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

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Permanent URL for this page: http://hdl.voced.edu.au/10707/229108.


Author: Stainsby, Kate; Bannigan, Katrina

Abstract:

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 programs 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; and 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.

Published abstract reprinted by permission of the copyright owner.

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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 programs 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 ...  [+] Show more

Subjects: Higher education; Students; Workforce development; Teaching and learning; Research; Culture and society; Skills and knowledge

Keywords: Work based learning; Experiential learning; Action research; Student placement; Community; Skill development

Geographic subjects: Great Britain; Europe

Published: Abingdon, England: Taylor and Francis, 2012

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Journal title: Journal of further and higher education

Journal volume : 36

Journal number: 4

Journal date: November 2012

Pages: pp. 459-476

ISSN: 0309-877X; 1469-9486 (online)

Resource type: Article

Peer reviewed: Yes

Call Number:
TD/TNC 110.233



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