Publication Cover
Physiotherapy Theory and Practice
An International Journal of Physical Therapy
Volume 29, 2013 - Issue 7
4,152
Views
45
CrossRef citations to date
0
Altmetric
PROFESSIONAL THEORETICAL ARTICLE

Using theories of learning in workplaces to enhance physiotherapy clinical education

, , PhD & , PhD
Pages 493-503 | Accepted 18 Nov 2012, Published online: 04 Jan 2013

REFERENCES

  • Ajjawi R, Patton N 2009 Physiotherapists as communicators and educators. In: Higgs J, Smith M, Webb G, Skinner M and Croker A (eds), Contexts of Physiotherapy Practice, pp 233–245. Sydney, Elsevier
  • Atac L, Comacu M, Kenny R, Labelle N, Miller D 2000 Student and staff relations in a clinical practice model: Impact on learning. Journal of Nurse Education 39: 387–392
  • Barnett R 1997 Higher Education: A Critical Business. Buckingham, The Society for Research into Higher Education and Open University Press
  • Billett S 1992 Towards a theory of workplace learning. Studies in Continuing Education 14: 143–155
  • Billett S 1998 Understanding workplace learning: Cognitive and sociocultural perspectives. In: Boud D (ed), Current Issues and New Agendas in Workplace Learning, pp 47–68. Leabrook, South Australia, NCVER Ltd
  • Billett S 2000 Guided learning at work. Journal of Workplace Learning 12: 272–285
  • Billett S 2001 Learning through work: Workplace affordances and individual engagement. Journal of Workplace Learning 13: 209–214
  • Billett S 2004 Workplace participatory practices: Conceptualising workplaces as learning environments. Journal of Workplace Learning 16: 312–324
  • Billett S 2006 Relational interdependence between social and individual agency in work and working life. Mind, Culture and Activity 13: 53–69
  • Billett S 2008 Learning through work: Exploring instances of relational interdependencies. International Journal of Educational Research 47: 232–240
  • Billett S 2009 Conceptulizing learning experiences: Contributions and mediations of the social, personal and brute. Mind, Culture and Activity 16: 32–47
  • Boud D, Garrick J 1999 Understandings of workplace learning. In: Boud D and Garrick J (eds), Understanding Learning at Work, pp 1–11. London, Routledge
  • Brookfield S 1995 Becoming a Critically Reflective Teacher. San Francisco, Jossey-Bass
  • Casares G, Bradley K, Jaffe L, Lee G 2003 Impact of the changing health care environment on fieldwork education. Journal of Allied Health 32: 246–251
  • Dewey J 1916 Democracy and Education. An Introduction to the Philosophy of Education, p 3. New York, McMillan Company
  • Dewey J 1933 How We Think. A Restatement of the Relation of Reflective Thinking to the Educative Processes, p 16. Boston, D.C. Heath and Company
  • Edwards R, Nicoll K 2006 Action at a distance: Govermentality, subjectivity and workplace learning. In: Billett S, Fenwick T and Somerville M (eds) Work, Subjectivity and Learning. Understanding Learning through Working Life, pp 179–193. Dordrecht, Springer
  • Eraut M 1994 Developing Professional Knowledge and Competence. London, The Falmer Press
  • Eraut M 2000 Non-formal learning and tacit knowledge in professional work. British Journal of Educational Psychology 70: 113–136
  • Eraut M, Alderton J, Cole G, Senker P 1998 Learning from other people at work. In: Coffield F (ed) Learning at Work. The Learning Society. Bristol, The Policy Press
  • Evans K, Rainbird H 2002 The significance of workplace learning for a ‘learning society.’ In: Evans K, Hodkinson P and Unwin L (eds) Working to Learn Transforming Learning in the Workplace, pp. 7–28. London, Kogan Page Limited
  • Ewing R, Smith D 2001 Becoming in professional practice: An exemplar. In: Higgs J and Titchen A (eds) Professional Practice in Health, Education and the Creative Arts, pp 175–184. Oxford, Blackwell Science
  • Fenwick T 2006 Escaping/becoming subjects: Learning to work the boundaries in boundaryless work. In: Billett S, Fenwick T and Somerville M (eds) Work, Subjectivity and Learning, pp 21–36. Dordrecht, Springer
  • Health Workforce Australia 2011 National Health Workforce Innovation and Reform Strategic Framework for Action 2011–2015. Adelaide, SA: Health Workforce Australia
  • Henderson A, Winch S, Heel A 2006 Partner, learn, progress: A conceptual model for continuous clinical education. Nurse Education Today 26: 104–109
  • Higgs J, Hummell J, Roe-Shaw M 2009 Becoming a member of a health profession: A journey of socialisation. In: Higgs J, Smith M, Webb G, Skinner M and Croker A (eds) Contexts of Physiotherapy Practice, pp 58–72. Sydney, Elsevier
  • Kemmis S 2009 Understanding professional practice: A synoptic framework. In Green B (ed) Understanding and Researching Professional Practice, pp 55–64. Rotterdam, Sense Publishers
  • Kemmis S, Grootenboer P 2008 Situating praxis in practice. In: Kemmis S and Smith TJ (eds) Enabling Praxis Challenges for Education, pp 37–62. Rotterdam, Sense Publishers
  • Kemmis S, Trede F 2010 Practice and developing future practice. In: Higgs J, Fish D, Goulter I, Loftus S, Reid JA and Trede F (eds) Education for Future Practice, pp 29–40. Rotterdam, Sense Publishers
  • Kinsella EA, Pitman A 2012 Engaging phronesis in professional practice and education. In: Kinsella EA and Pitman A (eds) Phronesis as Professional Knowledge, pp 1–12. Rotterdam, Sense Publishers
  • Lave J, Wenger E 1991 Situated Learning: Legitimate Peripheral Participation. Cambridge, Cambridge University Press
  • Lekkas P, Larsen T, Kumar S, Grimmer K, Nyland L, Chipchase L, Finch J 2007 No model of clinical education for physiotherapy students is superior to another: A systematic review. Australian Journal of Physiotherapy 53: 19–28
  • McMeeken J 2008 Physiotherapy education – What are the costs? Australian Journal of Physiotherapy 54: 85–86
  • Plack M 2008 The learning triad: Potential barriers and supports to learning in the physical therapy clinical environment. Journal of Physical Therapy Education 22: 7–17
  • Ranse K, Grealish L 2007 Nursing students’ perceptions of learning in the clinical setting of the Dedicated Education Unit. Journal of Advanced Nursing 58: 171–179
  • Richardson B, Higgs J, Abrandt Dahlgren M 2004 Recognising practice epistemology in the health professions. In: Higgs J, Richardson B and Abrandt Dahlgren M (eds) Developing Practice Knowledge for Health Professionals, pp 1–14. London, Betterworth-Heinemann
  • Rogoff B 1990 Apprenticeship in Thinking: Cognitive Development in Social Context. New York, Oxford University Press
  • Saltmarsh S 2009 Researching context as a “practiced place”. In: Green B (ed) Understanding and Researching Professional Practice, pp 153–164. Rotterdam: Sense Publishers
  • Schön D 1983 The Reflective Practitioner. How Professionals Think in Action. Aldershot, Ashgate Publishing Limited
  • Schön D 1987 Educating the Reflective Practitoner. San Francisco, Jossy-Bass Publishers
  • Sheehan D, Wilkinson T, Billett S 2005 Interns’ participation and learning in clinical environments in a New Zealand Hospital. Academic Medicine 80: 302–308
  • Spencer J 2003 Learning and teaching in the clinical environment. British Medical Journal 326: 591–594
  • Spouse J 2001 Bridging theory and practice in the supervisory relationship: A sociocultural perspective. Journal of Advanced Nursing 33: 512–522
  • Titchen A 2001 Critical companionship: A conceptual framework for developing expertise. In: Higgs J and Titchen A (eds) Practice, Knowledge and Expertise in the Health Professions, pp 80–90. Oxford, Butterworth-Heinemann
  • Trede F, Higgs J 2009 Models and philosophy of practice. In: Higgs J, Smith M, Webb G, Skinner M and Croker A (eds) Contexts of Physiotherapy Practice, pp 90–101. Sydney, Elsevier
  • Unwin L, Fuller A 2003 Expanding Learning in the Workplace. Leicester, National Institute of Adult Continuing Education
  • Vygotsky L 1978 Mind in Society: The Development of Higher Psychological Processes. Cambridge, Harvard University Press
  • Webb G, Skinner M, Jones S, Vincenzino B, Nall C, Baxter D 2009 Physiotherapy in the 21st century. In: Higgs J, Smith M, Webb G, Skinner M and Croker A (eds) Contexts of Physiotherapy Practice, pp 3–19. Sydney, Elsevier
  • Wenger E 1998 Communities of Practice Learning, Meaning and Identity. Cambridge, Cambridge University Press

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.