Pub Date : 1900-01-01DOI: 10.14426/opj/ate20230119
Tom Easterbrook, Emma Blackman, Kathryn C. Collins, M. Hughes
This report is part of a series of case reports critically reflecting on the involvement of people with lived experience in a UK based physiotherapy degree programme. An initial scoping review of the literature found only two papers exploring the involvement of people with lived experience specifically in physiotherapy education. This is despite an education and training standard requiring service user and carer involvement in all approved programmes in England being in place since 2014. Our goal as a public involvement in education and research partnership, is to challenge this by showcasing a range of approaches and impacts for involving people with lived experience in physiotherapy education and to develop an empirical evidence base for this involvement so best practice can be shared and developed.
{"title":"Involving people with lived experience in physiotherapy education - Research report two: Harnessing the expertise of people with lived experience","authors":"Tom Easterbrook, Emma Blackman, Kathryn C. Collins, M. Hughes","doi":"10.14426/opj/ate20230119","DOIUrl":"https://doi.org/10.14426/opj/ate20230119","url":null,"abstract":"This report is part of a series of case reports critically reflecting on the involvement of people with lived experience in a UK based physiotherapy degree programme. An initial scoping review of the literature found only two papers exploring the involvement of people with lived experience specifically in physiotherapy education. This is despite an education and training standard requiring service user and carer involvement in all approved programmes in England being in place since 2014. Our goal as a public involvement in education and research partnership, is to challenge this by showcasing a range of approaches and impacts for involving people with lived experience in physiotherapy education and to develop an empirical evidence base for this involvement so best practice can be shared and developed.","PeriodicalId":124626,"journal":{"name":"OpenPhysio Journal","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115737092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.14426/opj/pr20221109mr2
M. Rowe
{"title":"Peer review (Michael Rowe) - Involving people with lived experience in physiotherapy education – Research report two: Harnessing the expertise of people with lived experience","authors":"M. Rowe","doi":"10.14426/opj/pr20221109mr2","DOIUrl":"https://doi.org/10.14426/opj/pr20221109mr2","url":null,"abstract":"","PeriodicalId":124626,"journal":{"name":"OpenPhysio Journal","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127240896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Dagens sosiale og miljømessige kriser er dypt forbundet med hverandre. Miljø- og bærekraftsutdanning blir derfor stadig mer integrert i internasjonale folkehelse- og helsepersonellutdanninger (Barna, Maric, Simons, Kumar & Blankestijn, 2020). Den norske «Forskrift om nasjonal retningslinje for fysioterapeututdanning» støtter integrering av disse temaene og sier at fysioterapeuter «skal […] bidra på gruppe- og systemnivå for å fremme folkehelsen og samfunnets bærekraft […] med kompetanse i tverrfaglige og målrettede samarbeidsprosesser innenfor helse- og omsorgssektoren og i andre sektorer […] for å møte samfunnets eksisterende og fremtidige behov» (Forskrift om nasjonal retningslinje for fysioterapeututdanning, 2019).
当今的社会和环境危机相互关联。因此，环境和可持续性教育越来越多地被纳入国际公共卫生和卫生专业教育计划（Barna, Maric, Simons, Kumar & Blankestijn, 2020）。挪威的 "Forskrift om nasjonal retningslinje for physioterapeututdanning "支持这些主题的整合，并指出物理治疗师 "应[...]在团体和系统层面为促进公共卫生和社会可持续性做出贡献[...]具备在卫生和护理部门以及其他部门开展跨学科和有针对性的合作过程的能力[...]，以满足社会现有和未来的需求"（Forskrift om nasjonal retningslinje for physioterapeututdanning, 2019）。
{"title":"Physiopunk Vol 1: Spekulativ fiskjon for fremtidige fysioterapier","authors":"Filip Maric, L. Nikolaisen, Åse Bårdsen","doi":"10.14426/opj/202111pp10","DOIUrl":"https://doi.org/10.14426/opj/202111pp10","url":null,"abstract":"Dagens sosiale og miljømessige kriser er dypt forbundet med hverandre. Miljø- og bærekraftsutdanning blir derfor stadig mer integrert i internasjonale folkehelse- og helsepersonellutdanninger (Barna, Maric, Simons, Kumar & Blankestijn, 2020). Den norske «Forskrift om nasjonal retningslinje for fysioterapeututdanning» støtter integrering av disse temaene og sier at fysioterapeuter «skal […] bidra på gruppe- og systemnivå for å fremme folkehelsen og samfunnets bærekraft […] med kompetanse i tverrfaglige og målrettede samarbeidsprosesser innenfor helse- og omsorgssektoren og i andre sektorer […] for å møte samfunnets eksisterende og fremtidige behov» (Forskrift om nasjonal retningslinje for fysioterapeututdanning, 2019).","PeriodicalId":124626,"journal":{"name":"OpenPhysio Journal","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131935143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
‘´A new education program for the future´ is set in a time when, even though the SDGs have not been achieved in the time allocated for them, working towards the goals and aspirations expressed in them remains as important as ever. Insight into the interconnected nature of society, health and environment and the need for long-term, transdisciplinary thinking and action has led to the creation of a new health and sustainability Bachelor program. Transdisciplinary education and communication have become the new normal and one can feel an excitement growing from the exchange. The expanded understanding of healthcare that underpins this kind of education and practice amplifies critical question to physiotherapy as we move towards new healthcare futures: Will we hold on to physiotherapy as it always has been, or will we change it? Will we oppose or contribute to the creation of new approaches to healthcare practice and education? What will be our contributions to the complex social and environmental challenges of healthcare today and in the future? What futures are we willing to imagine, and which ones are we willing to help come to life?
{"title":"A new education program for the future","authors":"C. Kristiansen","doi":"10.14426/opj/202111pp09","DOIUrl":"https://doi.org/10.14426/opj/202111pp09","url":null,"abstract":"‘´A new education program for the future´ is set in a time when, even though the SDGs have not been achieved in the time allocated for them, working towards the goals and aspirations expressed in them remains as important as ever. Insight into the interconnected nature of society, health and environment and the need for long-term, transdisciplinary thinking and action has led to the creation of a new health and sustainability Bachelor program. Transdisciplinary education and communication have become the new normal and one can feel an excitement growing from the exchange. The expanded understanding of healthcare that underpins this kind of education and practice amplifies critical question to physiotherapy as we move towards new healthcare futures: Will we hold on to physiotherapy as it always has been, or will we change it? Will we oppose or contribute to the creation of new approaches to healthcare practice and education? What will be our contributions to the complex social and environmental challenges of healthcare today and in the future? What futures are we willing to imagine, and which ones are we willing to help come to life?","PeriodicalId":124626,"journal":{"name":"OpenPhysio Journal","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116052704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.14426/opj/rrh20220609
R. Hammond
{"title":"Peer review (Ralph Hammond) - Physiotherapy students promoting health and well-being of school-aged children and adolescents in North Karelia, Finland","authors":"R. Hammond","doi":"10.14426/opj/rrh20220609","DOIUrl":"https://doi.org/10.14426/opj/rrh20220609","url":null,"abstract":"","PeriodicalId":124626,"journal":{"name":"OpenPhysio Journal","volume":"26 7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127237586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Fortellingen er satt i en tid da det fortsatt er viktig å jobbe mot målene og ambisjonene som er uttrykt i FN’s bærekraftsmål. Innsikt i sammenhenger mellom samfunn, helse og miljø og behovet for langsiktig, tverrfaglig handling har ført til etableringen av et nytt bachelorstudium for helse og bærekraft. Bak denne typen utdannelse og praksis ligger en utvida forståelse av helse. Tverrfaglig utdanning og kommunikasjon har blitt den nye normalen, og gir grobunn for ny optimisme. Samtidig fører det til at vi må stille kritiske spørsmål til fysioterapifaget; Vil vi holde fast ved fysioterapifaget slik vi kjenner det nå, eller vil vi endre det? Vil vi motarbeide eller bidra til opprettelsen av nye profesjoner og helhetlige tilnærminger? Hva vil vårt bidrag til å løse de komplekse sosiale og miljømessige utfordringene være?
{"title":"Ny utdannelse for fremtiden","authors":"Camilla Kristiansen","doi":"10.14426/opj/202111pp18","DOIUrl":"https://doi.org/10.14426/opj/202111pp18","url":null,"abstract":"Fortellingen er satt i en tid da det fortsatt er viktig å jobbe mot målene og ambisjonene som er uttrykt i FN’s bærekraftsmål. Innsikt i sammenhenger mellom samfunn, helse og miljø og behovet for langsiktig, tverrfaglig handling har ført til etableringen av et nytt bachelorstudium for helse og bærekraft. Bak denne typen utdannelse og praksis ligger en utvida forståelse av helse. Tverrfaglig utdanning og kommunikasjon har blitt den nye normalen, og gir grobunn for ny optimisme. Samtidig fører det til at vi må stille kritiske spørsmål til fysioterapifaget; Vil vi holde fast ved fysioterapifaget slik vi kjenner det nå, eller vil vi endre det? Vil vi motarbeide eller bidra til opprettelsen av nye profesjoner og helhetlige tilnærminger? Hva vil vårt bidrag til å løse de komplekse sosiale og miljømessige utfordringene være?","PeriodicalId":124626,"journal":{"name":"OpenPhysio Journal","volume":"149 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114731673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In September 2014, the physiotherapy regulator for England and Wales (Health and Care Professions Council) introduced an education and training standard requiring service user and carer involvement in all approved programmes (HCPC 2018) including physiotherapy. Despite this, a scoping literature search on the involvement of people with lived experience in physiotherapy education and training returned only two results (Thomson and Hilton 2011, 2013), both of which pre-date the regulatory requirement. This means that there is no documented scientific literature on a client's lived experience involvement in a physiotherapy course since the introduction of this standard.
{"title":"Involving people with lived experience in physiotherapy education - Research report one: Reflecting together to enhance teaching outcomes","authors":"Rachel Jury, V. Mohan, M. Hughes","doi":"10.14426/opj/a20230119","DOIUrl":"https://doi.org/10.14426/opj/a20230119","url":null,"abstract":"In September 2014, the physiotherapy regulator for England and Wales (Health and Care Professions Council) introduced an education and training standard requiring service user and carer involvement in all approved programmes (HCPC 2018) including physiotherapy. Despite this, a scoping literature search on the involvement of people with lived experience in physiotherapy education and training returned only two results (Thomson and Hilton 2011, 2013), both of which pre-date the regulatory requirement. This means that there is no documented scientific literature on a client's lived experience involvement in a physiotherapy course since the introduction of this standard.","PeriodicalId":124626,"journal":{"name":"OpenPhysio Journal","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126118054","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.14426/opj/asb20230109
Sophie Buckley, L. Fazakarley, M. Hughes
The nature of relationships between educators and people with lived experiences is well documented in literature which explores the involvement of people with lived experience in health and social care education. Issues of power, control and influence and the nature of equal and meaningful partnerships are often explored. Arnstein’s (1969) ladder of involvement and Tew et al. (2004) ladder of involvement framework, for example, seek to differentiate between different types and levels of involvement with meaningful involvement only being achieved when power is delegated. This report explores the power differences between the person with lived experience and the academic.
{"title":"Involving people with lived experience in physiotherapy education – Research report three: Developing equal partnerships","authors":"Sophie Buckley, L. Fazakarley, M. Hughes","doi":"10.14426/opj/asb20230109","DOIUrl":"https://doi.org/10.14426/opj/asb20230109","url":null,"abstract":"The nature of relationships between educators and people with lived experiences is well documented in literature which explores the involvement of people with lived experience in health and social care education. Issues of power, control and influence and the nature of equal and meaningful partnerships are often explored. Arnstein’s (1969) ladder of involvement and Tew et al. (2004) ladder of involvement framework, for example, seek to differentiate between different types and levels of involvement with meaningful involvement only being achieved when power is delegated. This report explores the power differences between the person with lived experience and the academic.","PeriodicalId":124626,"journal":{"name":"OpenPhysio Journal","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129575600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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