Patient Education in Physiotherapy: Towards a planned approach

Sluijs, E.M.

doi:10.1016/s0031-9406(10)61855-x

Cited by 20 publications

(7 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A theme throughout the studies was that patient education was central to physiotherapy expertise. Much of the available research is quantitative in nature with Sluijs (1991) counting informative statements in therapist-patient interactions and Kerssens et al (1999) measuring the flow of instructions during treatment sessions. Grounded theory studies in Australia and the US called for further research 'to ensure that physiotherapists become more informed educators and more effective healthcare practitioners' (Trede 2000, p432) and identified patient education as a critical and frequently used component of practice (Rindflesch 2009) but the authors noted the lack of research relating to the practice of patient education in physical therapy.…”

Section: Patient Educationmentioning

confidence: 99%

Physiotherapists Construction of their Role in Patient Education

Caladine

2013

International Journal of Practice-based Learning in Health and

View full text Add to dashboard Cite

Objective. The purpose of this study was to understand how physiotherapists articulate their role in patient education with a view to generating new perspectives, and informing debate and curriculum development.Methods. Physiotherapists (16) associated with one higher education institution (HEI) participated in the study and represented a spectrum of educational experience from novice to expert. A qualitative, interpretive study was based on semi-structured interviews which were analysed using a thematic approach to the total data set followed by deeper analysis of key themes drawing on the principles of interpretative repertoire.Results. Four themes were identified: identification with the patient educator role; preparation for the patient educator role; constructs of teaching and learning; therapeutic relationship. Patient education was constructed as an integral and extensive component of practice. Constructs of teaching and learning included transmission and empowerment. Conflicting repertoires of collaboration and compliance were identified in the therapeutic relationship theme.Conclusion. The need for physiotherapists (and other healthcare professionals) to be alert to discourses present within their own narrative and that of others was highlighted. It was also seen to be important to be aware of a tension between transmission-based constructs of patient education, a repertoire of compliance and the goal of patient-centred care. Further research could be carried out to determine the relationship between individuals' discursive construction of teaching and learning and the methods they adopt when educating patients.

show abstract

Section: Patient Educationmentioning

confidence: 99%

Physiotherapists Construction of their Role in Patient Education

Caladine

2013

International Journal of Practice-based Learning in Health and

View full text Add to dashboard Cite

show abstract

“…Emphasis-ing the distinctiveness of each strategy, Edwards 20 asserts that "each clinical reasoning strategy requires an orientation of thinking and action, which is not subsumed by the other" (P. 323). The strategies identified by Edwards 20 (Table 1) correspond with reasoning strat-egies identified in existing physiotherapy research and previously in other health professions; diagnostic reasoning (medicine), 8 proce-dural, 19 interactive, and predictive (or conditional) reasoning 19 (occupational therapy), collaborative reasoning 30 and teaching as reasoning 31 (physiotherapy), and ethical reasoning 36 (nursing).…”

Section: Clinical Reasoning In Other Health Professionsmentioning

confidence: 83%

Clinical reasoning in osteopathy – More than just principles?

Thomson

Petty

Moore

2011

International Journal of Osteopathic Medicine

View full text Add to dashboard Cite

Clinical reasoning is an integral part of clinical practice, and importantly for osteopaths, encompasses more than just the formulation of a diagnosis. With the advent of evidence-based practice health professionals are required to make explicit the strategies behind their clinical decisions. With many other health professions taking a critical view of their models of practice, there is an equal requirement for the osteopathic profession to reflect on and improve the transparency of clinical practice models used in osteopathy. This paper discusses the role of clinical reasoning in professional practice and the existing research in a number of health professions. It considers the need of such research in the osteopathic profession, and goes on to outline the methods by which clinical reasoning can be made visible through research.

show abstract

“…Teaching is necessary and professionally desirable as the active role of the physiotherapist in the management of back pain and other conditions (Sotosky, 1984). The five educational elements commonly used in physical therapy sessions are-teaching, provision of information about illness, instructions for home exercises, giving advice, information and counselling about stress related problems (Sluijis, 1991). Patients in back care programmes are made to understand age changes and their effects on the spine and the spine's vulnerability to stress under particular loading conditions.…”

Section: Back Care Educationmentioning

confidence: 99%

Therapeutic Exercises in the Management of Non-Specific Low Back Pain

Esther¹

2012

Low Back Pain

View full text Add to dashboard Cite

Patient Education in Physiotherapy: Towards a planned approach

Cited by 20 publications

References 8 publications

Physiotherapists Construction of their Role in Patient Education

Physiotherapists Construction of their Role in Patient Education

Clinical reasoning in osteopathy – More than just principles?

Therapeutic Exercises in the Management of Non-Specific Low Back Pain

Contact Info

Product

Resources

About