References
- Neville S, French S. Clinic education: Students’ and clinical tutors’ views. Physiotherapy. 1991;77:351–4.
- Gandy JS. Preparation for teaching students in clinical settings. Shepard KF, Jensen GM. Handbook of teaching physical therapists. 2nd. Boston: Butterworth-Heinemann; 2002. 211–54.
- Laitinen-Väänänen S, Luukka M, Talvitie U. Physiotherapy under discussion: A discourse analytic study of physiotherapy students’ clinical education. Adv Physiother. 2008;10:2–8.
- Bennett R. The importance of the role of clinical education in physiotherapy. Br J Ther Rehab. 2003;10:12–16.
- Cross V. From clinical supervisor to clinical educator: Too much to ask? Physiotherapy. 1994;80:609–11.
- Baldry Currens JA, Bithell CP. Clinical education. Listening to different perspectives. Physiotherapy. 2000;86:645–53.
- Lekkas P, Larsen T, Kumar S, Grimmer K, Nyland L, Chipchase L, . No model of clinical education for physiotherapy students is superior to another: A systematic review. Aust J Physiother. 2007;53:19–28.
- Jarski RW, Kulig K, Olson RE. Clinical teaching in physical therapy: Student and teacher perception. Phys Ther. 1990; 70:173–8.
- Bennett R. Clinical Education. Perceived abilities/qualities of clinical educators and team supervision of students. Physiotherapy. 2003;89:432–40.
- Cross V. Perceptions of the ideal clinical educator in physiotherapy education. physiotherapy. 1995;81:506–13.
- Onuoha ARA. Effective clinical teaching behaviours from the perspective of students, supervisors and teachers. Physiotherapy. 1994;80:208–14.
- Lindquist I, Engardt M, Richardson B. Early learning experiences valued by physiotherapy students. Learn Health Soc Care. 2004;3:17–25.
- Vågstøl U, Skøien AK, Raaheim A. Hvordan lærer fysioterapeutstudenter i praksis? Nord Tidsskr Helseforsk. 2007;5: 23–36.
- Skøien AK, Vågstøl U, Raaheim A. Learning physiotherapy in clinical practice: Student interaction in a professional context. Physiother Theory Pract. 2009;25:268–78.
- Lave J, Wenger E. Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press; 1991.
- Lindquist I, Engardt M, Garnham L, Poland F, Richardson B. Development pathways in learning to be physiotherapist. Phys Ther Res Int. 2006;11:129–39.
- Säljö R. Læring i praksis: Et sosiokulturelt perspektiv. Oslo: Cappelen Akademisk Forlag as; 2001.
- Rogers J. Adult learning. Buckingham: Open University Press; 2001.
- Bandura A. Self-efficacy. The exercise of control. New York: W.H. Freeman; 1997.
- Scully RM, Shepard KF. Clinical teaching in physical therapy education. An ethnographic study. Phys Ther. 1983;63: 349–58.
- Akre V, Ludvigsen S. Hvordan læres medisinsk praksis? Nielsen K, Kvale S. Mesterlære Læring som sosial praksis. Oslo: Ad Notam Gyldendal; 1999. 100–11.
- Mulholland S, Derdall M, Roy B. The student's perspective on what makes an exceptional practice placement educator. Br J Occup Ther. 2006;69:567–71.
- Seifert TL. Understanding student motivation. Educ Res. 2004;46:138–49.
- Clouder L. ‘Being responsible’: Students’ perspectives on trust, risk and work-based learning. Teach High Educ. 2009; 14:289–301.
- Sandelowski M. Focus on research methods. Whatever happened to qualitative description? Res Nurs Health. 2000; 23:334–40.
- Graneheim UH, Lundman B. Qualitative content analysis in nursing research: Concepts, procedures and measures to achieve trustworthiness. Nurs Educ Today. 2004;24:105–12.
- Kvale S. Interviews: An introduction to qualitative research interviewing. Thousand Oaks, CA: Sage; 1996.
- Richardson J, Montemuro M, Cripps D, Mohide EA, Macpherson AS. Educating students for interprofessional teamwork in the clinical placement setting. Educ Gerontol. 1997;23:669–93.
- Bergland A, Øien I. Fysioterapi i praksis: Et sted for oppdagelse og begrunnelse. Oslo: Universitetsforlaget; 1998.
- Thorne S, Reimer Kirkham S, O'Flynn-Magee K. The analytic challenge in interpretive description. Int J Qual Methods. 2004;3:1–11.
- Bjørgen IA. Læringsreformer i den videregående skole: Konsekvenser for elevenes læringsprosess og ansvarsfordelingen mellom elev og lærer. Dysthe O. Ulike perspektiv på læring og læringsforskning. Oslo: Cappelen akademisk forl.; 1996. 47–70.
- Dweck CS. The perils and promises of praise. Educ Leadersh. 2007;65:34–9.
- Dysthe O, Breistein S, Kjeldsen JE, Lied LI. Studentperspektiv på rettleiing. Dysthe O, Samara A. Forskningsveiledning på master- og doktorgradsnivå. Oslo: Abstrakt Forlag; 2006. 207–27.
- Stålsett UE, Sandal R, Tveten W. Veiledningsmetodikk: Om skoleutvikling i praksis. Oslo: TANO; 1994.
- Dweck CS, Mangels JA, Good C. Motivational effects on attention, cognition, and performance. Dai DY, Sternberg RJ. Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development. Mahwah, NJ: Lawrence Erlbaum Associates; 2004. 41–55.
- Andrews GJ, Brodie DA, Andrews JP, Wong J, Thomas BG. Place(ment) matters: Students’ clinical experiences and their preferences for first employer. Int Nurs Rev. 2005;52:142–53.