{"title":"Behaviour change: Is human interaction the nub of the issue?","authors":"H. Mulligan","doi":"10.15619/NZJP/47.2.01","DOIUrl":"https://doi.org/10.15619/NZJP/47.2.01","url":null,"abstract":"","PeriodicalId":52167,"journal":{"name":"New Zealand Journal of Physiotherapy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47938567","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}
P. Kanagasabai, H. Mulligan, H. Devan, Brigit Mirfin-Veitch, L. Hale
{"title":"Environmental factors influencing leisure participation of children with movement impairments in Aotearoa/New Zealand: A mixed method study","authors":"P. Kanagasabai, H. Mulligan, H. Devan, Brigit Mirfin-Veitch, L. Hale","doi":"10.15619/NZJP/47.2.05","DOIUrl":"https://doi.org/10.15619/NZJP/47.2.05","url":null,"abstract":"","PeriodicalId":52167,"journal":{"name":"New Zealand Journal of Physiotherapy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44768558","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}
{"title":"Attitudes of healthcare professionals towards self-management for patients with stroke","authors":"Ashleigh Taylor, Xavier Monsanto","doi":"10.15619/NZJP/47.1.04","DOIUrl":"https://doi.org/10.15619/NZJP/47.1.04","url":null,"abstract":"","PeriodicalId":52167,"journal":{"name":"New Zealand Journal of Physiotherapy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42208654","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}
{"title":"Parent-focused eHealth: A scoping review protocol","authors":"M. Silva, Fiona Graham, W. Levack, J. Hay-Smith","doi":"10.15619/NZJP/47.1.05","DOIUrl":"https://doi.org/10.15619/NZJP/47.1.05","url":null,"abstract":"","PeriodicalId":52167,"journal":{"name":"New Zealand Journal of Physiotherapy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42733728","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}
Several common beliefs about osteoarthritis held by people living with the condition and some clinicians are discordant with current evidence and can hinder effective management. Therefore, providing information about the disease and its mechanisms could lead to better management of people with osteoarthritis. This paper addresses the seven most common myths surrounding osteoarthritis relating to its causative factors, pathology, assessment and management. We present the evidence to refute these misconceptions and argue that physiotherapists are in an ideal position to provide education to people with osteoarthritis. Ultimately, physiotherapists can play a central role in the provision of care for people with osteoarthritis. O’Brien, D. W., Chapple, C. M., Baldwin, J. N., & Larmer, P. J. (2019). Time to bust common osteoarthritis myths. New Zealand Journal of Physiotherapy, 47(1), 18-24. https://doi.org/10.15619/NZJP/47.1.03
{"title":"Time to bust common osteoarthritis myths","authors":"D. O'Brien, C. Chapple, J. Baldwin, P. Larmer","doi":"10.15619/NZJP/47.1.03","DOIUrl":"https://doi.org/10.15619/NZJP/47.1.03","url":null,"abstract":"Several common beliefs about osteoarthritis held by people living with the condition and some clinicians are discordant with current evidence and can hinder effective management. Therefore, providing information about the disease and its mechanisms could lead to better management of people with osteoarthritis. This paper addresses the seven most common myths surrounding osteoarthritis relating to its causative factors, pathology, assessment and management. We present the evidence to refute these misconceptions and argue that physiotherapists are in an ideal position to provide education to people with osteoarthritis. Ultimately, physiotherapists can play a central role in the provision of care for people with osteoarthritis. O’Brien, D. W., Chapple, C. M., Baldwin, J. N., & Larmer, P. J. (2019). Time to bust common osteoarthritis myths. New Zealand Journal of Physiotherapy, 47(1), 18-24. https://doi.org/10.15619/NZJP/47.1.03","PeriodicalId":52167,"journal":{"name":"New Zealand Journal of Physiotherapy","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41642714","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}
{"title":"Characteristics of a well-functioning chronic pain team: A systematic review","authors":"H. Griffin, E. Hay-Smith","doi":"10.15619/NZJP/47.1.02","DOIUrl":"https://doi.org/10.15619/NZJP/47.1.02","url":null,"abstract":"","PeriodicalId":52167,"journal":{"name":"New Zealand Journal of Physiotherapy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42840698","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}
Students may find it confusing when methods and principles of clinical reasoning vary in different parts of a curriculum. A consistent framework between laboratory and clinical practice, and across the curriculum should be designed to facilitate student learning. The aim of this study was to identify key elements that academic and teaching staff consider to be important for teaching clinical reasoning to undergraduate physiotherapy students at the University of Otago, New Zealand. Educators (n=41) involved in Year 2 to 4 teaching for at least one academic year across the School of Physiotherapy’s centres and hubs were invited to participate. A Delphi study was used to reach consensus about principles of clinical reasoning. There was consensus that clinical reasoning is an ongoing, complex and systematic process that is both collaborative and interactive. The World Health Organization International Classification of Function was the model considered most relevant for students to both gather and interpret information from the patient, and to plan and apply management. While students are expected to rely mainly on hypothetico-deductive reasoning systems, pattern recognition may develop with integration of theoretical knowledge and clinical practice. This project enabled physiotherapy educators to share information across their different geographical and contextual areas, and to reach consensus about elements considered important for teaching clinical reasoning to undergraduate students. Sole, G., Skinner, M., Hale, L., & Golding, C. (2019). Developing a framework for teaching clinical reasoning skills to undergraduate physiotherapy students: A Delphi study. New Zealand Journal of Physiotherapy, 47(1), 49-58. https://doi. org/10.15619/NZJP/47.1.06
{"title":"Developing a framework for teaching clinical reasoning skills to under-graduate physiotherapy students: A Delphi study","authors":"G. Sole, M. Skinner, L. Hale, C. Golding","doi":"10.15619/NZJP/47.1.06","DOIUrl":"https://doi.org/10.15619/NZJP/47.1.06","url":null,"abstract":"Students may find it confusing when methods and principles of clinical reasoning vary in different parts of a curriculum. A consistent framework between laboratory and clinical practice, and across the curriculum should be designed to facilitate student learning. The aim of this study was to identify key elements that academic and teaching staff consider to be important for teaching clinical reasoning to undergraduate physiotherapy students at the University of Otago, New Zealand. Educators (n=41) involved in Year 2 to 4 teaching for at least one academic year across the School of Physiotherapy’s centres and hubs were invited to participate. A Delphi study was used to reach consensus about principles of clinical reasoning. There was consensus that clinical reasoning is an ongoing, complex and systematic process that is both collaborative and interactive. The World Health Organization International Classification of Function was the model considered most relevant for students to both gather and interpret information from the patient, and to plan and apply management. While students are expected to rely mainly on hypothetico-deductive reasoning systems, pattern recognition may develop with integration of theoretical knowledge and clinical practice. This project enabled physiotherapy educators to share information across their different geographical and contextual areas, and to reach consensus about elements considered important for teaching clinical reasoning to undergraduate students. Sole, G., Skinner, M., Hale, L., & Golding, C. (2019). Developing a framework for teaching clinical reasoning skills to undergraduate physiotherapy students: A Delphi study. New Zealand Journal of Physiotherapy, 47(1), 49-58. https://doi. org/10.15619/NZJP/47.1.06","PeriodicalId":52167,"journal":{"name":"New Zealand Journal of Physiotherapy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44529509","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}
{"title":"Ka titiro whakamua – Looking to the future","authors":"S. Woodley","doi":"10.15619/NZJP/47.1.01","DOIUrl":"https://doi.org/10.15619/NZJP/47.1.01","url":null,"abstract":"","PeriodicalId":52167,"journal":{"name":"New Zealand Journal of Physiotherapy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49604711","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}
{"title":"My Final Editorial: Whānau Centred Care in Dementia","authors":"L. Hale","doi":"10.15619/NZJP/46.3.01","DOIUrl":"https://doi.org/10.15619/NZJP/46.3.01","url":null,"abstract":"","PeriodicalId":52167,"journal":{"name":"New Zealand Journal of Physiotherapy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45718908","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}
C. Johnston, Jake B. Wilson, Luke Wakely, S. Walmsley, Clint Newstead
Simulated learning experiences (SLEs) assist students to acquire knowledge and skills and are an effective teaching tool in physiotherapy education. The aim of this project was to explore physiotherapy student attitudes towards SLEs as a preparatory component of an introductory clinical placement. The project was a quasi-experimental, pre/post-test repeated measures design. Participants were second year physiotherapy students (n=57) allocated to a placement which included one week of SLEs and three weeks in a healthcare setting. The SLE week consisted of sessions to develop students’ clinical skills in preparation for placement. Data on participant attitudes towards SLEs were collected via anonymous survey before and after the SLE week, and at the completion of the three week clinical placement. Attitudes of respondents (n=43) towards SLEs were significantly more positive at the completion of the SLE week. At the completion of the three week clinical placement, all responses remained more positive than at the commencement of the project, however participant responses were generally less positive than at the conclusion of the week of SLEs. Students valued the use of SLEs in preparing for introductory clinical placements. Simulated learning experiences should be considered as a useful tool for pre-placement preparation for early year physiotherapy. Johnston, C, L., Wilson, J, C., Wakely, L., Walmsley, S., Newstead, C, J. (2018). Simulation as a component of introductory physiotherapy clinical placements. New Zealand Journal of Physiotherapy 46(3): 95-104. doi:10.15619/NZJP/46.3.02
{"title":"Simulation as a component of introductory physiotherapy clinical placements","authors":"C. Johnston, Jake B. Wilson, Luke Wakely, S. Walmsley, Clint Newstead","doi":"10.15619/nzjp/46.3.02","DOIUrl":"https://doi.org/10.15619/nzjp/46.3.02","url":null,"abstract":"Simulated learning experiences (SLEs) assist students to acquire knowledge and skills and are an effective teaching tool in physiotherapy education. The aim of this project was to explore physiotherapy student attitudes towards SLEs as a preparatory component of an introductory clinical placement. The project was a quasi-experimental, pre/post-test repeated measures design. Participants were second year physiotherapy students (n=57) allocated to a placement which included one week of SLEs and three weeks in a healthcare setting. The SLE week consisted of sessions to develop students’ clinical skills in preparation for placement. Data on participant attitudes towards SLEs were collected via anonymous survey before and after the SLE week, and at the completion of the three week clinical placement. Attitudes of respondents (n=43) towards SLEs were significantly more positive at the completion of the SLE week. At the completion of the three week clinical placement, all responses remained more positive than at the commencement of the project, however participant responses were generally less positive than at the conclusion of the week of SLEs. Students valued the use of SLEs in preparing for introductory clinical placements. Simulated learning experiences should be considered as a useful tool for pre-placement preparation for early year physiotherapy. Johnston, C, L., Wilson, J, C., Wakely, L., Walmsley, S., Newstead, C, J. (2018). Simulation as a component of introductory physiotherapy clinical placements. New Zealand Journal of Physiotherapy 46(3): 95-104. doi:10.15619/NZJP/46.3.02","PeriodicalId":52167,"journal":{"name":"New Zealand Journal of Physiotherapy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47441232","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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