that is usually associated with teacher centered tertiary training in Ghana. Keywords: Self-directed learning; teacher-centred; Physiotherapy, student-centredAbstract

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Taylor, Lynne, e Janet Copeland. "Changes in physiotherapy research, education and professional development in New Zealand". Physical Therapy Reviews 11, n. 2 (giugno 2006): 101–5. http://dx.doi.org/10.1179/108331906x99038.

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Bardin, L. D. "Continuing physiotherapy education courses: A critical appraisal". South African Journal of Physiotherapy 54, n. 1 (28 febbraio 1998): 10–12. http://dx.doi.org/10.4102/sajp.v54i1.597.

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The importance of Continuing Physiotherapy Education (CPE) courses as an aspect of Continuing Professional Development (CPD) is discussed. Using a questionnaire, a study was conducted to assess various aspects pertaining to a CPE course on "Mobilisation of the Nervous System". Results showed that a majority of participants favoured courses of one day duration and were interested in further courses on this topic. This and a subsequent course on the same subject were rated (0-10) by the participants and compared. The second course achieved a higher mean score (9.3 versus 8.0) and 10/10 score (47% versus 12%, p<0.05) compared to the first course. The results suggest that improved course presentation and materials can be achieved, based on the analysis of information gained from the use of questionnaires completed by course participants. Evaluation of CPE courses is valuable and should form an integral part of CPE course planning, preparation and modification.

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Eckerstorfer, E., e K. Dorfer. "Multi-professional collaboration – an approach in the 1st semester of physiotherapy education". Physiotherapy 102 (novembre 2016): e109. http://dx.doi.org/10.1016/j.physio.2016.10.117.

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Aguilar-Rodríguez, Marta, Kati Kulju, David Hernández-Guillén, María Isabel Mármol-López, Felipe Querol-Giner e Elena Marques-Sule. "Physiotherapy Students’ Experiences about Ethical Situations Encountered in Clinical Practices". International Journal of Environmental Research and Public Health 18, n. 16 (11 agosto 2021): 8489. http://dx.doi.org/10.3390/ijerph18168489.

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(1) Background: It is important to explore the ethical situations that physiotherapy students encountered in their clinical practices. (2) Methods: Qualitative, explorative, descriptive study. The participants included third-year physiotherapy students. They had to write five narratives about ethical situations encountered in their clinical practices. Krippendorff’s method for qualitative content analysis was used to cluster units within the data to identify emergent themes. The study protocol was approved by the authors’ University Ethic Committee of Human Research (H1515588244257). (3) Result: 280 narratives were reported by 64 students (23.34 ± 4.20 years, 59% women). Eight categories were identified from the qualitative analysis of the data: (a) professional responsibility, (b) professional competence, (c), beneficence, (d) equality and justice, (e) autonomy, (f) confidentiality, (g) respect for privacy, and (h) sincerity. All participants were informed and provided written informed consent. (4) Conclusions: Ethical principles were frequently violated in physiotherapy. Experiences of physiotherapy students must be examined to tailor educational interventions prior to their initiation into practice. Ethics education is needed in workplaces and should be increased in basic education. Facilitating the ethical awareness of future physiotherapists is a challenge for university teachers who provide ethical competence training.

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Ojeda, Beatriz Sebben, Marion Creutzberg, Ana Maria Pandolfo Feoli, Denizar da Silva Melo e Valéria Lamb Corbellini. "Nursing, nutrition and physiotherapy students: career choice". Revista Latino-Americana de Enfermagem 17, n. 3 (giugno 2009): 396–402. http://dx.doi.org/10.1590/s0104-11692009000300018.

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In the perspective of career choice, entering university encompasses meanings of self-accomplishment and social status, which are permeated by concepts and ideals people construct in their lives. This study aimed to analyze regimes of truth that permeate career choice in nursing, physiotherapy and nutrition. This qualitative-descriptive study was carried out with undergraduate freshmen. Data were collected through focus groups, evaluated by discourse analysis from a Foucaultian perspective. The following themes emerged from the analysis: - career choice: crowning a process of social differentiation, - reflexes of professions' history of acknowledgement; - career choice beyond professional projects. Discourse highlights that scientific knowledge acquires status in relations of power between different professions and society and is essential that health professional education is linked to public policies that expand the participation of different professions so as to meet demands in favor of integral care.

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Tesi sul tema "Physiotherapy professional education"

Žukauskienė, Milda. "Curriculum modelling of the physiotherapy professional education". Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2011. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110325_133315-52749.

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Due to the changing personal and public demands as regards health care new requirements for the health care service providers have presently arisen; consequently, the whole health care system, especially rehabilitation, has been facing new challenges. The scientific research on the physiotherapy practice, as the main providers of the previously mentioned health service, stand far behind from being developed in Lithuania. Thus, this work, which analyses physiotherapy professional education with regard to systemic view, aims at developing theoretically and empirically validated curriculum model of physiotherapy education. The development of the model includes the conception of physiotherapy, its historical evolution, defines the peculiarities of physiotherapy practice and education in foreign countries and in Lithuania, and finally, it introduces a hypothetical model of the interaction between physiotherapy practice and their competences. The empirical research with reference to holistic view precondition scientific validation of the physiotherapy education parameters and curriculum modelling. The curriculum model developed on the basis of the research results and the discussion in this dissertation reflect the tendencies of physiotherapy education in the world and presuppose further research in the field of physiotherapy practice and education.
Kintant asmens ir visuomenės poreikiams, susijusiems su sveikatos priežiūra, keliami nauji reikalavimai sveikatos priežiūros paslaugų teikėjams, o tai yra iššūkis visai sveikatos priežiūros, o ypač reabilitacijos, sistemai. Kineziterapeutų, kaip pagrindinių šias paslaugas teikiančių specialistų, veiklos ir profesinio rengimo tyrimai Lietuvoje nėra plėtojami. Todėl šio darbo, kuriame profesinis kineziterapeutų rengimas analizuojamas sisteminiu požiūriu, tikslas – sukurti teoriškai ir empiriškai pagrįstą kineziterapeutų profesinio rengimo turinio modelį. Jį kuriant aptariama kineziterapijos samprata, jos istorinė kaita, aprašomi kineziterapeutų veiklos ir jų profesinio rengimo ypatumai užsienio šalyse ir Lietuvoje, pristatomas hipotetinis kineziterapeutų profesinės veiklos ir kompetencijų sąveikos modelis. Empiriniai tyrimai, atlikti remiantis holistiniu požiūriu, sudaro prielaidas moksliškai pagrįsti kineziterapeutų profesinio rengimo turinio parametrus, modeliuoti turinį, sudaro prielaidas apibrėžti kineziterapeutų kvalifikacijos lygmenis, nustatyti jiems keliamus reikalavimus ir parengti naujas studijų programas. Tyrimo rezultatų pagrindu sukurtas ir disertacijoje aprašytas modelis atspindi pasaulines kineziterapeutų profesinio rengimo tendencijas ir suponuoja tolimesnius kineziterapeutų veiklos ir jų profesinio rengimo tyrimus.

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Talberg, Heather. "Investigating professional identity in undergraduate physiotherapy education". Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/12016.

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Includes abstract.
Includes bibliographical references.
Clinical practice remains an integral part of the training of physiotherapy students. It is seen as an effective way of socialising students into the profession. By placing students in a clinical setting where under the guidance of clinicians and clinical educators, they are able to put their classroom taught procedures into practice it is believed that they then start to develop an understanding of what being a physiotherapist entails. Drawing on Lave and Wenger's model of situated learning, this research sets out to understand how final year physiotherapy students begin to develop their identity as physiotherapists. The research looks at the positioning of students within specific communities of practice and the nature of the learning that occurs within these communities.

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Abrandt, Madeleine. "Learning physiotherapy : the impact of formal education and professional experience /". Linköping : Univ, 1997. http://www.bibl.liu.se/liupubl/disp/disp97/ipp50s.htm.

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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.

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Cross, Vinette. "Professional education in transition : the implications for clinical competence assessment of physiotherapy undergraduates". Thesis, University of Birmingham, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365387.

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Kell, Clare Margaret. "To look and behave like a professional : the practical accomplishment of hospital-located physiotherapy education". Thesis, Cardiff University, 2012. http://orca.cf.ac.uk/47178/.

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This thesis provides a window into the world of work-placement-based pre-registration physiotherapy education in the UK. This empirical study followed final year students as they went about their everyday practices on placement in hospital-based settings. Adopting a perspective sensitive to social theories of learning, and drawing on ideas and methods from ethnography and interactional sociologies, the project makes visible some of the complex, but taken-for-granted, interactional practices and processes by which students, their educators and patients co-enact their work of physiotherapy student education. How placement education is actually done - its practical accomplishment - is captured by focusing on the minutiae of participants’ interaction performances. Physiotherapy practice interactions typically involve participants’ use of space, speech, paralanguage, touch and movement of themselves and others. The research required the development of a new method for recording interaction proxemics, kinesics and verbal elements in real time and with only paper and pencil. Created from the ideas of choreographers, social anthropologists and video/conversational analysts, the multi-modal data sets generated by the method bring interactions to life and enable the detailed exploration of participants’ practices. The evidence collected suggests that placement learning experiences are an integral part of professional development framed within a situated learning environment where the dominant discourse is of ‘physiotherapy as science’. The evidence also suggests that students’ placement practices adapt to satisfy the needs of their summative assessment. The thesis considers the impact of placement education interactions on the patients about whom they orientate. The thesis, and the new method it describes, is immediately relevant to the practice of physiotherapy, its education programmes and professional project discussions. The quality of the interaction data presented in this thesis makes physiotherapy practice education accessible and available for others to explore, and the method is suitable for transfer to other studies of human interaction.

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Ajjawi, Rola. "Learning to communicate clinical reasoning in physiotherapy practice". University of Sydney, 2006. http://hdl.handle.net/2123/1556.

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Doctor of Philosophy (PhD)
Effective clinical reasoning and its communication are essential to health professional practice, especially in the current health care climate. Increasing litigation leading to legal requirements for comprehensive, relevant and appropriate information exchange between health professionals and patients (including their caregivers) and the drive for active consumer involvement are two key factors that underline the importance of clear communication and collaborative decision making. Health professionals are accountable for their decisions and service provision to various stakeholders, including patients, health sector managers, policy-makers and colleagues. An important aspect of this accountability is the ability to clearly articulate and justify management decisions. Considerable research across the health disciplines has investigated the nature of clinical reasoning and its relationship with knowledge and expertise. However, physiotherapy research literature to date has not specifically addressed the interaction between communication and clinical reasoning in practice, neither has it explored modes and patterns of learning that facilitate the acquisition of this complex skill. The purpose of this research was to contribute to the profession’s knowledge base a greater understanding of how experienced physiotherapists having learned to reason, then learn to communicate their clinical reasoning with patients and with novice physiotherapists. Informed by the interpretive paradigm, a hermeneutic phenomenological research study was conducted using multiple methods of data collection including observation, written reflective exercises and repeated semi-structured interviews. Data were analysed using phenomenological and hermeneutic strategies involving in-depth, iterative reading and interpretation to identify themes in the data. Twelve physiotherapists with clinical and supervisory experience were recruited from the areas of cardiopulmonary, musculoskeletal and neurological physiotherapy to participate in this study. Participants’ learning journeys were diverse, although certain factors and episodes of learning were common or similar. Participation with colleagues, peers and students, where the participants felt supported and guided in their learning, was a powerful way to learn to reason and to communicate reasoning. Experiential learning strategies, such as guidance, observation, discussion and feedback were found to be effective in enhancing learning of clinical reasoning and its communication. The cultural and environmental context created and supported by the practice community (which includes health professionals, patients and caregivers) was found to influence the participants’ learning of clinical reasoning and its communication. Participants reported various incidents that raised their awareness of their reasoning and communication abilities, such as teaching students on clinical placements, and informal discussions with peers about patients; these were linked with periods of steep learning of both abilities. Findings from this research present learning to reason and to communicate reasoning as journeys of professional socialisation that evolve through higher education and in the workplace. A key finding that supports this view is that clinical reasoning and its communication are embedded in the context of professional practice and therefore are best learned in this context of becoming, and developing as, a member of the profession. Communication of clinical reasoning was found to be both an inherent part of reasoning and an essential and complementary skill necessary for sound reasoning, that was embedded in the contextual demands of the task and situation. In this way clinical reasoning and its communication are intertwined and should be learned concurrently. The learning and teaching of clinical reasoning and its communication should be synergistic and integrated; contextual, meaningful and reflexive.

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Dyks, Tracey. "Exploring Physiotherapists' Understanding of the Bobath Concept in Education and Clinical Practice". Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/19907.

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The purpose of this study was to explore how physiotherapists working in stroke care understand their role(s) in the context of clinical practice and how this is mediated by their post-licensure educational experiences. Specifically the study focused on their experiences with the Bobath Concept, a well-developed post-licensure neurology physiotherapy program. This study was oriented within sociocultural theory as a way to understand how the experiences and interactions of physiotherapists mediate their professional practice and their sense of professional identity in a way not previously studied in physiotherapy literature. In order to honour the voices of the participants, this study drew on hermeneutic phenomenology and used a principled data analysis tool to present an understanding of the interrelationships involved in stroke care from their perspectives. Four physiotherapists participated in this study by responding in writing and orally to a clinical case and participating in an in-depth interview regarding their professional roles and experiences. The findings suggest that these physiotherapists understand the Bobath Concept as a professional stance which informs their practice and contributes to an ethos of caring, which is reflected in the ways they understand their roles in clinical practice.

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Žukauskienė, Milda. "Kineziterapeutų profesinio rengimo turinio modeliavimas". Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2011. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110325_133253-85289.

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Kintant asmens ir visuomenės poreikiams, susijusiems su sveikatos priežiūra, keliami nauji reikalavimai sveikatos priežiūros paslaugų teikėjams, o tai yra iššūkis visai sveikatos priežiūros, o ypač reabilitacijos, sistemai. Kineziterapeutų, kaip pagrindinių šias paslaugas teikiančių specialistų, veiklos ir profesinio rengimo tyrimai Lietuvoje nėra plėtojami. Todėl šio darbo, kuriame profesinis kineziterapeutų rengimas analizuojamas sisteminiu požiūriu, tikslas – sukurti teoriškai ir empiriškai pagrįstą kineziterapeutų profesinio rengimo turinio modelį. Jį kuriant aptariama kineziterapijos samprata, jos istorinė kaita, aprašomi kineziterapeutų veiklos ir jų profesinio rengimo ypatumai užsienio šalyse ir Lietuvoje, pristatomas hipotetinis kineziterapeutų profesinės veiklos ir kompetencijų sąveikos modelis. Empiriniai tyrimai, atlikti remiantis holistiniu požiūriu, sudaro prielaidas moksliškai pagrįsti kineziterapeutų profesinio rengimo turinio parametrus, modeliuoti turinį, sudaro prielaidas apibrėžti kineziterapeutų kvalifikacijos lygmenis, nustatyti jiems keliamus reikalavimus ir parengti naujas studijų programas. Tyrimo rezultatų pagrindu sukurtas ir disertacijoje aprašytas modelis atspindi pasaulines kineziterapeutų profesinio rengimo tendencijas ir suponuoja tolimesnius kineziterapeutų veiklos ir jų profesinio rengimo tyrimus.
Due to the changing personal and public demands as regards health care new requirements for the health care service providers have presently arisen; consequently, the whole health care system, especially rehabilitation, has been facing new challenges. The scientific research on the physiotherapy practice, as the main providers of the previously mentioned health service, stand far behind from being developed in Lithuania. Thus, this work, which analyses physiotherapy professional education with regard to systemic view, aims at developing theoretically and empirically validated curriculum model of physiotherapy education. The development of the model includes the conception of physiotherapy, its historical evolution, defines the peculiarities of physiotherapy practice and education in foreign countries and in Lithuania, and finally, it introduces a hypothetical model of the interaction between physiotherapy practice and their competences. The empirical research with reference to holistic view precondition scientific validation of the physiotherapy education parameters and curriculum modelling. The curriculum model developed on the basis of the research results and the discussion in this dissertation reflect the tendencies of physiotherapy education in the world and presuppose further research in the field of physiotherapy practice and education.

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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.

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Libri sul tema "Physiotherapy professional education"

Cross, Vinette. Professional education in transition: The implications for clinical competence assessment of physiotherapy undergraduates. Birmingham: University of Birmingham, 2001.

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1963-, McKenzie Susan, a cura di. Professional collaboration with parents of children with disabilities. London: Whurr, 2000.

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Bilham, John. An examination of the response of one school of physiotherapy to changes in professional education, health and society: Getting better by degrees?. Uxbridge: Brunel University, 1993.

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Telfer, James Douglas. Explicating expectations of faculty and students in the professional education of physiotherapy. 1997.

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McKenzie, Susan, e Kazi Ashraf. Professional collaboration with parents of children with disabilities. Wiley, 2000.

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Ryan, Sarah, Jo Adams, Anne O’Brien e Anita Williams. Multidisciplinary treatment. Oxford University Press, 2013. http://dx.doi.org/10.1093/med/9780199642489.003.0076.

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Multidisciplinary treatment is required to optimize the physical, psychological, and social function of people living with a long-term musculoskeletal condition. Multidisciplinary treatment is usually provided by a team which includes doctors, nurses, and allied health professionals. Each member of the team provides their own unique contribution with the shared goal of suppressing the activity and impact of the condition while educating and supporting people to manage their own symptoms effectively. This chapter focuses on treatment from the perspective of four disciplines: nursing, physiotherapy, occupational therapy, and podiatry.

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Ryan, Sarah, Jo Adams, Anne O’Brien e Anita Williams. Multidisciplinary treatment. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199642489.003.0076_update_002.

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Capitoli di libri sul tema "Physiotherapy professional education"

Edgar, Susan, Stacy Sutherland e Joanne Connaughton. "Implementing Post-practicum Strategies to Enhance the Professional Identity and Employability of Final Year Physiotherapy Students". In Enriching Higher Education Students' Learning through Post-work Placement Interventions, 89–101. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48062-2_5.

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"Students’ Experiences of Reflective Writing as a Tool for Learning in Physiotherapy Education". In Writing for Professional Development, 129–51. BRILL, 2016. http://dx.doi.org/10.1163/9789004264830_008.

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Harrison, Karen, e Lorraine McFarland. "Achieving Interprofessional Health Education Through the Use of E-Resources". In Interprofessional E-Learning and Collaborative Work, 204–18. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-889-0.ch017.

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This chapter presents a case-study of a large-scale programme of interprofessional health education delivered through a virtual learning environment (VLE) and reusable interprofessional learning objects. The project commenced in 2005/2006, and brought together 1,800 students from 14 different health and social care disciplines in an InterProfessional Learning Pathway (IPLP). Interprofessional e-learning pedagogy and resources were developed to permit asynchronous interactions between large numbers of students from different disciplines, operating in virtual learning sets based around a series of patient scenarios which had been developed with service-user involvement. After the IPLP had run for the first three years, the experience of two of the 14 participating professional groups, dietetics students and physiotherapy students, was explored in 2008 through the use of focus groups and questionnaires. Both student groups felt the IPLP learning experience had a positive impact on their awareness of other roles and interprofessional issues, and offered greater insight into the total clinical pathway of individual patients. Overall, Physiotherapy students found engagement in the IPLP a more useful learning experience than Dietetics students. A range of logistical issues, both positive and negative, were identified by both student groups in terms of the practical processes associated with the complex operation of the IPLP.

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"Evidence- based education in physiotherapy". In Evidence-Based Education in the Health Professions, 413–35. CRC Press, 2005. http://dx.doi.org/10.1201/b20752-40.

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Sielski, Łukasz, e Julita Soczywko. "The Physiotherapist as a Health Educator". In Advances in Healthcare Information Systems and Administration, 262–75. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3946-9.ch014.

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This chapter is devoted to the work of physiotherapists, who must be able to recognize a variety of limitations and contraindications. It presents physiotherapy as a profession and the physical therapist as a professional, a man perfectly prepared to work with the sick and needy and a member of the rehabilitation team (therapeutic) who is therapist-humanist ensuring his patients are treated properly and ethically.

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Ryan, Sarah, Jo Adams, Anne O’Brien e Anita Williams. "Multidisciplinary treatment". In Oxford Textbook of Rheumatology, 582–87. Oxford University Press, 2013. http://dx.doi.org/10.1093/med/9780199642489.003.0076_update_003.

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Rose'Meyer, Roselyn, e Indu Singh. "Digital Technologies for Teaching for Allied Healthcare Students and Future Directions". In Emerging Technologies and Work-Integrated Learning Experiences in Allied Health Education, 301–17. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3850-9.ch014.

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Digital technologies are an integral component of the allied healthcare curricula, including dental technology, physiotherapy, pharmacy, nutrition, nursing, and laboratory medicine. Various digital technologies are implemented for the education of allied healthcare students. They have been used for curriculum design, engaging and facilitating the understanding of fundamental concepts in various disciplines, the development of active learning strategies, and designing critical thinking and clinical reasoning education. Online digital atlases and libraries provide flexible resources as study tools for students in the classroom and on industry placement. Adaptive digital learning, communication technologies, and virtual reality for teaching have become an essential component of the allied healthcare education. As students develop skills for their profession, the digital technologies have provided a platform for the documentation of their competencies and progress through industry placement, allowing academic staff to chart their progress and employers to assess the graduate competencies.

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Rose'Meyer, Roselyn, e Indu Singh. "Digital Technologies for Teaching for Allied Healthcare Students and Future Directions". In Research Anthology on Developing Critical Thinking Skills in Students, 581–93. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3022-1.ch030.

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Atti di convegni sul tema "Physiotherapy professional education"

Marques-Sule, Elena, Laura López-López, Marta Aguilar-Rodríguez, Sara Cortés-Amador, Nuria Sempere-Rubio e Raquel Faubel-Cava. "WHICH PROFESSIONAL VALUES DO PHYSIOTHERAPY STUDENTS CONSIDER MORE IMPORTANT FOR THE PROFESSION?" In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0221.

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Marques-Sule, Elena, Laura López-López, Marta Aguilar-Rodríguez, Raquel Faubel-Cava, Nuria Sempere-Rubio e Sara Cortés-Amador. "WHAT IS THE PHYSIOTHERAPY STUDENTS’ ATTITUDE TOWARDS PROFESSIONAL ETHICS IN THE DEGREE?" In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0222.

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Aguilar-Rodríguez, Marta, Elena Marqués-Sulé, Sara Cortés-Amador, Nuria Sempere-Rubio e Raquel Faubel. "ENHANCING BLENDED-LEARNING AND IMPROVING LEARNING RESULTS TOWARDS PROFESSIONAL ETHICS IN THE PHYSIOTHERAPY DEGREE". In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0659.

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Seale, J., L. Whittingham e S. Ikram. "10–15 High-fidelity simulation in inter-professional education with medical, nursing and physiotherapy undergraduate students". In Simulation abstracts from the Developing Excellence in Medical Education Conference (DEMEC), Manchester, UK, 27–28 November 2017. The Association for Simulated Practice in Healthcare, 2017. http://dx.doi.org/10.1136/bmjstel-2017-demec.14.

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Aguilar-Rodriguez, Marta, Elena Marqués-Sulé, Raquel Faubel-Cava, Nuria Sempere-Rubio e Sara Cortés-Amador. "PHYSIOTHERAPY STUDENTS´ OPINIONS ABOUT THE USE OF AN ON-LINE LEARNING PROGRAMME TO LEARN PROFESSIONAL ETHICS IN THE UNIVERSITY". In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0773.

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Ikram, S., L. Whittingham e J. Seale. "P57 The role of high-fidelity simulation in inter-professional education involving medical, nursing and physiotherapy undergraduate students". In Abstracts of the Association for Simulation Practice in Healthcare Annual Conference, 6th to 7th November 2017, Telford, UK. The Association for Simulated Practice in Healthcare, 2017. http://dx.doi.org/10.1136/bmjstel-2017-aspihconf.139.

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Aguilar-Rodriguez, Marta, Elena Marques-Sule, Nuria Sempere-Rubio, Sara Cortes-Amador e Raquel Faubel-Cava. "EFFECT OF A BLENDED LEARNING MODEL TO DEVELOP ETHICS COMPETENCE ON THE KNOWLEDGE OF PHYSIOTHERAPY STUDENTS TOWARDS LEARNING PROFESSIONAL ETHICS". In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0238.

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Aguilar-Rodríguez, Marta, Elena Marqués-Sulé, Raquel Faubel-Cava, Sara Cortés-Amador e Nuria Sempere-Rubio. "THE USE OF CMAPTOOLS IN THE PHYSIOTHERAPY DEGREE: CREATION OF CONCEPT MAPS FOR THE STUDY OF PROFESSIONAL ETHICS ASSOCIATED TO CLINICAL PRACTICES". In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0027.

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Law, Ying Man, Shamay Sheung Mei Ng, Winnie Wong e Pui San Wong. "LESSONS LEARNT FROM M-LEARNING OF SPINE USING VR, AR, PORTABLE 3D HOLOGRAM AND INTERACTIVE E-LEARNING GAMES FOR MOBILE LEARNING IN PHYSIOTHERAPY EDUCATION: INSIGHTS FROM USERS AND PROFESSIONALS". In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1196.

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Ourives, Eliete Auxiliadora, Attilio Bolivar Ourives de Figueiredo, Luiz Fernando Gonçalves de Figueiredo, Milton Luiz Horn Vieira, Isabel Cristina Victoria Moreira e Francisco Gómez Castro. "A IMPORTÂNCIA DA ABORDAGEM SISTÊMICA NA ERGONOMIA PARA UM DESIGN FUNCIONAL". In Systems & Design 2017. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/sd2017.2017.6648.

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RESUMO A abordagem sistêmica é um processo interdisciplinar, cujo princípio primordial é compreender a interdependência recíproca e relações de todas as áreas e da necessidade de sua integração, permitindo maior aproximação entre os seus limites de estudo. Nesse contexto o olhar sistêmico, da ergonomia, sobretudo no que se refere à segurança, ao conforto e à eficácia de uso, de funcionalidade e de operacionalidade dos objetos, considerando todos os produtos ou sistemas de produtos, como sistema de uso, desde os mais simples aos mais complexos ou sistêmicos, tem como objetivo adequá-los aos seres humanos, tendo em vista as atividades e tarefas exercidas por eles. No que se refere ao design funcional, os conhecimentos da ergonomia, nessa visão sistêmica, relativos à sua metodologia de projeto, são absolutamente necessários, e a sua aplicação aponta a melhor adequação dos produtos aos seus usuários. Como é o caso do vestuário feminino funcional, sobretudo no que se refere a proteção das mamas, que são peças convencionais que necessitam de um correto dimensionamento e especificação dos tecidos e de outros materiais. É um tipo de vestuário que apresenta funcionalidade diversa, como para a proteção física, o aumento do volume da mama, enchimento no bojo de pano, de água, de óleo, estruturado com arame, etc.; para amamentação (sutiã que se abre na frente, em parte ou totalmente); para o design inclusivo (pessoas com deficiência e mobilidade reduzida, no caso de mamas com prótese ou órtese) facilitando com fechamentos e aberturas colocadas em peças de roupas difíceis de manusear, roupas confortáveis e fáceis de vestir. São peças usadas por pessoas com biótipos e percentis antropométricos variáveis e com características corporais que mudam significativamente nas passagens para a adolescência, idade adulta e idosa. As mudanças corporais apresentam diferenças significativas em termos de volume das mamas, nas quais as soluções ergonômicas por uma abordagem sistêmicas que se evidencia mais para a complexidade de uso, são as mais necessárias em termos de atributos como, segurança, conforto, comodidade corporal, facilidade do vestir, funcionalidade, além da estética. Esta pesquisa, embora exploratória e descritiva, não isenta de desafios, tem por objetivo, por meio de dados e informações ergonômicas sistêmicas contribuir com o design funcional, de modo a oferecer subsídios para a confecção de roupas funcionais ou tecnologia vestível, com os atributos citados, respeitando a diversidade e inclusão das pessoas em todas as fases de sua vida, atendendo assim os princípios formais do design. Palavra-chave: Abordagem sistêmica, Ergonomia, Design funcional. REFERENCIAS AROS, Kammiri Corinaldesi. Elicitação do processo projetual do Núcleo de Abordagem Sistêmica do Design da Universidade Federal de Santa Catarina. Orientador: Luiz Fernando Gonçalves de Figueiredo – Florianópolis, SC, 2016. BERTALANFFY, Ludwig V. Teoria geral dos sistemas: fundamentos, desenvolvimento e aplicações. 3. ed. Petrópolis, RJ: Vozes, 2008. BEST, Kathryn. Fundamentos de gestão do design. Porto Alegre: Bookman, 2012. 208 p. CHIAVENATO, I. Gestão de pessoas. 3ª ed. Rio de Janeiro: Elsevier, 2010. CORRÊA, Vanderlei Moraes; BOLETTI, Rosane Rosner. Ergonomia: fundamentos e aplicações. Bookman Editora, 2015.MERINO, Eugenio. Fundamentos da ergonomia. 2011. Disponível em: <https://moodle.ufsc.br/pluginfile.php/2034406/mod_resource/content/1/Ergo_Fundamentos.pdf>. Acesso em: 24 Mar 2017. DIAS E. C. Condições de vida, trabalho, saúde e doença dos trabalhadores rurais no Brasil. In: Pinheiro TMM, organizador. Saúde do trabalhador rural –RENAST. Brasília: Ministério da Saúde; 2006.p. 1-27. GIL, A. C. Como elaborar projetos de pesquisa. 4. ed. São Paulo: Atlas, 2010. GOMES FILHO, J. Ergonomia do objeto: sistema técnico de leitura ergonômica. São Paulo: Escrituras Editora, 2003. GUIMARÃES, L. B. M. (ed). Ergonomia de Processo. Porto Alegre, v.2, PPGE/UFRGS, 2000. IIDA, I. Ergonomia: projeto e produção. 2ª ed rev. e ampl. – São Paulo: Edgard Blucher, 2005. MANZINI, Ezio. Design para inovação social e sustentabilidade: comunidades criativas, organizações colaborativas e novas redes projetuais. Rio de Janeiro: E-Papers, 2008, 104p. MARCONI, M. A.; Lakatos, E. M. Fundamentos de metodologia científica. São Paulo: Atlas, 2007. Pandarum, R., Yu, W., and Hunter, L., 2011. 3-D breast anthropometry of plus-sized women in South Africa. Ergonomics, 54(9), 866–875. McGhee, D.E., Steele, J.R., and Munro, B.J., 2008. Sports bra fitness. Wollongong (NSW): Breast Research Australia. McGhee, D.E., Steele, J.R., and Munro, B.J., 2010. Education improves bra knowledge and fit, and level of breast support in adolescent female athletes: a cluster-randomised trial. Journal of Physiotherapy, 56, 19–24. Pechter, E.A., 1998. A new method for determining bra size and predicting postaugmentation breast size. Plastic and Reconstructive Surgery, 102 (4), 1259–1265. RICHARDSON, R. J. Pesquisa social: métodos e técnicas. 3 ed. São Paulo: Atlas, 2008. RIO, R. P. DO; PIRES, L. Ergonomia: fundamentos da prática ergonômica, 3ª Ed., Editora LTr, 2001. SANTOS, N. ET AL. Antropotecnologia: A Ergonomia dos sistemas de Produção. Curitiba: Gênesis, 1997. VASCONCELLOS, Maria José Esteves de. Pensamento sistêmico: O novo paradigma da ciência. 10ª ed. Campinas, SP: Papirus, 2013. WEERDMEESTER, J. D. e B. Ergonomia Prática. São Paulo: Edgard Blucher, 2001. WHITE, J.; SCURR, J. Evaluation of professional bra fitting criteria for bra selection and fitting in the UK. Ergonomics, 1–8. 2012. WHITE, J.;SCURR, J.; SMITH, N. The effect of breast support on kinetics during overground running performance. Ergonomics, Taylor & Francis. 52 (4), 492–498. 2009.

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