Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.543098
Title: Physiotherapists' discursive construction of their role in patient education
Author: Caladine, Lynne Kay
Awarding Body: University of Brighton
Current Institution: University of Brighton
Date of Award: 2011
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Abstract:
There has been little research into physiotherapists‘ role in patient education in the UK. The purpose of this case study was to understand to a greater extent the perceptions and concepts of physiotherapists in relation to their role in patient education with a view to generating new perspectives, informing debate and course development, and providing a springboard to further research. Physiotherapists (16) who were all associated with one Higher Education Institution (HEI) in the UK participated in the study and represented a spectrum of experience from novice to expert. The participants included 4 final year students on the brink of qualification, 9 qualified physiotherapists who were MSc students and 3 physiotherapy academics who taught on practice educator role development modules and were research active. A qualitative, interpretive approach was based on semi-structured interviews which were recorded and transcribed. A two-stage approach to analysis was adopted, with a thematic approach to the total data set followed by deeper analysis of key themes drawing on interpretative repertoire, focussing particularly on the use of metaphor.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.543098  DOI: Not available
Keywords: X000 Education
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