Extent of Professional Practice of  Physical Therapists

Nicolyne B. Monsanto; Ar-An J. Nanol; Dionesio A. Pongo, Jr.; Denise O. Orong

doi:10.7828/ajoh.v5i1.784

The Influence of a Move to Program Management on Physical Therapist Practice

Physical Therapy ◽

10.1093/ptj/82.5.449 ◽

2002 ◽

Vol 82 (5) ◽

pp. 449-458 ◽

Cited By ~ 4

Author(s):

Patricia A Miller ◽

Patricia Solomon

Keyword(s):

Focus Groups ◽

Patient Care ◽

Professional Practice ◽

Physical Therapists ◽

Physical Therapist ◽

Program Management ◽

Care Staff ◽

Structured Interviews ◽

Negative Effects ◽

Frontline Staff

Abstract Background and Purpose. The purpose of this qualitative study was to examine how a move to program management (PM) from a traditional department structure affected the professional practice of physical therapists in a large Canadian teaching hospital. Subjects. Twenty-five physical therapists participated in 1 of 5 focus groups, and 4 physical therapists participated in individual interviews. Methods. Focus groups and structured interviews were conducted by an experienced facilitator who was not a physical therapist. All focus groups and interviews were audiotaped and transcribed. Using an open-coding technique, 2 investigators undertook line-by-line analysis of each transcript to identify and code specific events related to the physical therapists' experiences. The investigators reached a consensus on all coding categories and then identified themes. Results. Seven themes that addressed issues of affect (a sense of loss, low morale, and positive coping), professional practice (loss of professional development activities, professional advantages, the assuming of multiple roles), and patient care were identified. Discussion and Conclusion. Physical therapists who were deployed from a department to a program described both positive and negative effects of the move to PM on their practice. There were reported influences on their personal affect, professional practice, and patient care. Staff and physical therapy administrators need to be aware of potential implications of an organization's move to PM on the professional practice of frontline staff.

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Enhancing Critical Reflection of Students During a Clinical Internship Using the Self-S.O.A.P. Note

Internet Journal of Allied Health Sciences and Practice ◽

10.46743/1540-580x/2005.1084 ◽

2005 ◽

Cited By ~ 1

Author(s):

Deanna Dye

Keyword(s):

Focus Group ◽

Professional Practice ◽

Clinical Education ◽

Critical Reflection ◽

Focus Group Interview ◽

Physical Therapists ◽

Summative Evaluation ◽

Education Experience ◽

Self Recognition ◽

Format Effect

Background and Purpose: Critical reflection is a skill all physical therapists need to develop to be successful in professional practice. Scholars have defined the varied processes, purposes and outcomes of reflection. Journaling is one technique for encouraging the process of critical reflection. While journaling can take many forms, a structured journal format with clear instructions and ongoing feedback has been found to be most successful in maintaining student engagement. Method Description and Evaluation: A journal structured in a S.O.A.P. note format was implemented as a weekly assignment during a clinical education experience. Students were required to submit the weekly self-S.O.A.P. note to the academic coordinator of clinical education (ACCE). The ACCE provided students with occasional feedback on their notes to encourage further reflection. Perceptions of the benefits and pitfalls of the activity were gathered through means of a focus group interview. Outcomes: The four students in the focus group identified several benefits which can be grouped into four categories relating to the clarity of format, effect of feedback, support of summative evaluations and self-recognition of progress. Discussion and Conclusions: Self-S.O.A.P. notes provide a familiar structure to assist students in the process of critical reflection. Further research is needed to determine the level of reflection that is occurring, the effect of feedback on the students’ critical reflection, and if a relationship exists between high levels of critical reflection and high summative evaluation ratings.

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Professional training for future specialist in Bachelor’s degree in Norway

Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports) ◽

10.31392/npu-nc.series15.2019.12(120)19.13 ◽

2019 ◽

pp. 67-72

Author(s):

Yu.V. Кopochynska

Keyword(s):

Physical Therapy ◽

Professional Practice ◽

Professional Training ◽

Professional Competence ◽

Physical Therapists ◽

Physical Therapist ◽

Scientific Activity ◽

Theory And Practice ◽

Theoretical Perspectives ◽

The Difference

The article reveals the peculiarities of professional training of future specialists in bachelor degrees in Norway, presents information about higher education and duration of studies at the level of first bachelor, organizational and scientific activity of students, presents the difference between practical professional practice and theoretical training, theoretical, self-study search in the field of theory and practice in your chosen specialty. The curriculum provides students with the knowledge to master the general and professional competencies of a physical therapist through both theoretical and practical teaching methods. The overall purpose of organizing the training of future physical therapy professionals in Norway is to create the highest possible correspondence between the practical methods used by the physical therapist in professional practice and to foster students' professional competence in the learning process. In Norway, physical therapists are leading experts in health promotion and physical activity in the health field. Higher educational establishments of the department carry out the preparation of bachelors in physical therapy for three years through different educational courses and through the introduction of innovative methods and techniques of physical therapy. At the end of the program, graduates receive a diploma recognized by the leading health organizations in Norway and the world. Understanding the connection between practical professional practice and theoretical perspectives is basic. The educational program provides knowledge-based practice. The curriculum emphasizes the reciprocity and interaction between thought and action, assessment, and practical skills, since physical therapy is an activity of professional and ethical understanding, physical skills and the ability to evaluate should be integrated into specific situations of interaction with others.

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School-Based Speech-Language Pathologists' Adherence to Practice Guidelines for Assessment of English Learners

Language Speech and Hearing Services in Schools ◽

10.1044/2020_lshss-20-00037 ◽

2020 ◽

pp. 1-12

Author(s):

Virginia L. Dubasik ◽

Dubravka Svetina Valdivia

Keyword(s):

Professional Practice ◽

Practice Guidelines ◽

Case History ◽

English Learners ◽

Online Survey ◽

Dynamic Assessment ◽

Federal Legislation ◽

Assessment Practices ◽

Speech Language Pathologists ◽

School Based

Purpose The purpose of this study was to ascertain the extent to which school-based speech-language pathologists' (SLPs) assessment practices with individual English learners (ELs) align with federal legislation and professional practice guidelines. Specifically, we were interested in examining SLPs' use of multiple tools during individual EL assessments, as well as relationships between practices and number of types of training experiences. Method School-based SLPs in a Midwestern state were recruited in person or via e-mail to complete an online survey pertaining to assessment. Of the 562 respondents who completed the survey, 222 (39.5%) indicated past or present experience with ELs, and thus, their data were included in the analyses. The questionnaire solicited information about respondent's demographics, caseload composition, perceived knowledge and skills and training experiences pertaining to working with ELs (e.g., graduate school, self-teaching, professional conferences), and assessment practices used in schools. Results The majority of respondents reported using multiple tools rather than a single tool with each EL they assess. Case history and observation were tools used often or always by the largest number of participants. SLPs who used multiple tools reported using both direct (e.g., standardized tests, dynamic assessment) and indirect tools (e.g., case history, interviews). Analyses revealed low to moderate positive associations between tools, as well as the use of speech-language samples and number of types of training experiences. Conclusions School-based SLPs in the current study reported using EL assessment practices that comply with federal legislation and professional practice guidelines for EL assessment. These results enhance our understanding of school-based SLPs' assessment practices with ELs and may be indicative of a positive shift toward evidence-based practice.

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Scientifically Based Professional Practice

ASHA Leader ◽

10.1044/leader.ftp.13162008.26 ◽

2008 ◽

Vol 13 (16) ◽

pp. 26-27 ◽

Cited By ~ 1

Author(s):

Kate Gottfred

Keyword(s):

Professional Practice

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Practioner Reflection That Enhances Interprofessional Collaborative Practices for Serving Children Who Are Deaf/Hard-of-Hearing

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp2.sig9.3 ◽

2017 ◽

Vol 2 (9) ◽

pp. 3-9 ◽

Cited By ~ 3

Author(s):

Kristina M. Blaiser ◽

Mary Ellen Nevins

Keyword(s):

Young Children ◽

Professional Practice ◽

Hard Of Hearing ◽

Service Providers ◽

Interprofessional Collaboration ◽

The Self ◽

Self Awareness ◽

Collaborative Practices ◽

Interprofessional Teams ◽

Client Care

Interprofessional collaboration is essential to maximize outcomes of young children who are Deaf or Hard-of-Hearing (DHH). Speech-language pathologists, audiologists, educators, developmental therapists, and parents need to work together to ensure the child's hearing technology is fit appropriately to maximize performance in the various communication settings the child encounters. However, although interprofessional collaboration is a key concept in communication sciences and disorders, there is often a disconnect between what is regarded as best professional practice and the self-work needed to put true collaboration into practice. This paper offers practical tools, processes, and suggestions for service providers related to the self-awareness that is often required (yet seldom acknowledged) to create interprofessional teams with the dispositions and behaviors that enhance patient/client care.

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