Relevant bibliographies by topics / Physical therapists Education Victoria

Academic literature on the topic 'Physical therapists Education Victoria'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Physical therapists Education Victoria"

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Hosoda, Masataka, Kouji Isozaki, Sadao Morita, Noboru Sakanoue, Keisuke Kaji, and Kiyomi Takayanagi. "Interprofessional Education for Physical Therapists." Journal of Physical Therapy Science 17, no. 2 (2005): 115–18. http://dx.doi.org/10.1589/jpts.17.115.

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Chase, Lisa, JulieAnn Elkins, Janet Readinger, and Katherine F. Shepard. "Perceptions of Physical Therapists Toward Patient Education." Physical Therapy 73, no. 11 (November 1, 1993): 787–95. http://dx.doi.org/10.1093/ptj/73.11.787.

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Austin, Tricia M., and Kim C. Graber. "Variables Influencing Physical Therapists’ Perceptions of Continuing Education." Physical Therapy 87, no. 8 (August 1, 2007): 1023–36. http://dx.doi.org/10.2522/ptj.20060053.

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Background and Purpose: As of October 1, 2002, physical therapy continuing education (CE) in Illinois was mandated. Research examining the recent mandate for physical therapists to engage in CE is limited. The purposes of this study were to examine the perceptions of physical therapist clinicians and managers concerning the barriers to and facilitators of CE and to identify how physical therapists perceive the role of their department in the CE process.Subjects: Participants were 23 physical therapists at 6 hospitals.Methods: Qualitative methodology was used to analyze data.Results: Four themes were identified: negotiating and managing the variables associated with CE, providing and promoting opportunities that meet physical therapists’ CE needs, identifying the elements of employment environments that foster CE, and perceived implications of mandating CE.Discussion and Conclusion: This investigation highlights the need to identify the core set of variables associated with engaging in CE and to promote the elements of employment environments that foster CE.
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Landers, Merrill R., James W. McWhorter, Laura L. Krum, and David Glovinsky. "Mandatory Continuing Education in Physical Therapy: Survey of Physical Therapists in States With and States Without a Mandate." Physical Therapy 85, no. 9 (September 1, 2005): 861–71. http://dx.doi.org/10.1093/ptj/85.9.861.

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Abstract Background and Purpose Although formal continuing education (CE) in physical therapy is one part of professional development, its value for renewing licensure is not shared by all states. The purpose of this study was to explore the differences in how physical therapists pursue formal continuing education on the basis of state mandate, sex, years of experience, practice specialty, American Physical Therapy Association membership, motivation, and perception of the benefits of CE. Subjects and Methods A survey questionnaire was sent to 3,000 physical therapists in 7 states—1,500 to physical therapists in states with mandatory CE and 1,500 to physical therapists in states without a requirement. A total of 1,145 usable survey questionnaires were returned, for a response rate of 38.2%. Results Physical therapists in states with mandatory CE averaged 33.8 hours of CE per year, whereas physical therapists in states without a mandate averaged 28.3 hours per year; 5.9% of therapists in states without a mandate reported taking no CE at all, and 10.8% reported taking 2 or fewer hours of CE within the preceding 5 years. No statistically significant relationships were observed between the amount of CE taken and years of experience, sex, or practice specialty. Therapists who reported membership in the American Physical Therapy Association participated in 7.2 more hours of CE per year than therapists who did not report membership. Significant motivational variables that respondents noted for taking CE were state mandate, increased clinical competence, and certification. Therapists overwhelmingly (96.2%) believed that CE had a beneficial effect on their clinical practice. Discussion and Conclusion Results from this study suggest that mandatory CE does have a significant association with the number of formal CE hours taken by physical therapists.
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Gahimer, Julie Echsner, and David M. Morris. "Community Health Education: Evolving Opportunities for Physical Therapists." Journal of Physical Therapy Education 13, no. 3 (1999): 38–48. http://dx.doi.org/10.1097/00001416-199910000-00007.

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Lau, Carrie, Danielle Chitussi, Sarah Elliot, Jennifer Giannone, Mary-Katherine McMahon, Kathryn M. Sibley, Alda Tee, Julie Matthews, and Nancy M. Salbach. "Facilitating Community-Based Exercise for People With Stroke: Cross-Sectional e-Survey of Physical Therapist Practice and Perceived Needs." Physical Therapy 96, no. 4 (April 1, 2016): 469–78. http://dx.doi.org/10.2522/ptj.20150117.

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Background Educating people with stroke about community-based exercise programs (CBEPs) is a recommended practice that physical therapists are well positioned to implement. Objective The aim of this study was to evaluate the provision of education about CBEPs to people with stroke, barriers to providing education, and preferences for resources to facilitate education among physical therapists in neurological practice. Design A cross-sectional e-survey of physical therapists treating adults with stroke in Ontario, Canada, was conducted. Methods A link to the questionnaire was emailed to physical therapists in a provincial stroke network, a provincial physical therapy association, and on hospital and previous research lists. Results Responses from 186 physical therapists were analyzed. The percentage of respondents who reported providing CBEP education was 84.4%. Only 36.6% reported typically providing education to ≥7 out of 10 patients with stroke. Physical (90.5%) and preventative (84.6%) health benefits of exercise were most frequently discussed. Therapists reported most commonly delivering education at discharge (73.7%). Most frequently cited barriers to educating patients were a perceived lack of suitable programs (53.2%) and a lack of awareness of local CBEPs (23.8%). Lists of CBEPs (94.1%) or brochures (94.1%) were considered to be facilitators. The percentage of physical therapists providing CBEP education varied across acute, rehabilitation, and public outpatient settings. Limitations The percentage of physical therapists providing education may have been overestimated if respondents who deliver CBEP education were more likely to participate and if participants answered in a socially desirable way. Conclusions Even though a high proportion of physical therapists provide CBEP education, education is not consistently delivered to the majority of patients poststroke. Although a CBEP list or brochure would facilitate education regarding existing CBEPs, efforts to implement CBEPs are needed to help overcome the lack of suitable programs.
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Cleland, Joshua A., Julie M. Fritz, Gerard P. Brennan, and Jake Magel. "Does Continuing Education Improve Physical Therapists’ Effectiveness in Treating Neck Pain? A Randomized Clinical Trial." Physical Therapy 89, no. 1 (January 1, 2009): 38–47. http://dx.doi.org/10.2522/ptj.20080033.

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Background and PurposePhysical therapists often attend continuing education (CE) courses to improve their overall clinical performance and patient outcomes. However, evidence suggests that CE courses may not improve the outcomes for patients receiving physical therapy for the management of neck pain. The purpose of this study was to investigate the effectiveness of an ongoing educational intervention for improving the outcomes for patients with neck pain.ParticipantsThe study participants were 19 physical therapists who attended a 2-day CE course focusing on the management of neck pain. All patients treated by the therapists in this study completed the Neck Disability Index (NDI) and a pain rating scale at the initial examination and at their final visit.MethodsTherapists from 11 clinics were invited to attend a 2-day CE course on the management of neck pain. After the CE course, the therapists were randomly assigned to receive either ongoing education consisting of small group sessions and an educational outreach session or no further education. Clinical outcomes achieved by therapists who received ongoing education and therapists who did not were compared for both pretraining and posttraining periods. The effects of receiving ongoing education were examined by use of linear mixed-model analyses with time period and group as fixed factors; improvements in disability and pain as dependent variables; and age, sex, and the patient's initial NDI and pain rating scores as covariates.ResultsPatients treated by therapists who received ongoing education experienced significantly greater reductions in disability during the study period (pretraining to posttraining) than those treated by therapists who did not receive ongoing training (mean difference=4.2 points; 95% confidence interval [CI]=0.69, 7.7). Changes in pain did not differ for patients treated by the 2 groups of therapists during the study period (mean difference=0.47 point; 95% CI=−0.11, 1.0). Therapists in the ongoing education group also used fewer visits during the posttraining period (mean difference=1.5 visits; 95% CI=0.81, 2.3).Discussion and ConclusionThe results of this study demonstrated that ongoing education for the management of neck pain was beneficial in reducing disability for patients with neck pain while reducing the number of physical therapy visits. However, changes in pain did not differ for patients treated by the 2 groups of therapists. Although it appears that a typical CE course does not improve the overall outcomes for patients treated by therapists attending that course, more research is needed to evaluate other educational strategies to determine the most clinically effective and cost-effective interventions.
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Effgen, Susan K. "Preparation of Physical Therapists and Occupational Therapists to Work in Early Childhood Special Education Settings." Topics in Early Childhood Special Education 7, no. 4 (January 1988): 10–19. http://dx.doi.org/10.1177/027112148800700403.

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Poitras, Stéphane, Régis Blais, Bonnie Swaine, and Michel Rossignol. "Management of Work-Related Low Back Pain: A Population-Based Survey of Physical Therapists." Physical Therapy 85, no. 11 (November 1, 2005): 1168–81. http://dx.doi.org/10.1093/ptj/85.11.1168.

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Abstract Background and Purpose. Physical therapy often is used in the management of work-related low back pain (LBP). Little information, however, is known about the types of interventions used by physical therapists in the management of this condition. The objective of this study was to describe the interventions used by physical therapists in the treatment of workers with acute or subacute LBP, with or without radiating pain below the knee. Subjects. Clinical management questionnaires for workers without and with radiating pain were returned by 190 and 139 physical therapists, respectively. Methods. For each treatment session, therapists recorded treatment objectives, interventions, and education provided to 2 workers with LBP, 1 with radiating pain and 1 without radiating pain. Results. The majority of physical therapists used stretching and strengthening exercises, spinal mobilizations, soft tissue mobilizations and massage, manual traction, posture correction, interferential current, ultrasound, heat, and functional activities education. With radiating pain, the majority of the therapists also used cold and the McKenzie approach. Treatment objectives pursued by the majority of the therapists were decrease of pain, increase of range of motion, increase of muscle strength (force-generating capacity of muscle), decrease of muscle tension, and worker education. Discussion and Conclusion. Physical therapists use an array of interventions with workers with LBP. The effectiveness of most interventions reported has not been well studied.
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Baker, Susan M., Helen H. Marshak, Gail T. Rice, and Grenith J. Zimmerman. "Patient Participation in Physical Therapy Goal Setting." Physical Therapy 81, no. 5 (May 1, 2001): 1118–26. http://dx.doi.org/10.1093/ptj/81.5.1118.

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Abstract Background and Purpose. An important part of treatment planning in physical therapy is effective goal setting. The Guide to Physical Therapist Practice recommends that therapists should identify the patient's goals and objectives during the initial examination in order to maximize outcomes. The purpose of this study was to examine whether therapists seek to involve patients in goal setting and, if so, what methods they use. Therapists' attitudes toward participation and patient satisfaction with the examination were also examined. Subjects and Methods. Twenty-two physical therapists audiotaped the initial examination of 73 elderly patients (X̄=76.4 years of age, SD=7.1, range=65–94). The audiotaped examinations were then scored using the Participation Method Assessment Instrument (PMAI) to determine the frequency of attempts made by therapists to involve patients in goal setting. Therapists and patients completed surveys following the examinations. Results. Therapists' use of participation methods during examinations ranged from a minimum of 1 to a maximum of 19 out of 21 possible items on the PMAI. The therapists stated that they believed that it is important to include patients in goal-setting activities and that outcomes will be improved if patients participate. Patients also indicated that participation is important to them. Discussion and Conclusion. In most cases, the therapists did not fully take advantage of the potential for patient participation in goal setting. Patient and therapist education is needed regarding methods for patient participation during initial goal-setting activities.
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Dissertations / Theses on the topic "Physical therapists Education Victoria"

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Elbaum, Leonard. "Job satisfaction of school-based physical therapists." FIU Digital Commons, 1994. http://digitalcommons.fiu.edu/etd/3132.

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Recruitmuent and retention of Physical Therapists (PTs) by public school systems has been identified in the literature as a significant problem, and the resultant shortage of school-based PTs hinders the capability of school systems to deliver physical therapy services to exceptional students as mandated by federal statute. The purpose of this study was to assess the level of job satisfaction among physical therapists who currently work in public school settings. Job satisfaction can be an important factor affecting recruitment and retention. A systematic sample of 462 school-based PTs was chosen to receive via mail a survey instrument which requested information regarding age, gender, highest academic degree, salary, and various aspects of their working environment. In addition, the survey instrument included the Minnesota Satisfaction Questionnaire-Short Form(MSQ), and three open-ended questions. There was a 67% return rate. The results of the study showed that the majority of PTs working in public schools are satisfied with their jobs. Their principal sources of satisfaction included the opportunity for social service, job security, creativity, flexibility, autonomy, and the opportunity to work with children and to see them succeed. They were dissatisfied with school policies and procedures, opportunities for advancement, quality of supervision, high caseloads, and limited space and equipment. It was concluded that school administrators charged with recruitment and retention of PTs should consider inclusion of PTs in supervision and in the development of policies and procedures. They should also consider enhancements of available space and equipment.
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Ethington, Denise Lynn Hunter. "Mandated Continuing Education and the Competency of Illinois Physical Therapists." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4139.

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Continuing education (CE) mandate laws are passed by states because it is in the public interest. The intent behind the passage of Illinois's CE law for physical therapists is to protect public health and safety through ensuring the competency of providers. However, studies into the impact of mandated CE on competency have been mixed. The problem addressed by this study was whether Illinois's CE law was effective in improving the competency of physical therapists and its impact on patient care. The purpose of this study was to understand what role mandated CE played in developing the competency of physical therapists in Illinois and whether mandated CE was the best method for the state to use to address provider competency. The main research question and sub questions focused on examining what role mandated CE played in improving the professional competency of physical therapists and its impact on patient care. Framework analysis was used to analyze the data that was then placed into themes that had been identified in the literature review. Findings from this study were examined using systems theory and human motivation theory. This study's findings indicate physical therapists believe mandated CE can improve competency and patient satisfaction. Participants indicated when patients get better faster they are more satisfied and when practitioners have advanced skills patient care is improved. The social implications of Illinois's CE law, while not perfect, is positive for both patients and providers, according to Illinois physical therapists. Overall, physical therapists believe that CE improves the competency of the provider, which in turn improves patient care.
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Ambler, Steven Benton. "The Debt Burden of Entry-Level Physical Therapists in Florida." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6457.

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Despite the education, autonomy, and high demand for physical therapists both nationally and in Florida, recent graduates have seen steadily rising education costs with disproportionate changes in income once they have graduated and entered the workforce. The growing debt burden of physical therapists entering the workforce, coupled with the growth in projected need and stagnant wages, raises concern about where and how entry-level physical therapists will practice and if these choices will be affected by their debt burden. The purpose of this quantitative, cross-sectional survey study was to identify the debt profile of entry-level physical therapists and explore the relationship between the student debt and clinical practice choices of entry-level physical therapists. The results of this study provide important findings and additional questions to be considered with these growing concerns surrounding student debt in physical therapy. The results of this study suggest that practice setting choice may be affected by physical therapists’ student debt and that student debt may be a barrier overall to career choices in physical therapy. Additional research and support for innovative models that reduce debt burden in academic physical therapy should be considered.
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Ryan, Susan Jennifer. "Instructor competencies required for effective fieldwork supervision of occupational therapy and physical therapy students." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26911.

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The absence of clearly defined competencies to guide the development of educational programs for occupational therapy and physical therapy fieldwork instructors provided the impetus for this research. A primary objective of the study was to identify the competency categories and the competencies which occupational therapy and physical therapy fieldwork instructors, and occupational therapy and physical therapy students perceived to be important in determining the effectiveness of a student's fieldwork experience. A review of the literature in occupational therapy, physical therapy, and related health professions identified a pool of fieldwork instructor competencies from which 105 competencies were selected for the study questionnaire. The questionnaire was administered to 34 occupational therapy and 37 physical therapy students from the University of British Columbia, and to 59 occupational therapy and 76 physical therapy fieldwork instructors in British Columbia. A response rate of 87% was obtained. Respondents' ratings of importance of the competency categories and of the most important competencies were similar to previous research findings. Communication and supervisory behaviours were rated as most important in contributing to the effectiveness of a student's fieldwork experience. The majority of the competencies which were ranked as most important belonged to these two categories. Consistent with previous research, the professional competence category and the competencies which were assigned to it were deemed least important in contributing to the effectiveness of a student's fieldwork experience. Group differences in ratings of importance were tested using a factorial design. The two-way and three-way analyses of variance, a multivariate analysis of variance and subsequent multiple comparison tests revealed only one significant main effect. Physical therapy students' ratings of importance differed significantly from the occupational therapy and physical therapy fieldwork instructors (p< .05). While this significant difference was identified from the analysis, examination of the mean ratings of the competencies showed a consistent pattern of low, moderate or high ratings among all of the groups. Participants in the study confirmed that the competencies included in the questionnaire were important in contributing to the effectiveness of a student's fieldwork experience. However, the literature suggests that the most important outcome will be the use of the competencies to guide the development of standardized educational programs for occupational therapy and physical therapy fieldwork instructors.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Doty, Antonette K. "A National Study of School-Based Physical Therapists and Secondary Transition Practices." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1271349416.

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Clark, Chris. "Exploring teachers’ use of physical activity in Victorian Certificate of Education (VCE) senior secondary physical education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2456.

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The Victorian Certificate of Education (VCE) Physical Education curriculum, like final “exit” year studies nationally and internationally, has drawn attention from highly regarded academics regarding the challenges faced by teachers in integrating theory with physical activity as prescribed in curriculum documentation. This research aimed to extend on previous study focused on the achievement of integration through learning that occurs in, through, and about movement. A unique overlay was adopted by investigating any influence of gender discourse in this process. Given the non-mandatory nature of the selection of VCE Physical Education as a subject by students, and the articulation within the prescribed curriculum that theoretical understanding will be underpinned by practical based physical activity, it is reasonable to expect that students who select this study enjoy the opportunity to be active. Therefore, this research intended to contribute to current and previous discussion around the use of physical activity to develop and apply theoretical understanding. Additionally, this study set out to contribute new understanding to what, if any, influence gender discourse had on the types of physical activity selected by teachers and how these activities were implemented. This research adopted two separate but closely related theoretical frameworks: Arnold’s dimensions of movement (1979), which underpinned most previous research into the concept of integration, and Wilcox’s embodied ways of knowing (2009). Both frameworks provided guidance on the use of movement in the production of knowledge and its application to conceptual understanding. A qualitative research design involving a case study approach was used. Three independent secondary schools in the inner south-eastern suburbs of Melbourne were involved in two phases of the case study. Phase 1 was a document analysis that involved two VCE Physical Education teachers from each school submitting documentation that pertained to the enactment of the VCE Physical Education Study Design at their school, particularly regarding the use of physical activity in their classes. In Phase 2 the same teachers undertook a semi-structured interview, during which teachers had the opportunity to discuss the submitted documentation and provide perspectives on how they integrated physical activity with theoretical concepts within their pedagogy. Further insight was also sought on the role gender played, if any, during the selection and implementation of physical activity. The findings affirmed previous research that the concept of integration was viewed as important by teachers, however integration was complex to achieve due to various influences and no apparent singularly accepted process. The use of physical activity during the process of enacting the curriculum was also found to be influenced, either directly or indirectly, by gender discourses. A need for further professional learning, policy review, and research were identified as important implications from this study.
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Simons, Ashley C. "A Relational Investigation: Board-Certified Physical Therapists and Their Knowledge of Anatomy." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555519751879414.

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Strubhar, Andrew J. Hines Edward R. "Environmental scanning in physical therapy education." Normal, Ill. Illinois State University, 2000. http://wwwlib.umi.com/cr/ilstu/fullcit?p9995670.

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Thesis (Ph. D.)--Illinois State University, 2000.
Title from title page screen, viewed May 2, 2006. Dissertation Committee: Edward R. Hines (chair), Patricia H. Klass, James C. Palmer, Mohamed Nur-Awaleh. Includes bibliographical references (leaves 133-145) and abstract. Also available in print.
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Fischer, Imke. "Years of silent control the influence of the Commonwealth in state physical education in Victoria and New South Wales /." Connect to full text, 2001. http://hdl.handle.net/2123/4031.

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Thesis (Ph. D.)--School of Social, Policy and Curriculum Studies, Faculty of Education, University of Sydney, 2001.
Title from title screen (viewed 12th February, 2009) Includes bibliographical references. Also available in print form.
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Romani-Ruby, Christine. "The use of distance education for continued professional education by physical therapists in the state of Pennsylvania." Thesis, Indiana University of Pennsylvania, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3666748.

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Physical therapists are licensed in all 50 states, the District of Columbia, Puerto Rico, and the Virgin Islands. The State Board of Physical Therapy within each state regulates licensure and the majority of the states mandate continuing professional education (CPE) as a requirement for renewal. In Pennsylvania, the practice act was amended on July 4, 2008 requiring physical therapists to complete 30 hours of CPE during each biennial renewal period. This new act became effective December 22, 2012 with the first cycle beginning on January 1, 2013.

Many physical therapists express challenges in acquiring CPE indicating barriers such as stress with caseload size, travel to courses from rural locations, time restraints and commitments to family and work. Distance education (DE), defined as the application of communications and electronic devices that enable students to receive instruction from a distant location, may offer flexibility in CPE for physical therapists.

This study investigated the use and adoption of DE to meet continuing education requirements by physical therapists using an adapted survey. Email invitations with an anonymous link to the survey were sent to 2047 Pennsylvania physical therapists and a total of 361 completed online surveys were attained.

57% of the subjects reported incorporating some form of DE into their 30 required CPE hours over the last 24 months. On average, 12.25 of the 30 required CPE hours were completed through DE. The most frequent type of DE used by the subjects was Internet/World Wide Web, followed closely by print. When evaluating the innovation-decision process, subjects considered course content, quality and applicability of the information first, and time away from work or home last. The most commonly used provider of DE is a national professional organization. Those subjects that report using distance education confirm that their distance education experience was positive and believe that their CE experience will be positive in the future.

Using Rogers's method to determine rate of adoption, it appears that Pennsylvania physical therapists are already adopting DE. The results of this study indicate that, DE has good relative advantage, good compatibility, good observability and no evidence of complexity.

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Books on the topic "Physical therapists Education Victoria"

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T, Wadsworth Carolyn, ed. Orthopedic review for physical therapists. St. Louis: Mosby, 1998.

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Handbook of teaching and learning for physical therapists. St. Louis, Mo: Elsevier/Butterworth-Heinemann, 2013.

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Diane, Plumridge, and Pacific Northwest Regional Genetics Group., eds. The Student with a genetic disorder: Educational implications for special education teachers and for physical therapists, occupational therapists, and speech pathologists. Springfield, Ill., U.S.A: Charles C. Thomas, 1993.

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Commonwealth & International Scientific Congress (10th 1994 University of Victoria). Access to active living: Proceedings for the 10th Commonwealth & International Scientific Congress, 10-14 August 1994, University of Victoria, Victoria, British Columbia, Canada = Accès à une vie active. [Victoria, B.C.]: The School, 1994.

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Paige, David. A day in the life of a sports therapist. Mahwah, N.J: Troll Associates, 1985.

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Randelzhofer, Albrecht. Ausbildungsreform und Bestandsschutz im Privatschulbereich: Rechtsgutachten zu [Paragraph] 10 des Entwurfs eines Gesetzes über die Berufe in der Massage und in der Krankengymnastik (Stand März 1989). Berlin: Duncker & Humblot, 1989.

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F.M.: The life of Frederick Matthias Alexander : founder of the Alexander technique. London: Little, Brown, 2004.

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Katharine, Shepard, and Jensen Gail M, eds. Handbook of teaching for physical therapists. Boston: Butterworth-Heinemann, 1997.

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Katherine, Shepard, and Jensen Gail M, eds. Handbook of teaching for physical therapists. 2nd ed. Boston: Butterworth-Heinemann, 2002.

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Prevalence and effectiveness of patient education in physical therapy practice. 1994.

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Book chapters on the topic "Physical therapists Education Victoria"

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Jonely, Holly, Miriam Okine-Davies, Ellen Costello, Matthew B. Garber, and Cristina Fontanez Garrison. "The Profession of Physical Therapy." In Advances in Medical Education, Research, and Ethics, 56–67. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9617-3.ch004.

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Physical therapists and physical therapist assistants are licensed healthcare providers and movement specialists who assist persons in preventing and maximizing function in the presence of injury and disease. Career and guidance counselors play a critical role in encouraging and mentoring students interested in the field of physical therapy. This chapter will assist them in providing advice for interested students to be successful candidates for educational programs. The profession of physical therapy can be rewarding, and job security projections have been consistently positive.
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Pratt, Brenda, and Melissa L. Peterson. "The Role of Physical Therapists in Advancing Special Education." In Interdisciplinary Connections to Special Education: Key Related Professionals Involved, 47–66. Emerald Group Publishing Limited, 2015. http://dx.doi.org/10.1108/s0270-40132015000030b010.

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Higgs, Joy, Franziska Trede, and Megan Smith. "14. Physical Therapists as Educators in Clinical, Educational, and Community Settings." In Adult Education and Health, edited by Leona English. Toronto: University of Toronto Press, 2012. http://dx.doi.org/10.3138/9781442685208-016.

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Tupper, Susan M., Joyce M. Engel, Mary Swiggum, and Liisa Holsti. "Occupational and physical therapy for pain in pediatric clients." In Oxford Textbook of Pediatric Pain, edited by Bonnie J. Stevens, Gareth Hathway, and William T. Zempsky, 557–68. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780198818762.003.0053.

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Occupational therapists (OTs) and physical therapists (PTs) are rehabilitation therapists with distinct but complementary roles who contribute to pain assessment and management in young people either as solo providers, or as a critical component of the interdisciplinary treatment team. Pain in infants, children, and adolescents interferes with their ability to engage in essential interactions with caregivers, acquisition of developmental milestones, and with participation in activities related to self-care, leisure, play, school, and work. OTs and PTs use specific treatment strategies, such as positioning, splinting, adaptive equipment, exercise, manual therapy, electrophysical agents, education on energy conservation, joint protection strategies, and pain self-management training to facilitate participation in valued life activities and occupations. This chapter provides an overview of important theoretical frameworks for rehabilitation therapists, reviews evidence for OT and PT interventions, and describes a framework for planning procedural pain management for rehabilitation therapists when working with pediatric clients.
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Kirkwood, Keith, Gill Best, Robin McCormack, and Dan Tout. "Student Mentors in Physical and Virtual Learning Spaces." In Physical and Virtual Learning Spaces in Higher Education, 278–94. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-114-0.ch017.

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This chapter explores the human element in the learning space through the notion that once a learning space is inhabited, it becomes a learning place of agency, purpose and community involving both staff and students. The School of Languages and Learning at Victoria University in Melbourne has initiated a multifaceted peer learning support strategy, ‘Students Supporting Student Learning’ (SSSL), involving the deployment of student peer mentors into various physical and virtual learning spaces. The chapter discusses the dynamics of peer learning across these learning space settings and the challenges involved in instituting the shift from teacher- to learning-centred pedagogies within such spaces. Both physical and virtual dimensions are considered, with the SNAPVU Platform introduced as a strategy for facilitating virtual learning communities of practice in which staff, mentors, and students will be able to engage in mutual learning support. The chapter concludes with calls for the explicit inclusion of peer learning in the operational design of learning spaces.
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Just, Benjamin, and Kay K. Seo. "Creating a Computer Simulation with Ill-Structured Problems for Physical Therapists in the Acute Care Setting." In Teaching, Learning, and Leading With Computer Simulations, 104–27. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0004-0.ch004.

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The purpose of this phenomenological study is to identify the types of ill-structured problems physical therapists face in the acute care setting for a computer simulation to train students in a professional physical therapist education program. Ten physical therapists who practiced in the acute care setting in four large urban Midwestern hospitals participated in semi-structured interviews. Results show that acute care physical therapists experience complex, ill-structured problems that encompass all direct and indirect patient care activities and are complicated by system factors outside of their control. Solving the problems described by the participants requires clear and accurate communication and an awareness of the role of physical therapy in the acute care setting. The use of these authentic challenges for a computer simulation can allow students in a professional physical therapist education program to develop better problem-solving skills.
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Marangoni, Allen, and Rhonda Haley. "Serving an International Higher Education Partner Using a Problem-Based Learning Format." In Handbook of Research on Effective Communication in Culturally Diverse Classrooms, 375–85. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9953-3.ch019.

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Merida, Mexico, a community partner for service learning with Wheeling Jesuit University's (WJU) Doctor of Physical Therapy (DPT) program, is a city with a population of 800,000 people. This city lacked rehabilitation services to treat cardiopulmonary conditions, and the school of rehabilitation at the Universidad Autonoma de Yucatán (UADY) had no established educational programs addressing these conditions. In 2013 two English-speaking faculty members from the WJU DPT program provided the service of knowledge-sharing to this higher education partner through an extensive cardiopulmonary rehabilitation workshop in Merida. The workshop participants included physical therapists, occupational therapists, a physician, and rehabilitation students, all with Spanish as their primary language. Written and spoken language was identified as the primary barrier to providing the necessary education to the international students. The WJU Basic Science and Physical Therapy Skills courses, written in the English language, follow a problem-based format where students are asked to use resources to answer questions regarding patients with cardiopulmonary problems. These courses became the foundation for the solution to the language barrier problem. The information and students' answers from WJU courses were translated by UADY university professors over a several month period of time. During the workshop, the participants were separated into groups, each researching a topic using the provided translated materials to educate the others on their assigned topics. The participants used various methods to convey their new knowledge. There were interpreters available at all times during the workshop. Surveys at the conclusion of the workshop indicated that the learning experience was effective and enjoyable.
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Conference papers on the topic "Physical therapists Education Victoria"

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Verhoef, J., R. Hoekman, M. Bakker, HM de Vries-van der Zwan, FGJ Oosterveld, and TPM Vliet Vlieland. "HP0033 Development of a system of networks and continuing education for physical therapists regarding the treatment of patients with rheumatic diseases: the fyranet project." In Annual European Congress of Rheumatology, Annals of the rheumatic diseases ARD July 2001. BMJ Publishing Group Ltd and European League Against Rheumatism, 2001. http://dx.doi.org/10.1136/annrheumdis-2001.1266.

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Otani, Kagari, and Yasunobu Ito. "Acquisition and sharing of knowledge and skills of visiting nurses in Japan." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002554.

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The purpose of this study is to clarify, through ethnographic research, how nurses acquire and share their knowledge and skills of home nursing in clinical settings. The field research took place at a visiting nurse station in Nagoya, Japan between 2013 and November 2021. Research method used were participant observations and interviews at visiting nurse station and patients’ homes. One of the authors is an assistant professor of nursing at a university’s Nurse and Health department who also leads students in the clinical training at the visiting nurse station. The research data were acquired from periodical nurse station visits and from accompanying nurses in their activities.visiting nurses considered patients and family as partners, and they explored the preferred care together with the patient to create tailored care. We showed the following in a paper at AHFE-HSSE conference in 2021: the visiting nurses read into the patient’s societal background, life and beliefs, and visiting nurses analyzed the living style patients wish for, in order to propose the method which materialize this kind of living. The value co-created by the nurses and patient formulated the “normal living style” wished to be sustained by the patient (Otani and Ito 2021).Incidentally, in nursing education in Japan, universities nursing faculties and nursing schools educate students in basic knowledge and skills of nursing in wards to home nursing in Japan. The co-creative practices and techniques of visiting nursing care need to be learned while working in a clinical setting after the nurse is licensed. The paper revealed the following: The visiting nurse "co-created" with the patient to produce a nursing technique that fit the patient's needs based on the "sticky information" (von Hippel 1994) obtained in the patient's home. At the visiting nurse station, the nurses reported new information obtained at the patient's home or communicated to the patient during daily conferences. The nurse illustrated and demonstrated the nursing techniques that fit the patient to colleague nurses.In addition, the nurses had a joint conference with physical, occupational, and speech therapists working in the same station. The participants reported to each other the new information the patient during their stay at the patient's home, and described the techniques of each specialist that fit the patients. The information revealed in the conference was recorded into the patient's medical chart each time. The nursing skills created in the patient's home through co-creation with the patient are sticky information that is difficult to transfer, but they are shared and accumulated through gestural demonstrations at conferences by the health professionals.
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