Learning professional touch: an exploration of pre-registration Physiotherapy students' experiences.
Physical touch is considered a core competency in Physiotherapy, central to clinical reasoning and communication. Nevertheless, there is a dearth of research into how the skill is learned and the experiences of students in that process. The aim of this paper is to explore that learning experience am...
| Publicado en: | Physiotherapy Theory & Practice Vol. 38; no. 1; pp. 90 - 101 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Jan 2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=154545275&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 154545275 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 09593985 BCJ jtl: Physiotherapy Theory & Practice issn: 09593985 maglogo: Y pubinfo: dt: Jan 2022 vid: 38 iid: 1 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 154545275 145605944 154545275 154545275 10.1080/09593985.2020.1725944 154545275 ppf: 90 ppct: 11 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Learning professional touch: an exploration of pre-registration Physiotherapy students' experiences. aug: au: Norris, Meriel Wainwright, Emma affil: College of Health and Life Sciences, Brunel University London, Uxbridge, UK sug: subj: Learning Professional Autonomy Touch Registration Students, Physical Therapy Student Attitudes Human Exploratory Research Students, Undergraduate Thematic Analysis Self-Awareness Anxiety Confidence Descriptive Research Qualitative Studies Uncertainty ab: Physical touch is considered a core competency in Physiotherapy, central to clinical reasoning and communication. Nevertheless, there is a dearth of research into how the skill is learned and the experiences of students in that process. The aim of this paper is to explore that learning experience among pre-registration physiotherapy students. An approach underpinned by phenomenology and ethnographic methods was undertaken over an 8-month period in one Higher Education Institution in the UK. Data came from a series of observations and focus groups, complemented by personal reflective learning diaries with first- and second-year undergraduate students. Focus group data were analyzed thematically and triangulated with other data sources. Three themes were developed: 1) 'Uncertainty, self-awareness and anxiety' explores the discomfort experienced in the early stages; 2) 'Emerging familiarity and awareness of inter-action' demonstrates developing confidence in bodily capability and communicative capacity; and 3) 'Realities of touch in a clinical environment' focuses on the shift from the pre-clinical to clinical context and highlights the cyclical processes of embodied learning. This study highlights the complexity and immediacy of the embodied learning of touch and its interactions with the development of professional identity. Negotiation of boundaries, both seen and unseen, creates jeopardy in that process through the first two years of the course. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Unknown language: English refInfo: holdings: @attributes: islocal: N |
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