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dc.contributor.authorKorpi, Hilkka
dc.contributor.authorPeltokallio, Liisa
dc.contributor.authorPiirainen, Arja
dc.date.accessioned2020-11-19T10:36:54Z
dc.date.available2020-11-19T10:36:54Z
dc.date.issued2014
dc.identifier.citationKorpi, H., Peltokallio, L., & Piirainen, A. (2014). The story models of physiotherapy students' professional development. Narrative research. <i>European Journal of Physiotherapy</i>, <i>16</i>(4), 219-229. <a href="https://doi.org/10.3109/21679169.2014.934279" target="_blank">https://doi.org/10.3109/21679169.2014.934279</a>
dc.identifier.otherCONVID_24050599
dc.identifier.otherTUTKAID_64073
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/72688
dc.description.abstractThe aim of this article is to investigate students’ narratives about their professional development process. This research brings new kind of knowledge to continuing learning, developing education and planning the curriculum in physiotherapy education. The European Qualification Framework (EQF) defines learning competences in education; qualitative research has a narrative approach. The material consists of eight voluntarily participating physiotherapy students’ portfolios written during their whole study time. The longitudinal data describes them as learners and their development process. The major findings are four main episodes in professional development: the previous studies, a new way of learning, understanding the physiotherapy and becoming professional in physiotherapy. Three story models were found: the story of the development of an autonomous learner, the story of the development in becoming a member of the physiotherapy community and the story of the development of a critical developer. In conclusion, four steps in the physiotherapy students’ professional development were formed. The model helps understand the students’ concepts about their professional development. Students need theoretical knowledge and practical skills to build their professional development. Reflecting learning and instructed practice are important for professional development in healthcare. Learning is connected to action, context and culture where information is collected and used.fi
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherInforma Healthcare
dc.relation.ispartofseriesEuropean Journal of Physiotherapy
dc.rightsIn Copyright
dc.subject.othernarrative research
dc.subject.otherphysiotherapy student
dc.subject.otheruniversity of applied sciences
dc.titleThe story models of physiotherapy students' professional development. Narrative research
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202010286430
dc.contributor.laitosTerveystieteiden laitosfi
dc.contributor.laitosDepartment of Health Sciencesen
dc.contributor.oppiaineFysioterapiafi
dc.contributor.oppiainePhysiotherapyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2020-10-28T10:15:06Z
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange219-229
dc.relation.issn2167-9169
dc.relation.numberinseries4
dc.relation.volume16
dc.type.versionacceptedVersion
dc.rights.copyright© Informa Healthcare, 2014
dc.rights.accesslevelopenAccessfi
dc.subject.ysoammatillinen kehitys
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p13158
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.3109/21679169.2014.934279
dc.type.okmA1


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