1,720,966 research outputs found
Physiotherapists Participation in the McKenzie Institute Musculoskeletal Mechanical Diagnosis and Therapy Diploma Programme: A Qualitative Descriptive Inquiry
No full textIncreasingly healthcare providers including physiotherapists have been expected by their professional and regulatory bodies to undertake continual learning to develop both clinically and professionally. Additionally, in response to changing health provision landscapes, within the allied health sector, there has been greater emphasis on promotion of autonomous practice with the opportunity for expansion of physiotherapists' scope of practice. Musculoskeletal physiotherapists, through extended, advanced and specialist roles, have worked toward achieving recognition as musculoskeletal primary care providers of choice. Participation in postgraduate study has been indicated by physiotherapy governing bodies as an essential requirement for progression into these extended physiotherapy roles. An area of emerging research in musculoskeletal physiotherapy is exploration into existing models of postgraduate education. The McKenzie Institute is one group that provides postgraduate education and continued professional development for musculoskeletal practice. The McKenzie Institute’s education framework involves completion of sequential competency programmes in Mechanical Diagnosis and Therapy (MDT). The highest competency level is attainment of the Diploma in MDT.
Although Mechanical Diagnosis and Therapy has been extensively researched in terms of reliability, efficacy and patient outcomes, to date there are no known studies that have focused on the McKenzie Institute’s education programmes. This inquiry aimed to explore physiotherapists’ perspectives on the experience of undertaking and successfully completing the McKenzie Institute diploma programme. An exploratory qualitative descriptive approach was utilised. Semi-structured interviews were conducted with nineteen MDT Diploma graduates. These were audiotaped and then transcribed. A foundational thematic analysis approach was used to analyse the data.
Three overarching themes emerged from the data. (1) “Trust and hope in the system” – Trust was articulated in the belief of MDT. Participants viewed the MDT system as an assured learning continuum and anticipated that participating further in the continuum would progress them. Hope in the system signified the desired consequences or outcomes that participation in the MDT diploma programme might bring. Being a better clinician, credibility and the possibility of becoming an educator were highlighted as the central aspirations to be gained by placing trust and hope in the system. (2) “Learning to fully trust the system” – Described the participants learning journey. This encompassed their challenges, development and evolution through the systems learning continuum which brought about the expansion of practice insight and facilitated ongoing practice transformation. (3) “Beyond the system” – represents what “learning to trust the system” has brought to participants following completion of the MDT diploma programme. Participation became a driver for change and development both beyond the mechanical and beyond being a clinician. Additionally, it made participants feel more legitimised in the MDT community of practice, while also exposing them to new and broader communities of practice beyond MDT.
Findings may enhance the experience of future MDT learners considering undertaking the diploma programme. Additionally, it may help inform the McKenzie Institute how to sustain trust and hope in the system, as well as consider strategies for enhancing the Institute’s ongoing education and organisational endeavours. More broadly the findings may also prove meaningful or useful to other groups involved in developing and delivering similar postgraduate education programmes
The User Experience of an Online Platform When Learning Cytology
No full textThis research addresses the user experience of an online platform when learning cytology. The study was based in Auckland and the investigation undertaken involved three stages. The first stage was with the student community enrolled in an undergraduate level histology/cytology course of Bachelor of Medical Laboratory Science at Auckland University of Technology. The aim was to explore the students’ experiences of the cytology platform www.cytologystuff.com. The second stage was with the cytotechnologist community working at Diagnostic Medlab. The aim was to explore the users’ perceived convenience, its values as a learning tool, and their perception of being a peripheral member of a virtual community of practice that might also be advantageous to students. The last stage was a self-reflection that explores the researcher’s personal experience. The aim was to explore the use of the online platform, providing a reflective account of the researchers’ experience and barriers encountered. The study involved undertaking a qualitative and quantitative piece of research.
Mixed methods approach, taken included an open-end and closed-end questionnaire to provide the data. The student survey cohort was collected online through www.surveymonkey.com. The cytotechnologist survey was paper based, as this was identified as being more appropriate by the staff manager. Participants’ responses were then transferred to www.surveymonkey.com, to assist in the data analysis process; the research methods, survey questionnaire and data finding are in chapter four.
Actor-Network Theory provides a framework to analyse user experience of an online platform for learning cytology, with accounts of what students, cytotechnologist staff and researchers experience when making use of the online platform www.cytologystuff.com.
What this site might provide an opportunity for students to be involved in an online community of practice was investigated. However, the data analysed using the study simple statistical analysis methods showed mixed results. The analysis informed by Actor-Network Theory provides sensibilities brought forward particular limitations in making use of the site. The students’ experience of the site was overwhelmingly positive as a learning tool, but it was perceived as too simplistic for the cytotechnologists for practical applications
Textual activity at Youthline (NZ).
Get PDFAt Youthline (NZ), the phones hardly ring anymore. Young people still have problems and are still helped, but the help mostly happens silently. This article addresses what happens when interactions with a crisis helpline service shift into the medium of text messaging. In asking what happens following the move to such spaces, it is hoped that a more fundamental question might then be addressed: Is this change for the good? In undertaking a qualitative study involving data analysis of some 6000 texted interactions received and sent by Youthline, and augmenting this data with interviews of those who had engaged with Youthline through text, this article argues that emotional support provided by text is neither good nor bad, but simply different. [ABSTRACT FROM AUTHOR] Copyright of New Zealand Journal of Counselling is the property of New Zealand Association of Counsellors and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.
Physiotherapists participation in the McKenzie Institute Musculoskeletal Mechanical Diagnosis and Therapy diploma programme: A qualitative descriptive inquiry
No full textIncreasingly healthcare providers including physiotherapists have been expected by their professional and regulatory bodies to undertake continual learning to develop both clinically and professionally. Additionally, in response to changing health provision landscapes, within the allied health sector, there has been greater emphasis on promotion of autonomous practice with the opportunity for expansion of physiotherapists' scope of practice. Musculoskeletal physiotherapists, through extended, advanced and specialist roles, have worked toward achieving recognition as musculoskeletal primary care providers of choice. Participation in postgraduate study has been indicated by physiotherapy governing bodies as an essential requirement for progression into these extended physiotherapy roles. An area of emerging research in musculoskeletal physiotherapy is exploration into existing models of postgraduate education. The McKenzie Institute is one group that provides postgraduate education and continued professional development for musculoskeletal practice. The McKenzie Institute’s education framework involves completion of sequential competency programmes in Mechanical Diagnosis and Therapy (MDT). The highest competency level is attainment of the Diploma in MDT.
Although Mechanical Diagnosis and Therapy has been extensively researched in terms of reliability, efficacy and patient outcomes, to date there are no known studies that have focused on the McKenzie Institute’s education programmes. This inquiry aimed to explore physiotherapists’ perspectives on the experience of undertaking and successfully completing the McKenzie Institute diploma programme. An exploratory qualitative descriptive approach was utilised. Semi-structured interviews were conducted with nineteen MDT Diploma graduates. These were audiotaped and then transcribed. A foundational thematic analysis approach was used to analyse the data.
Three overarching themes emerged from the data. (1) “Trust and hope in the system” – Trust was articulated in the belief of MDT. Participants viewed the MDT system as an assured learning continuum and anticipated that participating further in the continuum would progress them. Hope in the system signified the desired consequences or outcomes that participation in the MDT diploma programme might bring. Being a better clinician, credibility and the possibility of becoming an educator were highlighted as the central aspirations to be gained by placing trust and hope in the system. (2) “Learning to fully trust the system” – Described the participants learning journey. This encompassed their challenges, development and evolution through the systems learning continuum which brought about the expansion of practice insight and facilitated ongoing practice transformation. (3) “Beyond the system” – represents what “learning to trust the system” has brought to participants following completion of the MDT diploma programme. Participation became a driver for change and development both beyond the mechanical and beyond being a clinician. Additionally, it made participants feel more legitimised in the MDT community of practice, while also exposing them to new and broader communities of practice beyond MDT.
Findings may enhance the experience of future MDT learners considering undertaking the diploma programme. Additionally, it may help inform the McKenzie Institute how to sustain trust and hope in the system, as well as consider strategies for enhancing the Institute’s ongoing education and organisational endeavours. More broadly the findings may also prove meaningful or useful to other groups involved in developing and delivering similar postgraduate education programmes
The user experience of an online platform when learning cytology
No full textThis research addresses the user experience of an online platform when learning cytology. The study was based in Auckland and the investigation undertaken involved three stages. The first stage was with the student community enrolled in an undergraduate level histology/cytology course of Bachelor of Medical Laboratory Science at Auckland University of Technology. The aim was to explore the students’ experiences of the cytology platform www.cytologystuff.com. The second stage was with the cytotechnologist community working at Diagnostic Medlab. The aim was to explore the users’ perceived convenience, its values as a learning tool, and their perception of being a peripheral member of a virtual community of practice that might also be advantageous to students. The last stage was a self-reflection that explores the researcher’s personal experience. The aim was to explore the use of the online platform, providing a reflective account of the researchers’ experience and barriers encountered. The study involved undertaking a qualitative and quantitative piece of research.
Mixed methods approach, taken included an open-end and closed-end questionnaire to provide the data. The student survey cohort was collected online through www.surveymonkey.com. The cytotechnologist survey was paper based, as this was identified as being more appropriate by the staff manager. Participants’ responses were then transferred to www.surveymonkey.com, to assist in the data analysis process; the research methods, survey questionnaire and data finding are in chapter four.
Actor-Network Theory provides a framework to analyse user experience of an online platform for learning cytology, with accounts of what students, cytotechnologist staff and researchers experience when making use of the online platform www.cytologystuff.com.
What this site might provide an opportunity for students to be involved in an online community of practice was investigated. However, the data analysed using the study simple statistical analysis methods showed mixed results. The analysis informed by Actor-Network Theory provides sensibilities brought forward particular limitations in making use of the site. The students’ experience of the site was overwhelmingly positive as a learning tool, but it was perceived as too simplistic for the cytotechnologists for practical applications
Symposium 2: Xploring txtuality & txtually transmitd dis-Ez: Exploring textuality & textually transmitted dis-ease
No full textIn studying the sociology of translation, there is logic in attempting to stay as true to form as possible in reporting on studies, for what is known is that in the performance of reporting, further translations occur. Furthermore, additional and perhaps unnecessary distortions occur when the research is disseminated. Taking a performative turn, research dissemination attends to more than the aesthetic. In investigating how young people become positioned in their preference for texting, what is shown is positioning that trivializes, pathologizes and marginalizes. In only attending to a sanitized voice, one made to fit the academic audience, translated into the discourse of those situated in the mainstream, processes of colonization and oppression are perpetuated. In giving academic credence to particular voices and not others, conventions of academia support a dominant discourse: "to be taken seriously do not stay as you are". This paper therefore focuses on a particular aspect of research, the collateral damage of research dissemination that restricts and alters voice. To redress violence against such voices, a performative turn is taken.This paper explores textuality and textual dis-ease as a dialogically provocative texted performance. I present text language as non-trivial and non-pathological. In presenting this research my intention is not to provide a spectator’s view on some private world, nor to entertain, but to engage with you in a performance that runs interference on conventions that would marginalize and oppress. In doing so, a sociology of translation provokes understanding not only of things both technical and social, but also political; of practice realities involving those “othered” and perhaps better understanding of how we too may be “othering”
Communicating with babies and young children
No full textThis is a chapter within the book: Communication across the lifespan / edited by Susan Shaw, Ailsa Haxell and Terry Weblemoe. 610.696 COM. Available at Wintec Library for Wintec students and other libraries through interloan
Informal networked learning; a network in the wild
Get PDFShifting work predicated on talking to the very small screen of mobile phones, a space approximately 3cm square, with a 160 characters imposition on each utterance, and where no-one gets seen or heard, generates a significant challenge. This challenge is faced by Youthline, New Zealand, a youth oriented telephone helpline. There is no evidence-base for such a practice; there never is for new practice. How then is new practice learned? One of the teaching and learning challenges that becomes apparent is that something cannot be taught until it is known, and in not knowing how the practice would develop there could be little preparation for those involved. They had to learn from each other. What evolves provides a unique opportunity for studying an informal networked learning, a network in the wild.
This paper draws on conceptual and analytical tools of actor-network theory (ANT). In tracing the detailed activities of those involved it becomes possible to see practice might have been, and still could be otherwise. The networked learning that occurs is a reflection of the interactions between those involved. In working the technology to suit human needs, it becomes apparent the technology simultaneously shapes those involved. The technology in this network is demonstrably not a passive carrier of conversation, nor are young people making use of the service passive recipients, the counsellors do not move in untroubled ways from one medium to another, and counselling does not remain the same. In observing practice development it becomes evident that things happen due to contingent relationships rather than individually held agency. Recognizing agency as distributed disrupts conceptions of who leads, who follows, of who teaches or learns, and who gets to define whom. An attribution error is made when agency is located individually; young people are cast as choosing text for pathological reasons that spans being developmentally challenged through to being members of a thumb generation. Such errors creating barriers to empowerment are challenged by the new configurations that occur.
Studying networks in the wild brings to the fore concerns associated with what is mainstream or not. What is seen as different, edgy, acceptable or unacceptable, desirable or abhorrent depend on the vantage point one has. Looking at networks in the wild provides a further vantage point. There is potential that other educators might learn from network learning spaces where the borders on innovation and of literacy practices are less firm
When we have never been human, what is to be done? Exploring posthumanism within the context of networked learning
Get PDFThis paper contributes to the growing interest in a posthuman turn within education. While posthumanism has been of interest in the humanities and in social sciences, a lack of conceptualisation of posthumanism within networked learning has been to networked learning’s loss. In this paper, I engage with this concern throughresponding to a question posed by Donna Haraway, “When we have never been human, what is to be done?” In the first of three movements, I bring forward the very ordinariness of our posthuman condition. Conceptualising posthumanism as a very ordinary manifestation allows for conversations that need not wait for the arrival of, nor self-identification with, an exotic or semi-alien entity. There is no need to wait for some evolutionary manifestation involving some sense of advanced or superior beings. We need not wait on the arrival of some oddity. Taking, the very ordinariness of the posthuman condition as our common state, the second movement then brings forward appreciation for relationality. This second movement follows a logical progression from accepting ourselves as being made in association to seeing other entities as similarly co-constructed. This second movement positions technology as more than a mediator. Rather than technology being positioned as something we might use, technology is presented as an actor of influence both shaped and shaping. In the third movement, a more political stance is brought to designs for networked learning. A decentered approach to network learning allows not only for the influence of myriad actors to be traced but also provides a challenge for how the voices of quieter actors might be heard. Theorising networked learning and design for networked learning, begs the question as to whose stories are told and whose perhaps should be. In the telling of such stories, however, representation becomes a challenge: In whose language should such stories be told? Should a story be told in the in the storytellers “voice” or does it require the language a reader is accustomed to? In this short paper, I make use of an experimental method to bring forward the voice of an otherwise silent actor. In this particular telling, there is a playful provocation for a narrative told differently. With the ability to hear voices different to one’s own, a glimpse of realities different from one’s own might then be known
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