Empowerment of physiotherapy students on placement: The interplay between autonomy, risk, and responsibility

References

• Beardmore S, Kline P, McAlpine L 2004 An empowering field placement for social work students at Montreal City Mission Canadian Social Work Review 21: 23–37.
   Google Scholar
• Becker LC 1996 Trust as noncognitive security about motives Ethics 107: 43–61.
   Web of Science ®Google Scholar
• Bradbury-Jones C, Irvine F, Sambrook S 2010 Empowerment of nursing students in clinical practice: Spheres of influence Journal of Advanced Nursing 66: 2061–2070.
   PubMed Web of Science ®Google Scholar
• Cantillon P, MacDermott M 2008 Does responsibility drive learning? Lessons from intern rotations in general practice Medical Teacher 30: 254–259.
   PubMed Web of Science ®Google Scholar
• Charmaz C 2000 Grounded theory: Objectivist and constructivist methods. In: Denzin N, Lincoln Y (Eds) Handbook of Qualitative Research, pp 509–535. Sage, London.
   Google Scholar
• Clarke J 2012 Using diamond ranking as visual clues to engage young people in the research process Qualitative Research Journal 12: 222–237.
   Google Scholar
• Clouder DL 2009 Being responsible: Students’ perspectives on trust, risk and work-based learning Teaching in Higher Education 14: 289–301.
   Web of Science ®Google Scholar
• Coleman J 1990 Foundations of Social Theory, p 91. Harvard University, Cambridge, MA.
   Google Scholar
• Collins A, Brown JS, Newman SE 1989 Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In: Resnick LB (Ed) Knowing, Learning, and Instruction: Essays in Honour of Robert Glaser, pp 453–494. Lawrence Erlbaum Associates, Hillsdale, New Jersey.
   Google Scholar
• Delany C, Bragge P 2009 A study of physiotherapy students and clinical educators’ perceptions of learning and teaching Medical Teacher 31: 402–411.
   PubMed Web of Science ®Google Scholar
• Gilbert L 2002 Going the distance: Closeness in qualitative data analysis software International Journal of Social Research Methodology 5: 215–228.
   Google Scholar
• Gimbel P 2003 Solutions for Promoting Principal-Teacher Trust. Scarecrow Press, Lanham, MD.
   Google Scholar
• Glaser BG, Strauss AL 1967 The Discovery of Grounded Theory: Strategies for Qualitative Research. Aldine Publishing Company, Chicago.
   Google Scholar
• Jones K 1996 Trust as an Affective Attitude Ethics 107: 4–25.
   Web of Science ®Google Scholar
• Kilminster S, Cottrell D, Grant J, Jolly B 2007 AMEE Guide No. 27: Effective educational and clinical supervision Medical Teacher 29: 2–19.
   PubMed Web of Science ®Google Scholar
• Laitinen-Väänänen S, Talvitie U, Luukka MR 2007 Clinical supervision as an interaction between the clinical educator and the student Physiotherapy Theory and Practice 23: 95–103.
   PubMedGoogle Scholar
• Lave J, Wenger E 1991 Situated Learning: Legitimate Peripheral Participation. Cambridge University Press, Cambridge.
   Google Scholar
• Patton N, Higgs J, Smith M 2013 Using theories of learning in the workplace to enhance physiotherapy clinical education Physiotherapy Theory and Practice 29: 493–503.
   PubMed Web of Science ®Google Scholar
• Rockett M, Percival S 2002 Thinking for Learning. Continuum International Publishing Group, London.
   Google Scholar
• Rodwell C 1996 An analysis of the concept of empowerment Journal of Advanced Nursing 23: 305–313.
   PubMed Web of Science ®Google Scholar
• Ross M 2015 Entrustable professional activities Clinical Teacher 12: 223–225.
   PubMed Web of Science ®Google Scholar
• Schwandt T 1997 Qualitative Inquiry. Sage, Thousand Oaks, California.
   Google Scholar
• Skoien AK, Vagstol U, Raaheim A 2009 Learning physiotherapy in clinical practice: Student interaction in a professional context Physiotherapy Theory and Practice 25: 268–278.
   PubMedGoogle Scholar
• Smith C 2005 Understanding trust and confidence: Two paradigms and their significance for health and social care Journal of Applied Philosophy 22: 299–316.
   PubMedGoogle Scholar
• Solbrekke TD, Sugrue C 2011 Professional responsibility - Back to the future. In: Sugrue C, Solbrekke TD (Eds) Professional Responsibility: New Horizons of Praxis, pp 11–28. Sage, Abingdon, Oxon.
   Google Scholar
• Spouse J 1998 Scaffolding student learning and clinical practice Nurse Education Today 18: 259–266.
   PubMed Web of Science ®Google Scholar
• St. John W, Johnson P 2000 The pros and cons of data analysis software for qualitative research Journal of Nursing Scholarship 32: 393–397.
   PubMed Web of Science ®Google Scholar
• Strauss A, Corbin J 1990 Basics of Qualitative Research: Grounded Theory Procedures and Techniques. Sage, Newbury Park, CA.
   Google Scholar
• Strauss A, Corbin J 2007 Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. Sage, London.
   Google Scholar
• Ten Cate O 2006 Trust, competence, and the supervisor’s role in postgraduate training British Medical Journal 333: 748–751.
   PubMed Web of Science ®Google Scholar
• Ten Cate O 2013 Nuts and bolts of entrustable professional activities Journal of Graduate Medical Education 5: 157–158.
   PubMedGoogle Scholar
• Titchen A 2001 Critical companionship: A conceptual framework for developing expertise. In: Higgs J, Titchen A (Eds) Practice, Knowledge and Expertise in the Health Professions, pp 80–90. Butterworth-Heinemann, Oxford.
   Google Scholar
• Tschannen-Moran M 2004 Trust Matters: Leadership for Successful Schools. Jossey-Bass, San Francisco, CA.
   Google Scholar
• Tschannen-Moran M, Hoy W 1998 Trust in schools: A conceptual and empirical analysis Journal of Educational Administration 36: 334–352.
   Google Scholar
• Vygotsky LS 1978 Mind in Society: The Development of Higher Psychological Processes. Harvard University, Cambridge, MA.
   Google Scholar
• Wass R, Golding C 2014 Sharpening a tool for teaching: The zone of proximal development Teaching in Higher Education 19: 671–684.
   Web of Science ®Google Scholar