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dc.contributor.convenorWorld Confederation of Physical Therapyen_US
dc.contributor.authorM, Constantinouen_US
dc.contributor.authorS, Kuysen_US
dc.contributor.editorPhysiotherapy Journalen_US
dc.description.abstractPurpose: The aims of the study were firstly to evaluate physiotherapy students' perception of the reflective journal usefulness in developing reflective thinking and practice and secondly to identify the main concepts recorded by students in their journals. Relevance: Reflective practice entails a critical thinking process utilising the ability to self-monitor, be self-directive and learn from experiences. Journal writing is a tool used in education to facilitate reflective practice and can assist students to actively participate in acquiring deeper learning and continual growth. Description: Physiotherapy students at the School of Physiotherapy Exercise Science, Griffith University were provided with information on reflective practice and were asked to complete guided reflective journals during their first clinical placement which was held in an aged care facility over a two week period. The students submitted their reflective journal electronically upon completion of their placement. Ethical approval for the study was gained from the Griffith University Human Research Ethics Committee. Following the completion of their first clinical placement, the students were provided with information on the study and signed a consent form. The students subsequently were asked to complete a questionnaire which included closed and open ended questions pertaining to the usefulness of reflective journals. The electronically submitted journals were de-identified and a thematic analysis was performed using the Leximancer頳oftware to obtain a concept map and a frequency of the main themes identified in the journals, with specific examples. Evaluation: The questionnaires were analysed using frequencies for the responses of the closed questions and a thematic analysis with frequencies of the most common responses of the open ended questions. The content of the reflective journals was thematically analysed and expressed as frequencies of the most common themes arising. Conclusions: There were 131 students who submitted electronic reflective journals over a two year period and 90 students who completed the questionnaires pertaining to the journals. Results indicated that 94% of respondents found the journal useful in assisting them to learn from their experiences, and to develop reflective thinking and practice. Key concepts identified in the journals fell into 3 broad themes; the residents, the clinical practice such as exercise and looking at what they felt during the placement, e.g. thinking, reflecting and communicating. In conclusion reflective journals are a useful tool in assisting students in clinical placements to reflect on their practice, self monitor and learn from their experiences. Implications: Guided journal writing may be a useful tool in facilitating reflective thinking and practice during clinical placements of physiotherapy students. Keywords: Reflection; Journal; Clinical placement Funding acknowledgements: None. Ethics approval: Ethical approval for the study was gained from the Griffith University Human Research Ethics Committeeen_US
dc.relation.ispartofconferencenameWorld Physical Therapyen_US
dc.relation.ispartofconferencetitlePhysiotherapy Journalen_US
dc.subject.fieldofresearchEducation Assessment and Evaluationen_US
dc.titleFacilitating reflective practice using journal writing in first year physiotherapy students: a qualitative studyen_US
dc.typeConference outputen_US
dc.type.descriptionE4 - Conference Publications (Editorship)en_US
dc.type.codeE - Conference Publicationsen_US
gro.hasfulltextNo Full Text

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    Contains papers delivered by Griffith authors at national and international conferences.

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