Дисертації з теми "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.
Повний текст джерелаEthington, Denise Lynn Hunter. "Mandated Continuing Education and the Competency of Illinois Physical Therapists." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4139.
Повний текст джерелаAmbler, Steven Benton. "The Debt Burden of Entry-Level Physical Therapists in Florida." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6457.
Повний текст джерелаRyan, 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.
Повний текст джерелаEducation, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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.
Повний текст джерелаClark, 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.
Повний текст джерелаSimons, 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.
Повний текст джерелаStrubhar, 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.
Повний текст джерелаTitle 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.
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.
Повний текст джерелаTitle from title screen (viewed 12th February, 2009) Includes bibliographical references. Also available in print form.
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.
Повний текст джерелаPhysical 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.
EIFERT-MANGINE, MARSHA A. "COMPARING LEARNING AND SATISFACTION WITH CONTINUING EDUCATION OF PHYSICAL THERAPISTS USING TRADITIONAL AND ONLINE FORMATS." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1163603071.
Повний текст джерелаHansen, Audrey Jo Crumpler Thomas P. "Going beyond accreditation what defines a quality athletic training education program? /." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1390312271&SrchMode=1&sid=3&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1202750911&clientId=43838.
Повний текст джерелаTitle from title page screen, viewed on February 11, 2008. Dissertation Committee: Thomas P. Crumpler (chair), Todd A. McLoda, Cheri A. Toledo, Nancy I. Latham. Includes bibliographical references (leaves 79-88) and abstract. Also available in print.
LOFTSPRING, RENEE GAINES. "THE RELATIONSHIP OF YEARS OF EXPERIENCE AND LEVEL OF EDUCATION TO CRITICAL THINKING SKILLS OF PHYSICAL THERAPISTS." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1141156881.
Повний текст джерелаCurtis, Drew A., Han-Hung Huang, and Kendra L. Nicks. "Patient Deception in Health Care: Physical Therapy Education, Beliefs, and Attitudes." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/ijhse/vol5/iss1/4.
Повний текст джерелаLunnen, Karen Yundt. "STUDENTS' PERCEPTIONS OF WHAT EMPLOYERS CONSIDER DESIRABLE ABILITIES, ATTRIBUTES AND QUALIFICATIONS FOR PHYSICAL THERAPISTS IN TODAY'S WORKFORCE." NCSU, 2002. http://www.lib.ncsu.edu/theses/available/etd-20020111-165127.
Повний текст джерелаABSTRACTLUNNEN, KAREN YUNDT. Students' Perceptions of What Employers Consider Desirable Abilities, Attributes and Qualifications for Physical Therapists in Today's Workforce. (Under the direction of Don C. Locke.)In today's workforce, characterized by change and increasing competition for jobs, it is important for educational programs, students and practicing physical therapists to be aware of the qualities that are valued by employers. The primary purpose of this study was to determine the perceptions of physical therapy students about the abilities, attributes and qualifications that are desired by employers of physical therapists in today's workforce. Further, the study compared the perceptions of students with those of employers based on an earlier study of employers with a similar survey instrument.The population surveyed was students nearing completion of their second year of study in each of the seven physical therapy programs in North Carolina (NC) and South Carolina (SC). Students were asked to respond to the survey from the perspective of an employer of physical therapists in today's workforce, and to indicate the relative importance of items (grouped as abilities, attributes and qualifications) on a six-response Likert scale ranging from Not Important (1,2) to Important (3,4) to Essential (5,6). The student survey contained the same core questions as an earlier survey of physical therapy employers from clinical settings in NC and SC, allowing comparison of the two populations. Analysis of the students' responses resulted in rankings of abilities, attributes and qualifications. The three most valued abilities were: (1) manage time effectively, (2) problem-solve/think critically, and (3) abide by rules and regulations. The three most valued attributes were: (1) ethical behavior, (2) integrity, and (3) a positive attitude. The three most valued qualifications were: (1) broad-based knowledge and skills, (2) an advanced master's degree in physical therapy, and (3) membership in the American Physical Therapy Association. Employers had the same top three abilities as students, but flexibility was above a positive attitude in the ranking of attributes, and manual therapy certification was above an advanced master's degree in the ranking of qualifications. Additional analyses examined the correlation between students' perceptions about the relative importance of the various abilities, attributes and qualifications and the amount of prior clinical experience (in weeks) that they had.
Lammers, Joyce. "Physical Therapists’ Beliefs about Preparation to Work in Special Care Nurseries and Neonatal Intensive Care Units." Diss., NSUWorks, 2018. https://nsuworks.nova.edu/hpd_pt_stuetd/65.
Повний текст джерелаThompson, Mary E. 1958. "Career Paths of Board-Certified Clinical Specialists in Geriatric Physical Therapy with Implications for Higher Education." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278513/.
Повний текст джерелаCicirello, Nancy Ann. "The Role of Parent Coaching by Pediatric Physical Therapists: An Exploration of Current Practice." PDXScholar, 2005. https://pdxscholar.library.pdx.edu/open_access_etds/5184.
Повний текст джерелаBowman, Winifred Edna. "The evaluation of an accreditation programme for quality improvement in private physiotherapy practice in South Africa." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52525.
Повний текст джерелаENGLISH ABSTRACT: "Quality" has different meanings to different people. Even quality experts do not agree on a single definition: Juran's definition of quality revolves around his concept of "fitness for use", Crosby defines quality in terms of performance that produces "zero defects" and Deming defines quality as a "never ending cycle of continuous improvement". One element, however, that is common to all three approaches is that management must accept and demonstrate leadership if quality is to be achieved. Quality is rarely thought of as others perceive it. What is apparent is that if providers of care wish to maintain leadership in defining quality, they need to - Actively participate in the public debate about quality. Review the way in which they have been defining quality. Question whether their definitions are aligned with what the purchasers of health care define as being important. Develop meaningful measures of quality and data collection systems that will allow them to demonstrate quality and value. - Willingly share data not only on outcomes, and also measures that are specific to individual procedures and service providers. The PhysioFocus practice accreditation programme attempted to achieve the above factors. By realising the goal of the research this was determined. The goal of the research was to evaluate the PhysioFocus practice accreditation programme and to make recommendations on the educational programme for accreditation in private physiotherapy practices. This goal was realised by means of an exploratory and descriptive research design with a qualitative orientation. The evaluation of the PhysioFocus practice accreditation programme was performed by means of a validated evaluation instrument. The group interview revealed components of the PhysioFocus practice accreditation programme that require remediation. Recommendations included professional-ethical issues, business management and legislative issues. The recommendations will be implemented by the PhysioFocus practice accreditation committee. The PhysioFocus practice accreditation learning programme was evaluated by means of a semi-structured questionnaire, containing eleven questions and a section for comments. The general consensus was that the PhysioFocus practice accreditation programme is essential in private physiotherapy practice in South Africa. The implementation of the PhysioFocus practice accreditation programme resulted in the facilitation of quality physiotherapy; professional and personal development; monitoring of quality improvement processes; and the evaluation and remediation of these processes. This supported the central theoretical assumption of the research. Concerns were voiced about the lack of standards, lack of quality improvement skills, the public image of the physiotherapy profession and the lack of basic business management training. The researcher concluded that the implementation of the PhysioFocus practice accreditation programme is essential in private physiotherapy practice in South Africa. At present the current PhysioFocus practice accreditation programme does not address all the needs of private physiotherapy practices. Recommendations based on the research included remediation of the current PhysioFocus practice accreditation programme, formal education included business management, professional-ethical-Iegal issues, standards and scientific methods to analyse process variation and the development of improvement strategies in quality improvement. Other recommendations include informal education, physiotherapy management and structured quality improvement activities. The issue of the image of the professional physiotherapist was also addressed. Topics for future research were identified. The uniqueness of the research lies in the fact that this is the only physiotherapy practice accreditation programme implemented in South Africa. It is also the only physiotherapy practice accreditation programme in South Africa that has been evaluated.
AFRIKAANSE OPSOMMING: "Gehalte" het verskillende betekenisse vir verskillende mense. Selfs kenners op die gebied van gehalte stem nie saam met 'n enkele definisie nie. Juran se omvattende definisie is "gebruikswaarde", terwyl Crosby gehalte in terme van produksie, naamlik "zero defek", definieer. Deming definieer gehalte as "'n nimmereindigende siklus van voortdurende verbetering". Die een aspek wat al drie die kenners egter gemeen het, is dat bestuur leierskap moet aanvaar en demonstreer indien gehalte bereik wil word. Geen twee persone ervaar gehalte eenders nie. Indien diensverskaffers leiding wil behou ten opsigte van gehalte-definiëring, sal hulle verplig wees om: aktief deel te neem aan openbare debat oor gehalte; die aanvaarde definisie van gehalte te herevalueer; die aanvaarde definisie van gehalte op te weeg teenoor dié van die mediese hulpfonds-administrasie; gehalte- en data insamelingsisteme te ontwikkel om gehalte en waarde te bewys; en gewillig alle data te deel - nie net uitkomsdata nie, maar ook data wat spesifiek op individuele prosedures en diensverskaffers van toepassing is. Die PhysioFocus praktyk-akkreditasieprogram het gepoog om bogenoemde te bereik. Die navorsing het gerealiseer deurdat die doelstelling bereik is. Die doelstelling van die navorsing was om die PhysioFocus praktykakkreditasieprogram te evalueer en aanbevelings te maak vir 'n leerprogram vir die akkreditasieprogram. Die doelstelling het gerealiseer deur "n verkennende en beskrywende navorsingsontwerp vanuit 'n kwalitatiewe oriëntasie. Die evaluering van die PhysioFocus praktyk-akkreditasieprogram het deur middel van 'n gevalideerde evalueringsinstrument geskied. Die groepsonderhoud het areas van die PhysioFocus praktyk- akkreditasieprogram wat remediëring benodig, geïdentifiseer. Aanbevelings het professionele-etiese aspekte, besigheidsbestuur en wetlike aspekte ingesluit. Die aanbevelings sal deur die PhysioFocus praktykakkreditasiekommitee geïmplementeer word. Die evaluering van die PhysioFocus praktyk-akkreditasieleerprogram het deur middel van 'n semi-gestruktureerde vraelys met 11 oop vrae, tesame met 'n afdeling vir opmerkings, geskied. Die algemene aanname was dat die PhysioFocus praktyk-akkreditasieprogram noodsaaklik is in privaat fisioterapiepraktyk in Suid-Afrika. Die implementering van die PhysioFocus praktyk-akkreditasieprogram het gehalte fisioterapie, professionele en persoonlike ontwikkeling, die monitering van gehalteverbeteringsprosesse, asook evaluering en remediëring van hierdie prosesse, tot gevolg gehad. Dit het die sentraalteoretiese aanname van die navorsing ondersteun. Daar was egter kommer oor die gebrek aan standaarde, die beeld van die fisioterapieprofessie, asook die gebrek aan besigheidsbestuuropleiding. Die navorser het tot die gevolgtrekking gekom dat die implementering van die PhysioFocus praktyk-akkreditasieprogram noodsaaklik is in privaat fisioterapiepraktyk in Suid-Afrika. Die huidige PhysioFocus praktykakkreditasieprogram voldoen nie aan al die vereistes van privaat fisioterapiepraktyk in Suid Afrika nie. Aanbevelings vanuit die navorsing sluit die volgende in: remediëring van die huidige PhysioFocus praktyk-akkreditasieprogram; formele opleiding, insluitende profesionele-etiese-wetlike aspekte; standaarde; wetenskaplike metodes om die praktykprosesveranderinge te analiseer; en die ontwikkeling van 'n gestruktureerde gehalteverbeteringstrategie. Die beeld van die fisioterapieprofessie is ook aangespreek. Onderwerpe vir toekomstige navorsing is geïdentifiseer. Die navorsing is uniek omdat die PhysioFocus praktyk-akkreditasieprogram die enigste akkreditasieprogram vir fisioterapie in Suid Afrika is. Dit is ook die enigste fisioterapie-akkreditasieprogram wat in Suid Afrika geëvalueer is.
Little, Tamara L. "Defining and imparting professional behavior in physical therapist educational programs: Perspectives of selected senior faculty." Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/2380.
Повний текст джерелаRoberts, Charlene M. "Relationships among admission variables, professional education outcome measures, and job performance of University of Missouri physical therapy graduates /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9737870.
Повний текст джерелаAjjawi, Rola. "Learning to communicate clinical reasoning in physiotherapy practice." University of Sydney, 2006. http://hdl.handle.net/2123/1556.
Повний текст джерелаEffective clinical reasoning and its communication are essential to health professional practice, especially in the current health care climate. Increasing litigation leading to legal requirements for comprehensive, relevant and appropriate information exchange between health professionals and patients (including their caregivers) and the drive for active consumer involvement are two key factors that underline the importance of clear communication and collaborative decision making. Health professionals are accountable for their decisions and service provision to various stakeholders, including patients, health sector managers, policy-makers and colleagues. An important aspect of this accountability is the ability to clearly articulate and justify management decisions. Considerable research across the health disciplines has investigated the nature of clinical reasoning and its relationship with knowledge and expertise. However, physiotherapy research literature to date has not specifically addressed the interaction between communication and clinical reasoning in practice, neither has it explored modes and patterns of learning that facilitate the acquisition of this complex skill. The purpose of this research was to contribute to the profession’s knowledge base a greater understanding of how experienced physiotherapists having learned to reason, then learn to communicate their clinical reasoning with patients and with novice physiotherapists. Informed by the interpretive paradigm, a hermeneutic phenomenological research study was conducted using multiple methods of data collection including observation, written reflective exercises and repeated semi-structured interviews. Data were analysed using phenomenological and hermeneutic strategies involving in-depth, iterative reading and interpretation to identify themes in the data. Twelve physiotherapists with clinical and supervisory experience were recruited from the areas of cardiopulmonary, musculoskeletal and neurological physiotherapy to participate in this study. Participants’ learning journeys were diverse, although certain factors and episodes of learning were common or similar. Participation with colleagues, peers and students, where the participants felt supported and guided in their learning, was a powerful way to learn to reason and to communicate reasoning. Experiential learning strategies, such as guidance, observation, discussion and feedback were found to be effective in enhancing learning of clinical reasoning and its communication. The cultural and environmental context created and supported by the practice community (which includes health professionals, patients and caregivers) was found to influence the participants’ learning of clinical reasoning and its communication. Participants reported various incidents that raised their awareness of their reasoning and communication abilities, such as teaching students on clinical placements, and informal discussions with peers about patients; these were linked with periods of steep learning of both abilities. Findings from this research present learning to reason and to communicate reasoning as journeys of professional socialisation that evolve through higher education and in the workplace. A key finding that supports this view is that clinical reasoning and its communication are embedded in the context of professional practice and therefore are best learned in this context of becoming, and developing as, a member of the profession. Communication of clinical reasoning was found to be both an inherent part of reasoning and an essential and complementary skill necessary for sound reasoning, that was embedded in the contextual demands of the task and situation. In this way clinical reasoning and its communication are intertwined and should be learned concurrently. The learning and teaching of clinical reasoning and its communication should be synergistic and integrated; contextual, meaningful and reflexive.
Ernstzen, Dawn V. "Students' and clinical teachers' views on effective clinical education in Physiotherapy at Stellenbosch University." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/1598.
Повний текст джерелаClinical education in health sciences is an important and distinct part of health care education. In clinical education situations, students learn to integrate the knowledge, skills, attitudes and values of the profession. The attainment of clinical competence is one of the main outcomes of the Clinical Physiotherapy module for physiotherapy students at Stellenbosch University (SU). In its Strategy for Teaching and Learning (2001:3), SU embraces a student-centered approach to teaching. In a student-centered approach towards teaching, the focus is on the quality and quantity of student learning. In the current changing context of higher education, all spheres of education need to be assessed to determine the meaning of student-centeredness and to establish whether it is achieved. The above-mentioned approach may lead to quality management in teaching and learning.
Utzman, Ralph Russell. "Use of quantitative admissions data to predict academic and licensure examination difficulty among physical therapists students /." 2006. http://hdl.handle.net/10156/1817.
Повний текст джерелаCook, Ryan. "Fundamental motor development and physical activity levels of kindergarten children in School District 61 Victoria, BC." Thesis, 2012. http://hdl.handle.net/1828/4153.
Повний текст джерелаGraduate
Gleeson, Paul. "Understandings, Attitudes and Intentions of Health and Physical Education Teachers in Relation to the Australian Curriculum: Health and Physical Education." Thesis, 2017. https://vuir.vu.edu.au/37850/.
Повний текст джерелаKliman, Aviva Morrisa. "Evaluation of Health Canada's physical activity guides to healthy active living as motivational instruments." Thesis, 2006. http://hdl.handle.net/1828/1776.
Повний текст джерелаWhitty, Chantelle. "Drawn to art therapy: a qualitative study examining art therapists' personal healing experiences with art that led them to a career in art therapy." Thesis, 2010. http://hdl.handle.net/1828/3174.
Повний текст джерелаSmee, Cameron. "“If we were all, like, learning at the same time, we might have, like, the same experience”: an investigation into the development of physical subjectivities in early primary education." Thesis, 2019. https://vuir.vu.edu.au/40597/.
Повний текст джерелаHoney, Caitlin. "The Emergence of Multi-Sport Holiday Programmes: How Organised Sport has become a form of Childcare." Thesis, 2018. https://vuir.vu.edu.au/40052/.
Повний текст джерела