scholarly journals Self-Directed Learning: A Paradigm Shift for Physiotherapy Education

2020 ◽  
Vol 2 (1) ◽  
pp. 47-52
Author(s):  
Jonathan Quartey ◽  
◽  
Carina Eksteen ◽  
Glynis Pickworth ◽  
Ajediran Bello ◽  
...  
Keyword(s):  
Health Care ◽  
Health Care Professionals ◽  
Clinical Training ◽  
Skills Training ◽  
Care Practice ◽  
Self Directed Learning ◽  
Student Centered ◽  
Directed Learning ◽  
Physiotherapy Education ◽  
Teacher Centered

Training physiotherapists to a level where they can influence the standard of health care practice could be a complex process. Entry-level physiotherapy education in Ghana is a continuum between academic and clinical training during which they have to integrate the application and development of skills in communication, collaboration, advocatory and leadership. Self-directed learning is considered by many as one of the appropriate methodologies to allow practitioners to stay up-to-date and knowledgeable of the current literature. A teacher-centered approach is characterized by lecturing and hands-on skills training as the main or only way of facilitating student learning. Students who qualify as physiotherapists from teacher-centered tertiary institutions need to be self-directed life-long learners to be able to meet the demands of a complex work environment in the field of physiotherapy and professional health care delivery. The teacher-centered traditional approach to teaching and learning appears to be the predominant form of teaching among most universities in Ghana. Since a student-centered teaching approach has been widely recommended as the approach of choice, especially in the education of health care professionals, there is a need to determine if it is possible to design and implement physiotherapy based modules that include student-centered approaches such as Self-directed learning which may address minimal guidance that is usually associated with teacher centered tertiary training in Ghana. Keywords: Self-directed learning; teacher-centred; Physiotherapy, student-centredAbstract

Design of a problem-based undergraduate course in pharmacology: implications for the teaching of physiology.

1991 ◽  
Vol 260 (6) ◽  
pp. S14 ◽  
Author(s):  
P K Rangachari
Keyword(s):  
Small Groups ◽  
Learning Process ◽  
Problem Based Learning ◽  
Self Directed Learning ◽  
Student Centered ◽  
Directed Learning ◽  
Teacher Centered

University learning can be either teacher centered or student centered. Problem-based self-directed learning in the context of small groups provides students with an opportunity to take greater responsibility for their own learning. In problem-based learning, process and content are inextricably linked, with the three cardinal elements being the students, the tutors, and the problems. The design of such an undergraduate course in pharmacology is described, and the implications for teaching physiology are discussed.

Improving Communication Skills in Health Care

2013 ◽  
Vol 20 (3) ◽  
pp. 109-117
Author(s):  
Lynda Katz Wilner ◽  
Marjorie Feinstein-Whittaker
Keyword(s):  
Health Care ◽  
Patient Satisfaction ◽  
Communication Skills ◽  
Health Care Professionals ◽  
Skills Training ◽  
International Medical Graduate ◽  
Medical Graduate ◽  
Health Care Environment ◽  
Medical Interpreters ◽  
Accent Modification

Hospital reimbursements are linked to patient satisfaction surveys, which are directly related to interpersonal communication between provider and patient. In today’s health care environment, interactions are challenged by diversity — Limited English proficient (LEP) patients, medical interpreters, International Medical Graduate (IMG) physicians, nurses, and support staff. Accent modification training for health care professionals can improve patient satisfaction and reduce adverse events. Surveys were conducted with medical interpreters and trainers of medical interpreting programs to determine the existence and support for communication skills training, particularly accent modification, for interpreters and non-native English speaking medical professionals. Results of preliminary surveys suggest the need for these comprehensive services. 60.8% believed a heavy accent, poor diction, or a different dialect contributed to medical errors or miscommunication by a moderate to significant degree. Communication programs should also include cultural competency training to optimize patient care outcomes. Examples of strategies for training are included.

Breastfeeding Skills Training for Health Care Professionals: A Systematic Review

2021 ◽  
Author(s):  
Helen Mulcahy ◽  
Llyod F. Philpott ◽  
Michelle O’Driscoll ◽  
Róisín Bradley ◽  
Patricia Leahy-Warren
Keyword(s):  
Systematic Review ◽  
Health Care ◽  
Health Care Professionals ◽  
Skills Training

scholarly journals Self-directed learning in the context of a nursing curriculum: Development of a learning plan

Curationis ◽  
1996 ◽  
Vol 19 (2) ◽  
Author(s):  
B. Majumdar
Keyword(s):  
Health Care ◽  
Nursing Curriculum ◽  
Learning Approaches ◽  
Self Directed Learning ◽  
Learning Plan ◽  
Directed Learning ◽  
Rapid Pace ◽  
Biological Health ◽  
Learning Contract ◽  
Self Learning

The rapid pace at which biological health breakthroughs and advancements in technology occur is creating unique challenges to health care programmes. The curricula of all health care programmes will need to be set in learning environments where students will be able to develop learning skills that are transportable across situations, over a whole lifetime. This article attempts to focus on self-directed learning (SDL) concepts and the development of a learning contract/plan, including the roles of both the student and faculty in self-learning approaches and contractual development.

scholarly journals Online Graduate Student Perceptions of Program Community

2019 ◽  
Vol 16 ◽  
Author(s):  
Craig Shepherd ◽  
Doris Bolliger
Keyword(s):  
Online Education ◽  
Student Perceptions ◽  
Learning Process ◽  
Online Course ◽  
Self Directed Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Content ◽  
E Learning ◽  
Directed Learning

Facilitating an online course in today’s student population requires an educator to be innovative and creative and to have an impactful online presence. In the current online learning environment (also known as e-learning), keeping students’ thoughtfully engaged and motivated while dispensing the required course content necessitates faculty enabling a safe, nonjudgmental environment whereby views, perspectives, and personal and professional experiences are encouraged. The educator must exhibit an educator-facilitated active, student-centered learning process, whereby students are held accountable for their active participation and self-directed learning while balancing a facilitator role to further enhance the learning process. This article explores one educator’s reflective practice process that has been developed over numerous years as a very early adopter of online education. It will explore the organizational aspect of teaching-facilitating a dynamic robust online course.

scholarly journals Investigating the Role of Information Literacy and Self-directed Learning in Predicting Students’ Academic Motivation

2021 ◽  
Vol 9 (4) ◽  
pp. 74-85
Author(s):  
Taghi Akbari ◽  
Keyword(s):  
High School Students ◽  
Information Literacy ◽  
Academic Motivation ◽  
Pearson Correlation ◽  
Linear Regression Analysis ◽  
Skills Training ◽  
Self Directed Learning ◽  
School Students ◽  
Statistical Population ◽  
Directed Learning

Objective: The present study aimed to predict academic motivation based on self-directed learning and information literacy. Methods: This was an applied and correlational study. The statistical population of the study includes all high school students in Ardabil City, Iran, in the academic year of 2018-2019. Of them, 360 students from the 11th and12th grades (180 girls and 180 boys) were selected by multistage cluster random sampling. To collect the necessary data, the Self-Directed Learning Scale, the Multidimensional Assessment of School Motivation, and the Information Literacy Assessment of Students were used. Pearson correlation coefficient and stepwise multiple linear regression analysis were employed to analyze the obtained data in SPSS v. 20. Results: The current research results signified a significant direct relationship between information literacy, self-directed learning, and academic motivation; information literacy also could predict academic motivation in the study subjects (P<0.01). This predictability was significant concerning self-directed learning. Conclusion: The obtained data indicated that self-directed learning skills training and improving information literacy were effective in students’ learning and academic motivation.

scholarly journals Mindful Opportunity to Reflect on Experience: Interdisciplinary Mind–Body Medicine Skills Training for Health-care Professionals

2020 ◽  
Vol 9 ◽  
pp. 216495612090787 ◽  
Author(s):  
Jessica L Barnhill ◽  
Jonathan S Gerkin ◽  
Vera L Moura ◽  
Amy B Weil
Keyword(s):  
Health Care ◽  
Health Care Professionals ◽  
Skills Training ◽  
Mind Body Medicine

scholarly journals ‘It’s what you do that makes a difference’ An interpretative phenomenological analysis of health care professionals and home care workers experiences of nutritional care for people living with dementia at home

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Louise Mole ◽  
Bridie Kent ◽  
Mary Hickson ◽  
Rebecca Abbott
Keyword(s):  
Health Care ◽  
Home Care ◽  
Health Care Professionals ◽  
Interpretative Phenomenological Analysis ◽  
Phenomenological Analysis ◽  
Care Practice ◽  
Nutritional Care ◽  
Care Workers ◽  
Home Care Workers ◽  
At Home

Abstract Background People living with dementia at home are a group who are at increased risk of malnutrition. Health care professionals and home care workers, are ideally placed to support nutritional care in this vulnerable group. Yet, few, if any studies, have captured the experiences of these workers in respect of treating and managing nutritional issues. This interpretative phenomenological study aimed to explore the experiences and perceptions of the nutritional care of people living with dementia at home from the perspectives of health care professionals and home care workers. Methods Semi-structured interviews were conducted between December 2017 and March 2018, and supplemented with the use of a vignette outlining a scenario of a husband caring for his wife with dementia. Health care professionals and home care workers were purposively recruited from local care providers in the south west of England, who had experience of working with people with dementia. An Interpretative Phenomenological Analysis (IPA) approach was used throughout. Results Seven participants took part including two home care workers, a general practitioner, dietitian, occupational therapist, nurse and social worker. The time in their professions ranged from 3 to 15 years (mean = 8.9 years). Following analysis, four superordinate themes were identified: ‘responsibility to care’, ‘practice restrained by policy’, ‘in it together’, and ‘improving nutritional care’. This group of health care professionals and home care workers recognised the importance of improving nutritional care for people living with dementia at home, and felt a responsibility for it. However they felt that they were restricted by time and/or knowledge. The importance of supporting the family carer and working collaboratively was highlighted. Conclusions Health care professionals and home care workers require further training to better equip them to provide nutritional care for people living with dementia at home. Models of care may also need to be adapted to enable a more flexible and tailored approach to incorporate nutritional care. Future work in this area should focus on how health care professionals and home care workers can be better equipped to screen for malnutrition, and support changes to nutritional intake to mitigate malnutrition risk.

Moral Sensitivity: some differences between nurses and physicians

2000 ◽  
Vol 7 (6) ◽  
pp. 520-530 ◽  
Author(s):  
Kim Lützén ◽  
Agneta Johansson ◽  
Gun Nordström
Keyword(s):  
Health Care ◽  
Health Care Professionals ◽  
Moral Conflict ◽  
Care Practice ◽  
Moral Sensitivity ◽  
Health Care Practice ◽  
Medical Settings ◽  
Males And Females ◽  
Nurses And Physicians ◽  
Theoretical Dimension

We report the results of an investigation of nurses’ and physicians’ sensitivity to ethical dimensions of clinical practice. The sample consisted of 113 physicians working in general medical settings, 665 psychiatrists, 150 nurses working in general medical settings, and 145 nurses working in psychiatry. The instrument used was the Moral Sensitivity Questionnaire (MSQ), a self-reporting Likert-type questionnaire consisting of 30 assumptions related to moral sensitivity in health care practice. Each of these assumptions was categorized into a theoretical dimension of moral sensitivity: relational orientation, structuring moral meaning, expressing benevolence, modifying autonomy, experiencing moral conflict, and following the rules. Significant differences in responses were found between health care professionals from general medical settings and those working in psychiatry. The former agreed to a greater extent with the assumptions in the categories ‘meaning’ and ‘autonomy’ and to a lesser degree with the categories ‘benevolence’ and ‘conflict’. Moreover, those from the psychiatric sector agreed to a greater extent to the use of coercion if necessary. Significant differences were also found for some of the MSQ categories, between physicians and nurses, and between males and females.

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