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Reviewing work-based learning opportunities in the community for physiotherapy students: an action research study

机译：回顾物理治疗学生在社区中基于工作的学习机会：一项行动研究

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Physiotherapy became a graduate profession in the 1990s marking a shift from ‘training’ to ‘education’. This means students are required to develop as reflective, innovative and autonomous practitioners. Traditional work-based learning has remained a key component in the curricula of physiotherapy programmes in higher education. This is delivered by qualified physiotherapists who take on the role of ‘practice educator’ with responsibility for teaching, supervision and assessment. The teaching and learning strategies of the university and work-based components of physiotherapy curricula are aligned. Concomitantly the delivery of physiotherapy services have become increasingly diverse and the wider health and social care context has changed. In response to these challenges the Chartered Society of Physiotherapy (2006) published guidance on the development of work-based learning in community and non-traditional settings. This study explored how community-based placements could be developed to ensure work-based learning continues to meet students’ needs. An action research methodology was used because any change to established practice is more successful if it involves the people who are responsible for its implementation. Thematic analysis identified three important considerations in the development of community placements: Skill acquisition within community settings; expectations of the available learning and teaching opportunities; effects of health service improvements. This research has highlighted the importance of consultation between all those responsible for physiotherapy work-based learning. A review framework has subsequently been developed to both facilitate this consultation and evaluate placement opportunities available in a specific community setting.View full textDownload full textKeywordsphysiotherapy, action research, community, work-based learningRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/0309877X.2011.643769
机译：物理疗法在1990年代成为研究生专业，标志着从“培训”到“教育”的转变。这意味着要求学生发展为反思，创新和自主的从业者。传统的基于工作的学习仍然是高等教育物理治疗课程中的关键组成部分。这是由合格的物理治疗师提供的，他们负责“实践教育者”，并负责教学，监督和评估。大学的教学策略与物理治疗课程的工作基础保持一致。随之而来的是，理疗服务的提供变得越来越多样化，更广泛的健康和社会护理环境也发生了变化。为应对这些挑战，英国物理治疗学会（2006年）发布了关于在社区和非传统环境下开展基于工作的学习的指南。这项研究探讨了如何开发基于社区的实习机会，以确保基于工作的学习继续满足学生的需求。之所以采用了行动研究方法，是因为如果涉及到负责实施的人员，对既定做法的任何更改都会更成功。主题分析确定了社区安置发展中的三个重要考虑因素：社区环境中的技能获取；对可获得的学与教机会的期望；改善卫生服务的效果。这项研究突出了所有负责理疗工作式学习的人员之间进行协商的重要性。随后开发了一个审查框架，以方便进行此咨询并评估特定社区设置中的可用安置机会。查看全文下载全文关键字物理治疗，行动研究，社区，基于工作的学习相关var addthis_config = {ui_cobrand：“泰勒和弗朗西斯在线” ，services_compact：“ citeulike，netvibes，twitter，technorati，美味，linkedin，facebook，stumbleupon，digg，google，更多”，发布号：“ ra-4dff56cd6bb1830b”}；添加到候选列表链接永久链接http://dx.doi.org/10.1080/0309877X.2011.643769

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