Focus group study of student physiotherapists’ perceptions of reflection

Roche, Aisling; Coote, Susan

doi:10.1111/j.1365-2923.2008.03178.x

Cited by 27 publications

(22 citation statements)

References 19 publications

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“…These findings were consistent with previous research, which emphasized that after a module on reflective practice physiotherapy, students were able to evaluate their own performances and adapt them in the future in order to improve their interaction with patients Roche and Coote, 2008;. In addition, this study's findings emphasized that the incorporation of reflection in clinical practice was also demonstrated by the participants' capabilities of developing insights into their learning needs.…”

Section: Discussionsupporting

confidence: 91%

Arts, literature and reflective writing as educational strategies to promote narrative reasoning capabilities among physiotherapy students

Caeiro¹,

Cruz²,

Pereira³

2014

Physiotherapy Theory and Practice

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Section: Discussionsupporting

confidence: 91%

Arts, literature and reflective writing as educational strategies to promote narrative reasoning capabilities among physiotherapy students

Caeiro¹,

Cruz²,

Pereira³

2014

Physiotherapy Theory and Practice

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“…Reflective practice is designed to gain insight into clinical practice knowledge. [24][25][26] Other authors report that reflection is valuable in moving a person along from one experience to the next. 19,20 Nursing is not unlike other practices whereby nursing is intricate and an underdetermined practice, which cannot be reduced to a mechanistic or an applied science.…”

Section: Reflective Practicementioning

confidence: 99%

The Use of Reflective Practice in New Graduate Registered Nurses Residency Program

Bolden

Cuevas

Raia

et al. 2011

Nursing Administration Quarterly

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New graduate nurses encounter emotional distress related to complex patient care situations and overwhelming workloads. Unequipped with coping mechanisms, new nurses verbalize difficulty feeling accepted in their assigned units. Self-perceptions of inadequacy and lack of independence contribute to anxiety. Consequently, hospitals are at risk for losing newly graduated nurses within the first year. The cost of losing new nurses is overwhelming to hospital institutions and further contributes to the looming nursing shortage. This article describes the use of a reflective practice exercise in a new registered nurse residency program in a magnet hospital to facilitate reflection and problem solving in the patient care unit. More research is needed to investigate the effectiveness of reflective practice in developing coping skills and retention rate in new graduate nurses.

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“…Especially, research focusing on expertise in the field of physiotherapy is narrow (Boekhout et al, 2010;Piirainen and Viitanen, 2010). Some studies have focused on how physiotherapy students acquire regulative knowledge, such as reflective and critical thinking skills, in practice (Bartlett and Cox, 2002;Clouder and Toms, 2008;Cole and Wessel, 2008;Donaghy and Morss, 2007;Roche and Coote, 2008), whereas only Le Maistre and Parè (2006) have attempted to present a holistic model of expert knowledge in the field of physiotherapy. They interviewed final year students, as well as freshly graduated newcomers in their first two years at DOI: 10.3109/09593985.2014.996692 work and their experienced colleagues in four professions, including physiotherapy.…”

Section: How Skill Has Been Conceptualizedmentioning

confidence: 98%

Physiotherapy students’ conceptions of skill at the beginning of their Bachelor studies

Kurunsaari

Piirainen

Tynjälä

2015

Physiotherapy Theory and Practice

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Skills have recently received widespread attention in education policy documents and discussions. This article reports the results of research on Bachelor's degree physiotherapy students' conceptions of skill at the beginning of their studies. The aim of the present study was to examine how beginning students understand skill, and the focus was on conceptions of skill in general rather than on any particular skills. The participants of the study were 35 physiotherapy students. The data were gathered within the first two weeks of their university studies. Specifically, requested essays written by the students were analyzed using the phenomenographic approach. The data-driven analysis yielded four descriptive categories which reflect the students' conceptions of skill: (1) Talents; (2) Skills requiring individual practice; (3) Skills requiring social practice; and (4) Competence requiring collaboration. The categories form a hierarchy. The differences between the categories are described along seven themes of variation. The themes were named: (1) Acquisition; (2) Emotions; (3) Motivation; (4) Reflection; (5) Evaluation; (6) Agency; and (7) Social Environment. This hierarchical system of categories sheds new light on students' understanding of the skill. The findings can be used as a basis for planning physiotherapy curricula, especially for designing skills education and training, and for supporting students along their educational path, especially in offering opportunities for students to reflect on their skill conceptions. Ultimately, physiotherapy students' awareness of different skill conceptions and developing their skills to advise and treat will benefit patients.

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Focus group study of student physiotherapists’ perceptions of reflection

Abstract: Students support inclusion of the module in their training, acknowledging its role in improving their confidence and clinical reasoning, and facilitating continuing professional development. Further studies are required to generalise these findings to a wider population.

Cited by 27 publications

References 19 publications

Arts, literature and reflective writing as educational strategies to promote narrative reasoning capabilities among physiotherapy students

Arts, literature and reflective writing as educational strategies to promote narrative reasoning capabilities among physiotherapy students

The Use of Reflective Practice in New Graduate Registered Nurses Residency Program

Physiotherapy students’ conceptions of skill at the beginning of their Bachelor studies

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