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首页> 外文期刊>International Practice Development Journal >Emerging from physiotherapy practice, masters-level education and returning to practice: a critical reflection based on Mezirow’s transformative learning theory
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Emerging from physiotherapy practice, masters-level education and returning to practice: a critical reflection based on Mezirow’s transformative learning theory

机译：从物理疗法的实践中脱颖而出，进行硕士教育并重返实践：基于Mezirow变革性学习理论的批判性反思

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Background and context: In order to integrate knowledge derived from the best available evidence-based practice, autonomous practitioners – including physiotherapists – need to challenge their routine ways of working. Masters-level education encourages critical and independent thinking and offers a means to acquire knowledge that has the potential to improve practice. Mezirow’s transformative learning theory fosters critical reflection and considers how our preconceptions and assumptions may influence practice. A combination of critical reflection and masters-level education may therefore be of value in developing evidence-based practice. Aim: To demonstrate the value of critical reflection and masters-level education, particularly within physiotherapy practice, through the application of Mezirow’s transformative learning theory. Conclusion : By reflecting on my own ‘disorientating dilemma’ I was able to combine Mezirow’s transformative learning theory and the knowledge gained during my masters degree to guide my learning. This personal experience has had a positive impact on my practice, particularly when working with people living with dementia. Implications for practice : Mezirow’s approach to critical reflection features throughout the nursing literature but has not been the model of choice for reflective practice in physiotherapy. His transformative learning theory may therefore be a useful model by which physiotherapists, as well as other practitioners, critically reflect on their practice and understand the impact on practice of their presuppositions, and may offer a means to integrate evidence from good-quality research.
机译：背景和背景：为了整合从最佳的循证实践中获得的知识，包括物理治疗师在内的自主从业者需要挑战其常规工作方式。硕士教育鼓励批判性和独立思考，并提供一种获取知识的手段，可以改善实践。 Mezirow的变革性学习理论促进了批判性反思，并考虑了我们的先入之见和假设如何影响实践。因此，批判性反思与硕士水平教育的结合在发展循证实践中可能是有价值的。目的：通过应用Mezirow的变革性学习理论，展示批判性反思和硕士水平教育的价值，尤其是在物理治疗实践中。结论：通过反思自己的“迷失性困境”，我能够将梅兹罗夫的变革性学习理论与我在硕士学位期间获得的知识相结合，以指导我的学习。这种个人经历对我的实践产生了积极影响，尤其是在与痴呆症患者一起工作时。实践的意义：Mezirow的关键反射方法在整个护理文献中都有所体现，但并不是物理疗法中反射实践的首选模型。因此，他的变革性学习理论可能成为物理治疗师和其他从业者批判性地反思自己的实践并了解其预设对实践的影响的有用模型，并且可以提供一种手段来整合高质量研究的证据。

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