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dc.contributor.authorKurunsaari, Merja
dc.contributor.authorPiirainen, Arja
dc.contributor.authorTynjälä, Päivi
dc.date.accessioned2020-11-24T08:52:40Z
dc.date.available2020-11-24T08:52:40Z
dc.date.issued2015
dc.identifier.citationKurunsaari, M., Piirainen, A., & Tynjälä, P. (2015). Physiotherapy students’ conceptions of skill at the beginning of their Bachelor studies. <i>Physiotherapy Theory and Practice</i>, <i>31</i>(4), 260-269. <a href="https://doi.org/10.3109/09593985.2014.996692" target="_blank">https://doi.org/10.3109/09593985.2014.996692</a>
dc.identifier.otherCONVID_24534907
dc.identifier.otherTUTKAID_65145
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/72753
dc.description.abstractSkills have recently received widespread attention in education policy documents and discussions. This article reports the results of research on Bachelor’s degree physiotherapy students’ conceptions of skill at the beginning of their studies. The aim of the present study was to examine how beginning students understand skill, and the focus was on conceptions of skill in general rather than on any particular skills. The participants of the study were 35 physiotherapy students. The data were gathered within the first two weeks of their university studies. Specifically, requested essays written by the students were analyzed using the phenomenographic approach. The data-driven analysis yielded four descriptive categories which reflect the students’ conceptions of skill: (1) Talents; (2) Skills requiring individual practice; (3) Skills requiring social practice; and (4) Competence requiring collaboration. The categories form a hierarchy. The differences between the categories are described along seven themes of variation. The themes were named: (1) Acquisition; (2) Emotions; (3) Motivation; (4) Reflection; (5) Evaluation; (6) Agency; and (7) Social Environment. This hierarchical system of categories sheds new light on students’ understanding of the skill. The findings can be used as a basis for planning physiotherapy curricula, especially for designing skills education and training, and for supporting students along their educational path, especially in offering opportunities for students to reflect on their skill conceptions. Ultimately, physiotherapy students’ awareness of different skill conceptions and developing their skills to advise and treat will benefit patients.fi
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherInforma Healthcare
dc.relation.ispartofseriesPhysiotherapy Theory and Practice
dc.rightsIn Copyright
dc.subject.otherconceptions of skill
dc.subject.otherphysiotherapy student
dc.subject.otherskill
dc.titlePhysiotherapy students’ conceptions of skill at the beginning of their Bachelor studies
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202011036498
dc.contributor.laitosKoulutuksen tutkimuslaitosfi
dc.contributor.laitosTerveystieteiden laitosfi
dc.contributor.laitosFinnish Institute for Educational Researchen
dc.contributor.laitosDepartment of Health Sciencesen
dc.contributor.oppiaineKoulutuksen tutkimuslaitosfi
dc.contributor.oppiaineFysioterapiafi
dc.contributor.oppiaineFinnish Institute for Educational Researchen
dc.contributor.oppiainePhysiotherapyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2020-11-03T13:15:06Z
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange260-269
dc.relation.issn0959-3985
dc.relation.numberinseries4
dc.relation.volume31
dc.type.versionacceptedVersion
dc.rights.copyright© 2015 Taylor & Francis
dc.rights.accesslevelopenAccessfi
dc.subject.ysokompetenssi
dc.subject.ysofenomenografia
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p24064
jyx.subject.urihttp://www.yso.fi/onto/yso/p20240
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.3109/09593985.2014.996692
dc.type.okmA1


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