Conscious seeing: A description of a reflective framework used with final-year Swedish physiotherapy students in the context of international clinical placements

Wickford, Jenny

doi:10.3109/21679169.2013.871060

Cited by 9 publications

(2 citation statements)

References 22 publications

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“…This may be one reason for the staff to start with a basic activity as preparation for a more advanced PCC. Wickford (2014) states that self‐awareness is a need to understand others. Kindblom‐Rising et al (2007) reason that persons with little experiences promoted self‐awareness, while those with more experience promoted skills to communicate with others.…”

Section: Discussionmentioning

confidence: 99%

A learning process towards person‐centred care: A second‐year follow‐up of guideline implementation

Kindblom

Edvardsson

Boström

et al. 2021

Int J Older People Nursing

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Background Research claims that ‘learning by doing’ creates new thinking, often leading to new practice. Objectives The aim was to explore and describe the staff learning process from the first to the second year when adopting person‐centred care into clinical practice in a nursing home for persons with dementia. Method The data consisted of poster texts from staff and written notes by researchers obtained from the group discussions. The study involved 24 care units (200 staff). Content analysis was chosen as method to explore the learning process. Result The staff described the actions that they took during year 1 and year 2, in which five categories emerged, activities, environment, information, priorities and staff routines. With researchers' analysis the categories together created the learning process and formed a sub‐theme. They further formed an overarching theme from simplicity to complexity and consensus. Staff changes year 1 pertained more to planning and doing, while year 2 changes constituted a larger complexity of person‐centred care with reflection, collaborative learning and a mind‐set change. Conclusion Staff chose the development area, and the learning process was illuminated by the researchers. This underscores the value to visualise and verbalise the steps of change as well as include these steps in the design of an implementation process. The concept of person‐centred care could be viewed on different levels. The findings may contribute to a more comprehensive understanding of staff learning process when implementation of person‐centred care. Implications for practice Making staff's learning process visible can be a guide for improvement and change from a generic care towards person‐centred care. The Regional Board of Research Ethics approved the study (Reg no. 2010/1234‐31/5).

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Section: Discussionmentioning

confidence: 99%

A learning process towards person‐centred care: A second‐year follow‐up of guideline implementation

Kindblom

Edvardsson

Boström

et al. 2021

Int J Older People Nursing

View full text Add to dashboard Cite

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“…Multiple research studies focus on the experiences of visiting students from high resource regions that participated in clinical placements in lower resource countries (Morgan, 2017; Tuckett & Crompton, 2014; Wickford, 2014) but less focus on the experiences of the educators accompanying students. This paper will reflect on the experiences of educators accompanying students in an international clinical placement during the period of 2007 to 2019.…”

Section: Introductionmentioning

confidence: 99%

Experiences of nurse educators facilitating and teaching in an international setting

Richter

Sullivan

Urindwanayo

et al. 2021

Int J of Nursing Practice

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Background Multiple studies focus on the experiences of visiting students from high resource regions that participated in clinical placements in lower resource countries but less focus on the experiences of the educators accompanying students. Aim The purpose of this study was to explore the experiences of educators during an international clinical placement of nursing students in a country in West Africa. Methods We implemented a focussed ethnographic design. We purposively sampled educators who accompanied students on an international clinical placement. Data collection from 2018 to 2019 consisted of in‐depth individual interviews. We utilized Roper and Shapira's (2000, 10.4135/9781483328294.) data analysis process, which includes coding keywords, identifying patterns and theorizing. Findings Three themes emerged from the data: rewards in accompanying students, challenges experienced and the need for mentoring and continuous support. Educators found it rewarding to see growth in students, how students developed as global citizens, how students developed critical thinking and problem‐solving skills and create lifelong friendships. Conclusion Educators who accompany nursing students to international clinical placement experience valuable learning and challenging issues. Educators must navigate, support and advance student learning when on an international placement. It is crucial to have adequate institutional support from both the home and host country.

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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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Conscious seeing: A description of a reflective framework used with final-year Swedish physiotherapy students in the context of international clinical placements

Cited by 9 publications

References 22 publications

A learning process towards person‐centred care: A second‐year follow‐up of guideline implementation

A learning process towards person‐centred care: A second‐year follow‐up of guideline implementation

Experiences of nurse educators facilitating and teaching in an international setting

Graduating Physiotherapy Students’ Conceptions of their own Competence

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