scholarly journals Transdisciplinary Clinical Practice between Physiotherapists and Traumatologists in Orthopaedic Medicine

2021 ◽  
pp. 85-93
Author(s):  
Luis E. López Montoya ◽  
Luis Roberto García Valadez ◽  
Ángel D. López Montoya ◽  
Joceline Sandoval ◽  
Diana Yucari López Cabanillas
Keyword(s):  
Clinical Practice ◽  
Physical Therapists ◽  
Clinical Skills ◽  
Educational Process ◽  
Theory Approach ◽  
Attention Model ◽  
Orthopedic Patient ◽  
Authentic Dialogue ◽  
Orthopaedic Medicine ◽  
Grounded Theory Approach

Introduction: The transdisciplinary scope is conceived as an emerging practice and corpus of knowledge since it comes from the interactions between different disciplines. Transdisciplinarity emerges to solve in a more efficient way health problems of humanity that overcome the traditional biomedical interdisciplinary attention model. In this article, the transdisciplinary physiotherapist is exposed as the beginning of an authentic dialogue between the physiotherapist and the traumatologist in the care of the orthopedic patient that includes all treatment phases of integral rehabilitation, as well as its factors to consider the possible advantages and dares that this scope may present to the health services. Objective: This paper aims to propose to the scientific community the context of transdisciplinary clinical practice between traumatologists and physical therapists. Methods: It is performed a grounded theory approach to develop a thesis based on our observations and a reflection of literature that intends to explain transdisciplinary clinical practice phenomenon between traumatologists and physical therapists and pose the potential outcomes of this interactions and its implications. Conclusion: Exist theoretical and practical background to support the clinical practice of transdisciplinary care in Orthopedic and Physical Therapy attention; which make possible professionals to develop transdisciplinary clinical skills, and team shared decision making. Transdisciplinary clinical practice, as with any educational process, should ideally foster specific shared competencies in healthcare professionals, including teamwork, leadership, consensus building, the ability to identify and achieve common patient care goals and variable shared practical skills that may even include other specialization areas.

The Experience of Nursing Students Who Make Mistakes in Clinical

2015 ◽  
Vol 12 (1) ◽  
pp. 65-73 ◽  
Author(s):  
Mark Pijl Zieber ◽  
Beverley Williams
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Nursing Practice ◽  
Theory Approach ◽  
Undergraduate Nursing Students ◽  
The Core ◽  
Undergraduate Nursing ◽  
Grounded Theory Approach ◽  
Core Variable

AbstractThe experience of nursing students who make mistakes during clinical practice is poorly understood. The literature identifies clinical practice mistakes as a significant issue in nursing practice and education but there is very little research on the topic. This study used a grounded theory approach to explore the experience of undergraduate nursing students who had made at least one mistake in their clinical practice. What emerged is a theory that illuminates the process of how students move through the positive and negative elements of the mistake experience the core variable that emerged from the study was “living through the mistake experience.” The mistake experience was clearly a traumatic process for nursing students and students reported feeling unprepared and lacking the capability to manage the mistake experience. A number of recommendations for nursing education are proposed.

Experiences of loss and relationship quality in couples living with dementia

Dementia ◽  
2017 ◽  
Vol 18 (6) ◽  
pp. 2158-2172 ◽  
Author(s):  
Anna Colquhoun ◽  
Jennifer Moses ◽  
Rosslyn Offord
Keyword(s):  
Grounded Theory ◽  
Clinical Practice ◽  
Relationship Quality ◽  
Constructivist Grounded Theory ◽  
Future Research ◽  
Theory Approach ◽  
Family Adaptation ◽  
Living Well ◽  
Diagnosis Of Dementia ◽  
Grounded Theory Approach

Couples living with dementia face multiple losses in their relationship, and may experience changes in their overall sense of relationship quality. These topics have predominantly been researched from the caring partner’s perspective therefore, this study aimed to explore how couples adapt to relational losses to maintain quality in their relationship from the perspective of both partners. Using a constructivist grounded theory approach 10 spousal dyads, where one partner has a diagnosis of dementia, engaged in a joint interview. The results revealed three master themes: consolidating us, contextual positioning, and living well together, as well as an overarching theme of ‘turning to and away’. The findings are discussed in relation to theories of loss and family adaptation, and implications for clinical practice and future research are proposed.

The Influence of Parent Social Networks on Parent Perceptions and Motivation for Involvement

2015 ◽  
Vol 54 (4) ◽  
pp. 535-563 ◽  
Author(s):  
Katherine A. Curry ◽  
Alexandra Holter
Keyword(s):  
Social Networks ◽  
Qualitative Study ◽  
Parent Perceptions ◽  
Educational Process ◽  
Constructivist Grounded Theory ◽  
Theory Approach ◽  
High Poverty ◽  
Role Construction ◽  
School Influence ◽  
Grounded Theory Approach

Despite reform efforts to involve parents, parent–school relationships in urban districts are rare. This qualitative study used a constructivist grounded theory approach to gain an understanding of how parent social networks, specifically relationships with other parents in the school, influence parent perceptions of their role in the educational process and their efficacy to fulfill perceived roles. Findings suggest that parents have differing perceptions about their role and differences in efficacy for involvement; however, relationships with other parents are important resources for role construction and efficacy, and may serve to lessen the disconnect between parents and schools in high-poverty districts.

Does integrating research into the prosthetics and orthotics undergraduate curriculum enhance students’ clinical practice? An interview study on students’ perception

2014 ◽  
Vol 40 (3) ◽  
pp. 357-362 ◽  
Author(s):  
Bashar S Al Qaroot ◽  
Mohammad Sobuh
Keyword(s):  
Clinical Practice ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Problem Based Learning ◽  
Good Method ◽  
Undergraduate Curriculum ◽  
Theory Approach ◽  
Ideal Approach ◽  
The University ◽  
Grounded Theory Approach

Background: Problem-based learning (where rather than feeding students the knowledge, they look for it themselves) has long been thought of as an ideal approach in teaching because it would encourage students to acquire knowledge from an undetermined medium of wrong and right answers. However, the effect of such approach in the learning experience of prosthetics and orthotics students has never been investigated. Objectives: This study explores the implications of integrating problem-based learning into teaching on the students’ learning experience via implementing a research-informed clinical practice module into the curriculum of last year prosthetics and orthotics undergraduate students at the University of Jordan (Amman, Jordan). Study design: Qualitative research pilot study. Methods: Grounded theory approach was used based on the data collected from interviewing a focus group of four students. Results: Students have identified a number of arguments from their experience in the research-informed clinical practice where, generally speaking, students described research-informed clinical practice as a very good method of education. Conclusion: Integrating problem-based learning into teaching has many positive implications. In particular, students pointed out that their learning experience and clinical practice have much improved after the research-informed clinical practice. Clinical relevance Findings from this investigation demonstrate that embedding problem-based learning into prosthetics and orthotics students’ curriculum has the potential to enhance students’ learning experience, particularly students’ evidence-based practice. This may lead to graduates who are more knowledgeable and thus who can offer the optimal patient care (i.e. clinical practice).

Social Connection Theory for Online Problem-Solving Groups

2011 ◽  
pp. 1894-1899
Author(s):  
Deana L. Molinari
Keyword(s):  
World War Ii ◽  
Group Process ◽  
Online Communication ◽  
Educational Process ◽  
Theory Approach ◽  
Online Environment ◽  
Online Groups ◽  
Face To Face ◽  
Research Findings ◽  
Grounded Theory Approach

Scholars in business, psychology, education, psychiatry have tried to understand face-to-face (F2F) group process since World War II (Poole, 1985; Gersick, 1988; Bales, 1951). The desire was to identify those characteristics and processes that could be facilitated for optimal performance. Research findings influenced how groups are facilitated today. Researchers now focus on studying online groups. Is the process the same? Some internet oriented scholars find online communication differs (MacDonald, 2002; McIsaac & Blocher, 1998). A variety of disciplines need to understand the online environment (Posey & Pintz, 2006; Kling & Courtright, 2003). Instructors need a better understanding of the online environment and how the student experience is impacted before designing the online educational process (Bolen, 2003;Molinari, 2004; Molinari, 2003;Vrasidas, 2002; Brown, 2001). A grounded theory approach was used to study the critical thinking in two online groups working on a collaborative project. The goal was to develop a preliminary theory for further empirical study.

scholarly journals How Nurses Apply Patterns of Knowing in Clinical Practice: A Grounded Theory Study

2021 ◽  
Vol 31 (1) ◽  
Author(s):  
Forough Rafii ◽  
Alireza Nikbakht Nasrabadi ◽  
Fereshteh Javaheri Tehrani
Keyword(s):  
Grounded Theory ◽  
Clinical Practice ◽  
Clinical Settings ◽  
Theory Approach ◽  
Structured Interviews ◽  
Clinical Nurses ◽  
The Core ◽  
Patterns Of Knowing ◽  
Grounded Theory Approach ◽  
Core Variable

BACKGROUND፡ Nurses require a great deal of knowledge to provide a comprehensive and effective nursing care. A number of patterns have been put into place to help nurses acquire this knowledge. The aim of this study was to describe the core variable in the process of using patterns of knowing by nurses in clinical practice.METHODS: The study was conducted in qualitative and grounded theory approach, between April 2018 and January 2020. Semi-structured interviews were used for data collection. All the interviews were transcribed verbatim. Nineteen clinical nurses were interviewed, and eight observation sessions were conducted in different hospital departments. Participants were first selected through purposeful and then theoretical sampling. Data were analyzed and interpreted using constant comparison analysis approach.RESULTS: The findings of the study indicated that nurses apply the patterns of knowing in three ways in their clinical practice: "cohesion of patterns of knowing", "domination of some patterns of knowing" and "elimination of some patterns of knowing". The core variable of this process is cohesion of patterns of knowing in the domain of flexibility.CONCLUSION: The findings of the present study indicate that application of patterns of knowing is practiced in a range of nurse flexibility in clinical settings.

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