“A learning climate for discovery and awareness”: Physiotherapy students' perspective on learning and supervision in practice

Vågstøl, Unni; Skøien, Anne Kari

doi:10.3109/14038196.2011.565797

Cited by 17 publications

(14 citation statements)

References 24 publications

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“…While students appreciate being informed of agency policies (Miehls et al, 2013), Wilson andKelly (2010, p.2432) criticise reducing 'professional practice to the routine following of agency policy and procedures.' Supportive relationships allow the student to partake fully in the agency thereby learning more (Vågstǿl & Skǿien, 2011) and accept critical feedback (Bogo, 2006). Critical feedback builds motivation and self-efficacy when learning goals have been established, the student is encouraged to self-evaluate, it is balanced with positive feedback (Abbott & Lyter, 1999), is practical (Bogo, 2006) and honest (Brodie & Williams.…”

Section: Practice Teacher Rolementioning

confidence: 99%

Themes in the supervision of social care students in Ireland: building resilience

McSweeney¹

2017

European Journal of Social Work

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Themes in the supervision of social care students in Ireland: Building resilienceThe field placement is core to the education of social care practitioners and practice teachers' behaviours influence the learning and development of future practitioners.However the practice teacher role is complex with responsibilities to the agency, clients and the student (Davys & Beddoe, 2000). Twenty practice teachers were interviewed individually about their views of their role, in particular what they saw as most and least important. Inductive thematic analysis resulted in the identification of five themes 1) the nature of the work; 2) acceptance of individuality; 3) commonality and differences from staff; 4) focus on positives and 5) practice involves planning, doing and reflecting.Although resilience was not specifically mentioned the findings indicate that supervisors focus on ways of working with students that proactively encourages resilience in line with Grotberg's (1995) model, sending students messages in relation to I am (respected and respectful of others), I have (support; skills and strengths), I can (contribute). This study expands on the literature by informing us how practice teachers interact with students to promote resilience. It is suggested that Grotberg's model forms the basis of a new paradigm to ensure the development of future resilient practitioners.

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Section: Practice Teacher Rolementioning

confidence: 99%

Themes in the supervision of social care students in Ireland: building resilience

McSweeney¹

2017

European Journal of Social Work

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“…Although, students want to have independent assignments, they do not want to be completely left on their own. Students strongly point out the importance of constructive feedback as well [6,16]. In Skøien et al [13] study, students pointed out other issues: having enough time for clinical work, for preparation, for patient meetings and for refl ection.…”

Section: Introductionmentioning

confidence: 99%

“…Students say that a clinical educator must be a good communicator, able to create personal interactions with the students, show enthusiasm and genuine interest, willing to listen to and understand the students` perspectives, and must have the ability to see and meet students with respect. Students appreciate the clinical educators` pedagogical ability and value someone who shows interest in their own learning process, and has an openness and willingness towards discussions and mutual development of knowledge and skills [13,16]. Another dimension was balance between challenge and support.…”

Section: Introductionmentioning

confidence: 99%

“…Vagstøl and Skøien [16] found out how a positive learning climate is created by two dimensions: sense of trust and security, and balance of challenge and support. Students experience both trust and security when they witness the following as readily available: an open att itude, experience, and the presence of the supervisor.…”

Section: Introductionmentioning

confidence: 99%

“…Learning in a clinical environment does not simply occur by doing practical training. In clinical learning, the students enter into a diffi cult, complex, multidimensional and unknown worldwhere social and cultural reality and rules might be diff erent from university sett ings [16]. Practical training or clinical learning are synonyms for the term clinical education.…”

Section: Introductionmentioning

confidence: 99%

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Challenges and opportunities in practical training – perceptions of clinical education

Pill

Pilli

2013

AKUT

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Th e aim of the present study was to analyse students' perceptions of clinical education -what kind of learning opportunities they had and what kind of challenges they met. Eighty six diff erent feedback forms were analysed, which were gathered from 28 third-year physiotherapy students aft er their fi nal practical training was over. Answers to the questions were analysed by the method of content analysis and divided into categories. Students appreciated when they were treated as equals, their opinion was listened to and their preferences were taken into consideration. However, not everybody was satisfi ed with the relationship with supervisor. Respondents mentioned several aspects of the pedagogical skills of their supervisors. Th ese were as follows: increasing students' independence, planning the learning process, asking questions, and giving feedback. Students were content with their training when they saw different patients who had varied diagnoses. Th ey also liked when the placement was well-equipped and the emotional climate was friendly and positive. Sometimes students had feelings that they did not do anything educative. Sometimes students felt that the emotional climate was tense or they did not understand the rules.

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Graduating Physiotherapy Students’ Conceptions of their own Competence

Kurunsaari

Tynjälä

Piirainen

2017

Vocations and Learning

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A competency-oriented approach has recently emerged in higher education and thus far, not much attention has been paid to how "competence" itself is understood in education. The purpose of this study was to examine how graduating physiotherapy students perceive their competence at the end of their studies. The data comprised interviews with 33 graduating physiotherapy students. The data were analysed with the phenomenographic approach. The findings indicated that graduating students had different and wide-ranging conceptions of what competence in physiotherapy entails and what their own competence covers. The descriptive categoriesmastering core skills, understanding the theoretical basis of physiotherapy, having a holistic view of physiotherapy, engaging in and developing multiprofessional collaboration -varied hierarchically on the basis of seven themes. From a pedagogical point of view, four critical aspects were identified: focus of reflection, professional agency, cultural awareness and communication.

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“A learning climate for discovery and awareness”: Physiotherapy students' perspective on learning and supervision in practice

Cited by 17 publications

References 24 publications

Themes in the supervision of social care students in Ireland: building resilience

Themes in the supervision of social care students in Ireland: building resilience

Challenges and opportunities in practical training – perceptions of clinical education

Graduating Physiotherapy Students’ Conceptions of their own Competence

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