Zadovoljstvo študentov fizioterapije s pedagoškim procesom v kliničnem okolju : diplomsko delo

Plešnik, Tinkara (author), Hlebš, Sonja (mentor), Kacin, Alan (reviewer)

Uvod: Praktično usposabljanje predstavlja enega izmed ključnih delov izobraževalnega programa v okviru študija fizioterapije, saj omogoča prenos teoretičnega znanja v prakso v kliničnem okolju. Klinično okolje predstavlja specifično učno okolje za študente, saj je v ospredju pacientovo zdravstveno stanje in obravnava pacienta, zato je izobraževanje bistveno bolj odvisno od pobude študenta in njegove želje po sodelovanju ter aktivnem učenju, pri katerem ima pomembno vlogo učitelj mentor. Namen: Namen diplomskega dela je bil preučiti mnenje študentov 3. letnika fizioterapije na Zdravstveni fakulteti Univerze v Ljubljani o pedagoškem procesu v kliničnem okolju. Metode dela: Sodelovali so študenti fizioterapije, ki so bili v študijskem letu 2021/2022 vpisani v 3. letnik in so v času poteka raziskave imeli v celoti opravljene klinične vaje in praktično usposabljanje. Izvedena je bila spletna anketa o mnenju študentov o želenih vlogah in značilnih lastnostih kliničnega učitelja mentorja, o učinkovitih poučevalno-učnih aktivnostih, modelih izobraževanja in trajanju kliničnega izobraževanja. Rezultati: Od skupnega števila (n = 76) študentov, ki so bili vpisani v 3. letnik, jih je v celoti odgovorilo na vprašalnik 46 (stopnja odzivnosti = 61 %), povprečne starosti 22,7 let (razpon 22 – 29 let). Po mnenju študentov so značilne lastnosti učitelja mentorja, da je oseba, ki z nasveti in pojasnili usmerja ter vodi, ima vlogo demonstratorja tehnik, ponudnika znanja, dobro komunicira in daje konstruktivne povratne informacije. Kot najbolj učinkovite poučevalno-učne aktivnosti so študenti navedli na pacienta osredotočene aktivnosti, razpravo in povratno informacijo, pri modelu izobraževanja pa izobraževanje v manjših skupinah po tri do pet študentov, ki ga izvaja en mentor. Več pozornosti bi moralo biti po mnenju vprašanih namenjeno obravnavi pacienta, problemskemu reševanju in kliničnemu sklepanju. Razprava in zaključek: Za spodbujanje aktivnega učenja, večjo uspešnost in učinkovitost kliničnega izobraževanja ter posledično pridobivanje spretnosti in kompetenc študentov za kasnejše kakovostno delo v praksi, je smiselno pri načrtovanju in izvedbi kliničnega izobraževanja upoštevati mnenje študentov.

• Language: Slovenian
• Keywords: diplomska dela, fizioterapija, klinična praksa, učitelji mentorji, poučevalno-učne aktivnosti, vprašalnik
• Work type: Bachelor thesis/paper
• Typology: 2.11 - Undergraduate Thesis
• Organization: ZF - Faculty of Health Sciences
• Place of publishing: Ljubljana
• Publisher: [T. Plešnik]
• Year: 2023
• Number of pages: 52 str., [7] str. pril.
• PID: 20.500.12556/RUL-151750
• UDC: 615.8
• COBISS.SI-ID: 169062915
• Publication date in RUL: 19.10.2023

Secondary language

• Language: English
• Title: Physiotherapy students' satisfaction with clinical learning process : diploma work

Abstract

Introduction: Practical training represents one of the key components of the physiotherapy study program, as it allows the transfer of theoretical knowledge into practice in a clinical environment. The clinical environment provides a specific learning setting for students, where the focus is on the patient's health condition and treatment, making education significantly more dependent on the student's initiative and willingness to participate in active learning. Purpose: The purpose of this thesis was to examine the opinions of third-year physiotherapy students at the Faculty of Health Sciences, University of Ljubljana, regarding the pedagogical process in the clinical setting. Methods: The participants were physiotherapy students who were enrolled in the third year during the academic year 2021/2022 and had completed all clinical exercises and practical training during the research period. A web-based survey was conducted to gather students' opinions on the desired roles and characteristic features of a clinical mentor, effective teaching and learning activities, education models, and the duration of clinical education. Results: Out of the total number of 76 third-year students, 46 fully completed the questionnaire (response rate = 61%), with an average age of 22.7 years (range 22 – 29 years). According to the students, a mentor is characterised by being a person who guides and leads with advice and explanations, plays the role of a demonstrator of techniques and a provider of knowledge, communicates well, and gives constructive feedback. The students identified patient-centred activities, discussions, and feedback as the most effective teaching and learning activities. Regarding the education model, they favoured small group settings of three to five students with one mentor. The participants also highlighted the need for more attention to patient treatment, problem-solving, and clinical reasoning. Discussion and Conclusion: To promote active learning, improve the effectiveness of clinical education, and enhance students' skills and competencies for high-quality future practice, it is essential to consider the students' opinions when planning and implementing clinical education.

• Keywords: diploma theses, physiotherapy, clinical education, teachers mentors, teaching-learning activities, questionnaire