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Perspectives on physiotherapy students' professional competence development during their education

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JYU Dissertations
Authors
Kurunsaari, Merja
Date
2019

 
The aim of this dissertation was to investigate, from different perspectives, how physiotherapy students understand and experience their competence and its development during their education. The research focused on the whole study path of students (n=35) from the very beginning of their studies to their graduation. The data, essays and open interviews, were analysed using phenomenographic analysis and narrative analysis approaches. The purpose was to identify the various ways in which beginning physiotherapy students understand the conceptions of skill, to describe graduating students’ experiences of reflective writing as a tool for learning, to identify students’ conceptions of their competence at the end of their education, and to examine students’ professional competence development during their physiotherapy education. The findings showed that, in the early stage of their education, the students had different conceptions of skill varying from seeing it as a talent to regarding it as a competence requiring collaboration. The students varied in their views regarding reflective writing as a requirement in their education, ranging from seeing it as a useless task to considering it to be a useful tool for deepening their understanding or for self-reflection or professional development. Graduating students’ conceptions of their competence varied. While some of them understood competence as mastering core skills, others saw it as understanding the theoretical basis of physiotherapy, or having a holistic view of physiotherapy, or engaging in and developing multi-professional collaboration. Finally, the narrative stories were used to gather and assess the most common types of professional development and turning points along the students’ educational path and professional development. Both empirically and theoretically grounded developmental themes (emotions, reflection, context, cultural awareness), emerged when exploring the findings of the four studies comprising this dissertation. The research results cast light on and contribute to a deeper understanding regarding students’ competences, competence levels and professional development. It suggests a need to take individual aims into account in educational planning. The results are useful in developing higher education at least in physiotherapy. ...
 
Väitöskirjan tarkoituksena oli tutkia eri näkökulmista, miten fysioterapeuttiopiskelijat ymmärtävät ja kokevat omat taitonsa, osaamisensa ja niiden kehittymisen koulutuksensa aikana. Tutkimuksessa keskityttiin ammattikorkeakoulussa opiskelevien fysioterapeuttiopiskelijoiden (n=35) koko opiskeluajan ammatillisen kehittymisen polkuun. Laadullista aineistoa (kirjalliset esseet ja avoimet haastattelut) kerättiin opiskelun alussa ja lopussa. Aineistoa analysoitiin fenomenografisella ja narratiivisella analyysiotteella. Tutkimus-kysymykset olivat: minkälaisia käsityksiä opiskelijoilla on taidosta opiskelunsa alussa, miten opiskelijat kokevat reflektiivisen kirjoittamisen oppimisen välineenä, minkälaisia käsityksiä opiskelijoilla on omasta osaamisestaan valmistumisvaiheessa ja miten opiskelijat kuvaavat ammatillisen osaamisensa kehittymistä ja minkälaisia tarinamalleja kuvauksista voidaan identifioida. Opiskelijoilla oli opiskelun alussa erilaisia käsityksiä taidosta. Taito ilmeni joko lahjakkuutena, tai sen ajateltiin edellyttävän yksilöllistä harjoittelua, sosiaalista kanssakäymistä tai yhteistyötä muiden henkilöiden kanssa. Kokemukset reflektiivisestä kirjoittamisesta olivat myös erilaisia. Kirjoittaminen tuli esiin hyödyttömänä tehtävänä, asioiden ymmärrystä syventävänä toimintana, itsereflektion ja oppimisen välineenä tai ammatillisen kehittymisen välineenä. Valmistumisvaiheessa osaamisen käsitykset vaihtelivat ja ilmenivät ydintaitojen hallintana, fysioterapian teoreettisten perusteiden ymmärtämisenä, kokonaisvaltaisena käsityksenä fysioterapiasta tai sitoutumisena moniammatilliseen yhteistyöhön ja sen kehittämiseen. Tarinamallit muodostuivat yleisimmistä ammatillisen kehittymisen tekijöistä ja juonen erilaisista käännekohdista opiskelijoiden kehittymisen poluilla. Käännekohdat havainnollistivat kriittisiä tapahtumia opiskelijan ammatillisessa kehittymisessä. Tutkimustuloksista nousi esiin sekä empiirisesti että teoreettisesti perusteltavissa olevia kehityksellisiä teemoja: tunteet, reflektio, konteksti, kulttuurinen tietoisuus. Tulokset antavat lisätietoa opiskelijoiden osaamisesta ja ammatillisesta kehittymisestä korkeakouluopintojen aikana. Tuloksia voidaan hyödyntää ammatillisen kehittymisen tukemisessa korkeakouluissa, osaamisen tason syventämisessä sekä kehitettäessä fysioterapeuttikoulutusta. ...
 
ISBN
978-951-39-7702-3
Contains publications
  • Artikkeli I: Kurunsaari, M., Piirainen, A., & Tynjälä, P. (2015). Physiotherapy students’ conceptions of skill at the beginning of their Bachelor studies. Physiotherapy Theory and Practice, 31 (4), 260-269. DOI: 10.3109/09593985.2014.996692
  • Artikkeli II: Kurunsaari, M., Tynjälä, P., & Piirainen, A. (2015). Students' Experiences of Reflective Writing as a Tool for Learning in Physiotherapy Education. In G. Ortoleva, M. Betrancourt, & S. Billett (Eds.), Writing for Professional Development (pp. 129-151). Brill. DOI: 10.1163/9789004264830_008
  • Artikkeli III: Kurunsaari, M., Tynjälä, P., & Piirainen, A. (2018). Graduating Physiotherapy Students’ Conceptions of their own Competence. Vocations and Learning, 11 (1), 1-18. DOI: 10.1007/s12186-017-9177-8
  • Artikkeli IV: Kurunsaari, M., Tynjälä, P., Piirainen, A. Stories of Professional Development in Physiotherapy Education. Submitted for publication.
Keywords
physiotherapy students physiotherapy education professional competence in higher education professional development qualitative research fysioterapeuttiopiskelijat fysioterapeuttikoulutus korkeakoulutuksen ammatillinen osaaminen ammatillinen kehittyminen laadullinen tutkimus
URI

http://urn.fi/URN:ISBN:978-951-39-7702-3

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