scholarly journals Ketrampilan Komunikasi Interpersonal, Penguasaan Teori Praktik Fisioterapi, dan Kompetensi Profesi Fisioterapis Mahasiswa yang Belajar Praktik Pengalaman Klinis di Rumah Sakit Ortopedi Prof. R. Soeharso Surakarta

2019 ◽  
Vol 2 (2) ◽  
pp. 109-120
Author(s):  
Sumartinah Sumartinah
Keyword(s):  
Clinical Practice ◽  
Interpersonal Communication ◽  
Communication Skills ◽  
Clinical Status ◽  
Theory And Practice ◽  
Physiotherapy Students

The research is aimed at describing the interpersonal communication skills, the mastery of physiotherapy theory and practice, and the competence of physiotherapist profession of the students of the physiotherapy students conducting clinical practice at the Orthopedics Hospital Prof. Dr. R. Soeharso Surakarta. The research used a qualitative-etnomethodology by describing the process of the students’ clinical practice. Subject of the research were 82 Physiotherapy students who conducted clinical practice at the Orthopedics Hospital Prof. Dr. R. Soeharso Surakarta. Data of the research were taken by collecting the clinical status records made by the students, and the use of the documents. The results of the research shows that (1) The interpersonal communication skills of the students of Diploma 3 in Physiotherapy range from Poor, Fair, Fairly Good, to Good (dominated by Fairly Good, and Good categories). Meanwhile, the interpersonal communication skills of the students of Diploma 4 in Physiotherapy range from Poor, Fair, Fairly Good, to Good (dominated by Poor and Good categories). (2) The mastery of physiotherapy theory and practice of the students of Diploma 3 in Physiotherapy range from Fair, Fairly Good, to Good (dominated by Good categories). Meanwhile, the mastery of physiotherapy theory and practice of the students of Diploma 4 in Physiotherapy range from Fair, Fairly Good, Good, to Very Good (dominated by Fairly Good categories). (3) The Competence of Physiotherapist Profession the students of Diploma 3 in Physiotherapy range from Fair, Fairly Good, Good, to Very Good (dominated by Fairly Good, and Good categories). Meanwhile, the Competence of Physiotherapist Profession the students of Diploma 4 in Physiotherapy range from Fair, Fairly Good, Good, to Very Good (dominated by Fair categories). Abstrak: Penelitian ini bertujuan untuk mendeskripsikan keterampilan komunikasi interpersonal, penguasaan teori dan praktik fisioterapi, dan kompetensi profesi fisioterapis mahasiswa mahasiswa fisioterapi yang melakukan praktik klinis di Rumah Sakit Ortopedi Prof. Dr. R. Soeharso Surakarta. Penelitian ini menggunakan kualitatif-etnometodologi dengan menggambarkan proses praktik klinis siswa. Subjek penelitian adalah 82 mahasiswa Fisioterapi yang melakukan praktik klinis di Rumah Sakit Ortopedi Prof. Dr. R. Soeharso Surakarta. Data penelitian diambil dengan mengum-pulkan catatan status klinis yang dibuat oleh siswa, dan penggunaan dokumen. Hasil penelitian menunjukkan bahwa (1) Keterampilan komunikasi interpersonal dari siswa Diploma 3 dalam Fisioterapi berkisar dari kategori Buruk, Adil, Cukup Baik, hingga Baik (didominasi oleh kategori Cukup Baik, dan Baik). Sementara itu, keterampilan komunikasi interpersonal siswa Diploma 4 dalam Fisioterapi berkisar dari Buruk, Adil, Cukup Baik, hingga Baik (didominasi oleh kategori Buruk dan Baik). (2) Penguasaan teori fisioterapi dan praktik mahasiswa Diploma 3 dalam Fisioterapi berkisar dari Adil, Cukup Baik, hingga Baik (didominasi oleh kategori Baik). Sementara itu, penguasaan teori fisioterapi dan praktik para mahasiswa Diploma 4 dalam Fisioterapi berkisar dari Adil, Cukup Baik, Baik, hingga Sangat Baik (didominasi oleh kategori Cukup Baik). (3) Kompetensi Profesi Fisioterapis mahasiswa Diploma 3 dalam Fisioterapi berkisar dari Cukup, Cukup Baik, Bagus, hingga Sangat Bagus (didominasi oleh kategori Cukup Bagus, dan Baik). Sementara itu, Kompetensi Profesi Fisioterapis mahasiswa Diploma 4 dalam Fisioterapi berkisar dari Wajar, Cukup Baik, Bagus, hingga Sangat Bagus (didominasi oleh kategori Wajar).

Addressing the Content Vocabulary With Core: Theory and Practice for Nonliterate or Emerging Literate Students

2012 ◽  
Vol 21 (3) ◽  
pp. 74-81 ◽  
Author(s):  
Debbie Witkowski ◽  
Bruce Baker
Keyword(s):  
Communication Skills ◽  
High Performance ◽  
Theory And Practice ◽  
Written Communication ◽  
Academic Tasks ◽  
Meaningful Participation ◽  
Core Theory ◽  
Communication Needs ◽  
Core Vocabulary ◽  
Personal Success

Abstract In the early elementary grades, the primary emphasis is on developing skills crucial to future academic and personal success—specifically oral and written communication skills. These skills are vital to student success as well as to meaningful participation in the classroom and interaction with peers. Children with complex communication needs (CCN) may require the use of high-performance speech generating devices (SGDs). The challenges for these students are further complicated by the task of learning language at a time when they are expected to apply their linguistic skills to academic tasks. However, by focusing on core vocabulary as a primary vehicle for instruction, educators can equip students who use SGDs to develop language skills and be competitive in the classroom. In this article, we will define core vocabulary and provide theoretical and practical insights into integrating it into the classroom routine for developing oral and written communication skills.

El debriefing, aprendizaje reflexivo en la simulación interprofesional

2019 ◽  
Vol 62 (0) ◽  
pp. 45-53
Author(s):  
Hugo E. Olvera ◽  
Argimira Vianey Barona Nuñez ◽  
Laura S. Hernández Gutiérrez ◽  
Erick López León
Keyword(s):  
Clinical Practice ◽  
Communication Skills ◽  
Learning Objectives ◽  
Complex Activity ◽  
Learning Space ◽  
Daily Lives ◽  
Reaction Phase ◽  
Analysis Phase ◽  
Simulation Scenario ◽  
Basic Standards

In the field of interprofessional simulation, an important element for achieving the stated objectives of the simulation scenario is the debriefing. The debriefing is a complex activity that requires certain skills, experience and knowledge from the facilitator or facilitators, who are known as debriefer/s. Their function is to make the participants reflect on the reasons for their actions, their decisions, and how they acted as a team or individually. Its purpose is the acquisition of a significant learning (achieving the learning objectives) that can subsequently be applied in their daily lives. The interprofessional debriefing styles are varied, but basically its structure integrates: a reaction phase, an analysis phase and an application phase; keeping in mind that the basic standards must be maintained when carrying out a debriefing: time, the construction of a safe learning space, identification, and the closure of knowledge gaps. The advantages of performing an interprofessional debriefing goes beyond the objectives of the simulation, since it favors the acquisition of effective communication skills, teamwork, leadership, the notion of error, etc., which can later be applied in the daily clinical practice.

An introduction to advance care planning: practice at the frontline

2018 ◽  
Author(s):  
Anjali Mullick ◽  
Jonathan Martin
Keyword(s):  
Decision Making ◽  
Clinical Practice ◽  
Communication Skills ◽  
Advance Care Planning ◽  
Use Case ◽  
Care Planning ◽  
Practical Advice ◽  
Future Care ◽  
Case Vignettes ◽  
Advance Care

Advance care planning (ACP) is a process of formal decision-making that aims to help patients establish decisions about future care that take effect when they lose capacity. In our experience, guidance for clinicians rarely provides detailed practical advice on how it can be successfully carried out in a clinical setting. This may create a barrier to ACP discussions which might otherwise benefit patients, families and professionals. The focus of this paper is on sharing our experience of ACP as clinicians and offering practical tips on elements of ACP, such as triggers for conversations, communication skills, and highlighting the formal aspects that are potentially involved. We use case vignettes to better illustrate the application of ACP in clinical practice.

scholarly journals Recent Technologies to Improving Social and Communication Skills in Children with ASD: Systematization of Approaches and Methods

2015 ◽  
Vol 9 (11) ◽  
pp. 38 ◽  
Author(s):  
Albina Nesterova ◽  
Rimma Aysina ◽  
Tatjana Suslova
Keyword(s):  
Social Skills ◽  
Communication Skills ◽  
Skills Training ◽  
Practical Experience ◽  
Autism Spectrum ◽  
Theory And Practice ◽  
Children With Asd ◽  
Autistic People ◽  
Analytical Work ◽  
Spectrum Disorders

<p>In the article recent technologies of formation and development of social and communication skills in children with autism spectrum disorders are analyzed. A systematic review summarizes the most effective and verified interventions of support to socialization of children with ASD: applied behavior analysis (ABA); cognitive-behavioral training (CBT); social stories method; social skills training (SST). We pay special attention to virtual technologies and video simulations so these methods allow to form social skills in children with ASD more efficiently and psychologically safe. Problems and prospects of using virtual technologies for children with ASD needs are discussed.<strong> </strong>The specificity of Russian practical experience and researches in development of heuristic technologies of development of social communication of persons with ASD is described: animal-assisted therapy, somatosensory correction, author art therapy and folk forms of intervention. On the basis of analytical work it is concluded that the gap between theory and practice needs to be neutralized, when scientifically unfounded practical developments are introduced in helping autistic people and researches of scientists are not always verified in an empirical manner.</p>

scholarly journals Adolescent Interpersonal Communication Patterns

Curationis ◽  
1999 ◽  
Vol 22 (4) ◽  
Author(s):  
S Grobler
Keyword(s):  
Qualitative Research ◽  
Interpersonal Communication ◽  
Interpersonal Relationships ◽  
Communication Skills ◽  
Data Gathering ◽  
Target Population ◽  
Training Programme ◽  
Communication Patterns ◽  
Group Discussions ◽  
Psychiatric Problems

Adolescents are admitted to psychiatric wards presenting with psychiatric problems which are essentially secondary to problematic interpersonal relationships. Successful interpersonal relationships however depend on effective interpersonal communication. Therefore the aim of research on adolescent interpersonal communication was to explore and describe the interpersonal communication patterns of adolescents and to develop an interpersonal communication skills approach to facilitate adolescent interpersonal communication skills within a training programme for adolescents. In this article however attention will be given to the description of the interpersonal communication patterns of adolescents. The target population of the research was 17 year old adolescents. The research consisted of a pre-phase where two contextual scenarios were formulated within group discussions with adolescents. During phase one of the research these scenarios were used to obtain video taped role plays from pairs of adolescents of the target population which were transcribed for data gathering purposes. Written dialogues were also obtained from each pair of adolescents on the same scenarios used for triangulation purposes. During phase two of the research the data was analysed according to Tesch’s method and a literature control was done to verify the results. Guba’s model for the trustworthiness of qualitative research was used.

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