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To explore the long-term learning process in movement awareness development supported by a video-based learning model. Eleven undergraduate nursing students. The students participated in learning sessions comprising video modelling, video feedback and reflective enquiry with a focus on inter-personal interaction. Each student participated in three individual video sessions during a four-month period. Three individual interviews were carried out, the last one 12–18 months after the final session. Visual, verbal and written material were collected from the video sessions, individual interviews and diaries, and interpreted within a hermeneutical approach. The learning process was described in three themes: motivation for change, exploring alternative perspectives and movement changes through challenges. The video-based learning model implies a challenging experience on a personal level that supports motivation and a deep approach to learning. It adds a powerful base for reflection, which encourages student-centred active learning. The facilitator's reflective approach is essential to allow the student to explore her/his own movement, in contrast to delivering instructions. The learning model may be valuable in the physiotherapist's clinical work in facilitating patients' movement awareness in the process of movement improvements. [ABSTRACT FROM AUTHOR]

An editorial is presented on reading analyses by others promoting the internal reflection and learning. Topics include research playing an important role as a source of information supporting the professional educational endeavor; and working person-centred showing about professional attitude and values as having the knowledge.

Abstract Clinical reasoning is proposed to represent cognitive processes, skills and decision-making aspects of nursing practice and is important for quality care. It has been suggested that the reasoning processes should be practiced during education to develop decision-making competence among nurses. The aim of the study was to explore and describe clinical reasoning processes at different times during specialist ambulance nurse education and among specialist ambulance nurses. Nurses were invited to participate: at initiation of specialist education (n = 19) and during the final weeks of specialist education (n = 17). We also invited nurses employed in ambulance service (n = 13). At each session a written case was presented for small group discussions. Discussions were recorded and transcribed. A mapping sentence was used to analyse the meaning units of the text capturing different elements of clinical reasoning. For interpretation of data the results were then plotted in a three-dimensional diagram. Professional experiences and reflectivity seemed to influence both the content and the process of clinical reasoning. At initiation of specialist education, more analytical reasoning was used, while the specialist nurses mainly used a non-analytical approach. Specialist nurses incorporated a larger variety of content during their reasoning. Based on the findings here, the case-method might be useful for practicing various clinical reasoning skills and elaborating on decision-making processes. Highlights • Expressions of clinical reasoning vary between students and professionals. • Students used more of an analytical approach than professionals. • Professional experience seems to influence reasoning content, process and approach. • The case method offers a useful structure to practice clinical reasoning skills. [ABSTRACT FROM AUTHOR]

Our aim was to explore the current state of e-learning activities during physiotherapy and occupational therapy education, in relation to theories and models about learning. What kind of e-learning activities were described and which were the intentions behind the use of digital support expressed in current physiotherapy and occupational therapy literature? The search was done using four different search engines. Twenty articles met the inclusion criteria and where included. Three categories of e-learning activities were identified. (1) Communication space, (2) enabling learning activities, and (3) ambition to create a learning space. The first category revolved around the individual use of social media, how it could be developed and the benefits from it in a learning environment. The second category had a narrow focus on a specific element of the learning sequence and how it is mastered and/or perceived. The third category, the theoretical base, is varied covering considerations about the learning itself from constructivist and connectivist origin and theories pertaining to the design of teaching and learning activities. The underlying theoretical support for the activity developed was only described in some of the studies. To furthering the field clearer rationale informed by research developed theories and models would promote system alignment and educational development. This review maybe of value to educators in physiotherapy and occupational therapy as it proposes frameworks that may guide in identifying approaches to improve education. [ABSTRACT FROM AUTHOR]

An introduction to articles in the issue is presented on topics including whether assessment can be counter-productive and reinforce a problematic mindset among students, tips on the practicalities of designing assessment tasks, and the use of augmented reality and gaming technology to devise ways of helping students to learn functional anatomy.

Inquiry-based learning (IBL) is a research-based model promoting self-directed learning. The aim was to describe how five physiotherapists experienced their learning during their participation in two inquiry-based online courses. Primary data was their written self-reflections. Triangulation was done based on the self-reflections and the free text comments from three course evaluation surveys. Data analyses were done by qualitative content analysis. Autonomy emerged as the main theme, which was structured into three categories: (i) learning processes; (ii) perceiving increased self-efficacy; and (iii) transfer and implementation of theories and skills to practice. Being able to choose the research topic according to professional interest increased motivation and perceived meaning. Interacting with peers brought new perspectives and deeper understanding. The data triangulation revealed partially new aspects. Retrospectively, the participants expressed having gained new skills, which was augmented by their perception of professional relevance and the integration of theory in the clinical practice. Expressions of increased self-efficacy and the transfer of knowledge, understanding and skills to clinical practice, was interpreted as important parts of autonomy. In conclusion, courses with a research-based design may promote motivation and self-efficacy. Forum for peer support and collaboration was perceived to augment the creativity and broaden the understanding. [ABSTRACT FROM AUTHOR]

The aim was to analyze the content of students' self-reflections regarding their perceived learning strategies according to themes and categories of the Learning and Study Strategies Inventory (LASSI). The self-reflections were collected from an undergraduate online course with 32 physiotherapy students, mean age 26 years (range 20-43 years). A directed content analysis was conducted. This deductive method was used to analyze the framework in our context. The prior formulated categories of learning and study strategies from the LASSI and the three broad themes effort-related, goal-oriented and cognitive-oriented activities, were applied. The results showed support for the relevance of the themes and categories to the students' expressions in our context. The categories were represented in the students' self-reflections. This information will be useful to further support using a variety of ways to promote meta-cognition among students, such as alternating the use of self-reflections and use of the inventory. [ABSTRACT FROM AUTHOR]