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BACKGROUND: New-graduate physiotherapists experience a steep learning curve when transitioning from student to clinician. The acute hospital setting is known to present unique challenges for health clinicians, however, the preparedness of new-graduate physiotherapists for working within this setting remains unclear. PURPOSE: The aim of this study was to investigate new-graduate physiotherapists' experiences of working in acute hospital settings and their perceptions toward how their pre-professional training prepared them for this setting. METHODS: A qualitative study with a general inductive approach was used. Semi-structured interviews with new-graduate physiotherapists working in acute hospital settings were undertaken (n = 14). Interview data were subject to thematic analysis. RESULTS: Four themes were generated from the data: 1) multifactorial and high-pressure nature; 2) managing relationships; 3) realizing responsibility; and 4) constructing realistic experiences. CONCLUSION: The acute hospital setting presents unique obstacles and additional challenges when transitioning from student to clinician. New-graduates value the role of pre-professional training in their preparation for this context, however, new-graduates reflected on being sheltered from some areas of practice as students. Recommendations are suggested for education providers to adapt pre-professional training, and for employers to implement workplace strategies, which may support new-graduate physiotherapists in the acute hospital setting.
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Fisioterapeutas , Humanos , Austrália , Fisioterapeutas/educação , Estudantes , Local de Trabalho , Pesquisa Qualitativa , HospitaisRESUMO
Objectives: Although coronavirus disease 2019 (COVID-19) has transformed the training environment of dancers worldwide, little is known on how this has affected injury prevalence, causes, and risk factors. Methods: An online investigation involving Chinese full-time dance students was conducted (September-November 2020), which covered two 6-month periods just before and during the first COVID-19 lockdown. Results: 2086 students (19 ± 2.4 years) responded to the investigation. Injury prevalence dropped from 39.6% (before the lockdown) to 16.5% (during the lockdown) (p < 0.01). It was noted that a significant increase in injury severity during the lockdown was caused due to a 4.1% increase in moderate-to-severe injuries (p < 0.05). During the lockdown, the injuries on the lower back, feet, and shoulders decreased significantly (p < 0.01), but the knee, ankle, and groin/hip joint injuries remained the same. Fatigue and the recurrence of an old injury remained as the top two perceived causes of an injury between the two periods with the increase in an unsuitable floor (p < 0.01), a cold environment (p < 0.05), and set/props (p < 0.05). The fatigue degree of students decreased (p < 0.01) and their hours of sleep increased (p < 0.01) during the lockdown. Binary Logistic Regression analysis indicated that dance injury is associated with fatigue, the hours of sleep, and the actions taken if they suspect an injury during the lockdown (p < 0.05), but is only related to the time set aside for a cooldown and age before the lockdown period (p < 0.05). Conclusion: Although injury prevalence dropped significantly during the first COVID-19 lockdown in Chinese dance students, the main dance injury characteristics remained the same. Decreased fatigue and longer hours of sleep could explain the aforementioned drop in injury prevalence during the lockdown.
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INTRODUCTION: Rural physiotherapy is a challenging area of practice that requires clinicians to respond to the unique factors that contribute to rurality. This study aimed to outline an introductory set of competencies that contribute to effective physiotherapy practice in rural Australia. METHODS: A three-round Delphi study was undertaken using a panel of expert physiotherapists. The panel was asked to provide open-ended responses to the following question: 'What unique knowledge, skills, abilities, attributes or other characteristics do physiotherapists need to possess, or learn in order to provide effective physiotherapy specifically in a rural or remote setting?' These responses were then thematically analysed to create competencies. The competencies were evaluated in the subsequent rounds by the Delphi panel. Consensus was set at 80%. Rural and remote experts were determined through criteria including duration of practice, established expert frameworks, and self- or peer nomination. The publicly accessible Australian Physiotherapy Association database was used to access the contact details of 222 physiotherapists working in rural and remote locations across all Australian states and territories. Seventeen expert physiotherapists met inclusion criteria and consented to participation. RESULTS: Seventeen expert physiotherapists completed round one with a 100% response rate. Analysis of the expert panel responses yielded an initial 24 competencies. The second round had a response rate of 94.1%, and the third round 93.8%. A final set of 19 competencies was established. The knowledge, skills and attributes featured in the competencies relate to responsivity to rural locality, adapting to individual community needs and problem solving in response to challenges to practising in rural and remote locations. CONCLUSION: This study has introduced a set of competencies that may contribute towards effective physiotherapy practice in the rural setting. The competencies provide a common language for physiotherapists and their employers, and may be used to guide training or mentorship in this setting.
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Medicina , Fisioterapeutas , Austrália , Técnica Delphi , Humanos , Modalidades de Fisioterapia , População RuralRESUMO
Introducción: La formación del docente de Enfermería tiene ante sí el reto de su profesionalización, en un mundo caracterizado por la globalización, un acelerado desarrollo de la ciencia, las tecnologías y complejos procesos de cambios que requieren de nuevas transformaciones del conocimiento; es una necesidad la actualización de saberes más avanzados en metodologías activas en el docente de enfermería como un proceso continuo y simultáneo para alcanzar multihabilidades y valores. Objetivo: Describir los aspectos fundamentales que conforman el proceso de formación del docente de Enfermería en metodologías activas de aprendizajes en las instituciones de educación superior. Material y Métodos: El presente estudio es de diseño descriptivo, con un análisis de la información de manera inductiva, se examinaron 76 textos en las bases de datos Scopus, Scielo, Eric, empleadas como fuentes de investigación. Tras aplicar los criterios de inclusión y exclusión se abordó el estudio con un total de 27 artículos. Conclusiones: Todas las profesiones, oficios se verán afectados de una manera u otra en esta crucial avanzada por lo que es imprescindible el papel de las instituciones de educación superior en la emergente implementación y enseñanza de las metodologías activas que hoy anhelan ser aplicadas de manera insoslayable en los diferentes saberes; la profesión y ciencia de Enfermería no está exenta de ello; lo que busca un proceso transformador de profesionales competentes hacia una sociedad laboral competitiva(AU)
Introduction: Nursing teacher training is a professional challenge in a world characterized by globalization, accelerated development of science and technologies and complex processes of change that require new transformations of knowledge; an updating of the most advanced knowledge in active methodologies for nursing professors as a continuous and simultaneous process to promote multi-abilities and values is a must. Objective: To describe the main aspects that make up the Nursing teacher training process in active learning methodologies in higher education centers. Material and Methods: Descriptive study with an inductive content analysis. A total of 76 bibliographies were examined in the Scopus, Scielo, and Eric databases, which were used as research sources. After applying the inclusion and exclusion criteria, the study was approached with a total of 27 articles. Conclusions: All professions and experiences will be affected in one way or another in this crucial advance, so the role of higher education centers is essential in the emerging implementation and teaching of active methodologies that today yearn to be applied in an unavoidable way in the different fields of knowledge. The profession and Nursing science is not exempt from this trend and looks for a transforming process of competent professionals towards a competitive society of labor(AU)
