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Method Conclusion References uwcphysio Search
Method
Conclusion
References
uwcphysio
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Method Conclusion References uwcphysio Search Keywords Community of practice, Clinical reasoning Ethical reasoning,

Keywords

Community of practice, Clinical reasoning Ethical reasoning, Reflection, Social networks

social networks and clinical practice

Summary Clinical practice is a challenging component of physiotherapy education. Communities of practice provide a framework for facilitating clinical reasoning among professionals. Social networks have characteristics that make them potentially useful platforms for developing practice knowledge among undergraduate physiotherapy students.

knowledge among undergraduate physiotherapy students . Background Edit
knowledge among undergraduate physiotherapy students . Background Edit
knowledge among undergraduate physiotherapy students . Background Edit
knowledge among undergraduate physiotherapy students . Background Edit
Background Edit Thornquist2001a;HiggsRichardsonDahlgren2004 Developing practice knowledge within the context of
Background
Edit
Thornquist2001a;HiggsRichardsonDahlgren2004
Developing practice knowledge within the context of clinical education is challenging because the student must learn to review problems in an enterprise of active interpretation, using
tacit knowledge in a context of meaning that is often intuitive and hidden
Schon1987;Clouder2000
Reflection has been highlighted as an important, yet barely recognised component of clinical education, and integrating it into the formal curriculum is challenging
x
Jacques1991;Mason1998;Hanko1999
On the other hand, practice knowledge can be developed by sharing clinical experiences in a collegial environment that develops critical and reflective thinking
x
Engestrom1987;BrownCollinsDuguid1989
Learning is situated within contexts and relationships, rather than within individuals and it derives from social engagement and collaboration
Minocha2009
Social networks have been shown to facilitate collaborative and peer-to-peer learning in online environments
x
GarrisonAndersonArcher2000
And they can also provide the social , cognitive and teacher presence within a Community of Inquiry that supports meaningful online learning, within a Community of Practice
x
Aim See All To determine if social networks can be used to develop reflective discussion
Aim
See All
To determine if social networks can be used to
develop reflective discussion around ethical and
clinical reasoning within a South African
physiotherapy department
Members (239)
Results and Discussion
Edit
uwcphysio2010
Students demonstrated that they were able to read and reflect on the work of others and then generate a response that was based on evidence, as well as taking into account patient rights and
ethical viewpoints that may have an impact on decision-making.
JonesGrimmerEdwards2006 like this
Evidence-based practice is the process by which a clinician evaluates the quality of evidence before
applying it to patient management, taking into account the multi-factorial nature of the problem
x
EdwardsBraunack-mayerJones2005
Ethical reasoning is required in the everyday decision-making of clinical practice, and should be integrated
within the clinical reasoning process
x
uwcphysio2010
Students were found to provide encouragement and useful feedback to each other, as well as share additional resources as part of building a community of practice among peers. The use of
evidence was an important component of the feedback in order to differentiate between opinion and fact.
Zimitat2007 likes this
A community of practice describes the social interactions by which novices are inducted into expert ways
of knowing, thinking and reasoning in their professional circle.
x
uwcphysio2010
Students shared experiences highlighting some of the challenges they faced, often in distressing environments and situations, and the network provided a platform for supporting each other.
Author
Edit
Michael Rowe
Department of Physiotherapy
University of the Western Cape
mrowe@uwc.ac.za
TanLadyshewskyGardner2010 likes this
Strategies that can be used to provide support to students during clinical practice are important to develop
entry level competence and work readiness.
x
Edit Profile
Edit Profile
Events See All 1 event invitation SAAHE conference, 30 June – 2 July, 2011 Location:
Events
See All
1 event invitation
SAAHE conference, 30 June – 2 July, 2011
Location: Potchefstroom
You are attending

Method

See All

The study was conducted in a physiotherapy department in the Western Cape

during 2010, among all undergraduate physiotherapy students (n=109). Each

class was given an assignment to be completed within the social network,

which dealt with an aspect of clinical practice associated with clinical or ethical

reasoning strategies. Prior to completing the assignment, each class was

surveyed to determine their knowledge and experiences using emerging online

tools, as well as their perspectives on teaching and learning practices within the

department. This poster highlights how features of the network were used to

facilitate collaboration and peer learning within the context of social engagement

within a supportive environment, while the survey results will be presented

elsewhere.

The project was approved by the UWC Ethics Committee, and permission was

obtained from the Head of Department. Each questionnaire was accompanied by

an information sheet explaining the background and reason for the survey and

students gave written consent following an opportunity to ask questions.

Participation was voluntary, and students could withdraw at any time with no

negative consequences. Permission was obtained from students to show their

avatars, status updates, blog comments and reflective entries within the context

of a research project. However, when published, the survey results and

engagement within the the network will be anonymised. Conclusion See All Social networks have the
engagement within the the network will be anonymised.
Conclusion
See All
Social networks have the potential to facilitate reflective and supportive
discussion around ethical and clinical scenarios within the context of clinical
practice, but whether or not this leads to enhanced reasoning strategies has yet
to be determined. Students did not make extensive use of the multimedia
features of the network (i.e. embedding video and images into posts) but found
value in linking to external sources.
Challenges included issues with physical and epistemological access to
technology, as well as resistance to change. Finally, even though the tools for
effective facilitation of discussion were available, few facilitators made use of
them.
References See All See Handout
References
See All
See Handout