Physical therapist role in schools: An experience according the students perspective

"Background. Since 2004, there have been references to the educational field as a scenario in the practice of physical therapy. The Department of Human Body Movement (DHBM), accepting this proposal, developed a professional practice in this area with an approach from the categories body, corpor...

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Autor Principal: Ocampo-Plazas M.L.
Formato: Artículo (Article)
Lenguaje:Español (Spanish)
Publicado: Universidad Nacional de Colombia 2013
Materias:
Acceso en línea:https://repository.urosario.edu.co/handle/10336/23186
id ir-10336-23186
recordtype dspace
spelling ir-10336-231862021-01-21T08:26:37Z Physical therapist role in schools: An experience according the students perspective Accionar del fisioterapeuta en instituciones educativas: Socialización de una experiencia desde la perspectiva del estudiante Ocampo-Plazas M.L. Education (mesh) Physical therapy specialty Professional practice "Background. Since 2004, there have been references to the educational field as a scenario in the practice of physical therapy. The Department of Human Body Movement (DHBM), accepting this proposal, developed a professional practice in this area with an approach from the categories body, corporeality and human body movement. Objective. To identify the appreciation of physical therapy students in regards to the association of body and corporeality categories to the educational area; to design and implement coordinated actions relevant to the needs and characteristics of the population; to contribute from the experience to the professional practice as physical therapist; scope and limitations of the strategies implemented. Materials and methods. This is a descriptive qualitative study. The information was obtained from written records that physical therapy students did. The author conducted additional semi-structured interviews and focus groups discussions with them. Results. There is necessary a greater contextualization in regards to concepts of body, corporeality and movement to ensure that all students achieve insertion into practice. The methodology used allowed the use of strategies that were coherent with the needs and characteristics of the population. Mostly all participants displayed this practice setting as a future professional area but manifested difficulties in developing the activities and achievements of the same. Conclusion. The physical therapist specialist and the schools need specific actions to promote participation and teacher empowerment regarding the design and implementation of projects in the educational scenario. It is required to research other stakeholders perception involved in the experience." 2013 2020-05-26T00:00:15Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://repository.urosario.edu.co/handle/10336/23186 spa info:eu-repo/semantics/openAccess application/pdf Universidad Nacional de Colombia instname:Universidad del Rosario reponame:Repositorio Institucional EdocUR
institution EdocUR - Universidad del Rosario
collection DSpace
language Español (Spanish)
topic Education (mesh)
Physical therapy specialty
Professional practice
spellingShingle Education (mesh)
Physical therapy specialty
Professional practice
Ocampo-Plazas M.L.
Physical therapist role in schools: An experience according the students perspective
description "Background. Since 2004, there have been references to the educational field as a scenario in the practice of physical therapy. The Department of Human Body Movement (DHBM), accepting this proposal, developed a professional practice in this area with an approach from the categories body, corporeality and human body movement. Objective. To identify the appreciation of physical therapy students in regards to the association of body and corporeality categories to the educational area; to design and implement coordinated actions relevant to the needs and characteristics of the population; to contribute from the experience to the professional practice as physical therapist; scope and limitations of the strategies implemented. Materials and methods. This is a descriptive qualitative study. The information was obtained from written records that physical therapy students did. The author conducted additional semi-structured interviews and focus groups discussions with them. Results. There is necessary a greater contextualization in regards to concepts of body, corporeality and movement to ensure that all students achieve insertion into practice. The methodology used allowed the use of strategies that were coherent with the needs and characteristics of the population. Mostly all participants displayed this practice setting as a future professional area but manifested difficulties in developing the activities and achievements of the same. Conclusion. The physical therapist specialist and the schools need specific actions to promote participation and teacher empowerment regarding the design and implementation of projects in the educational scenario. It is required to research other stakeholders perception involved in the experience."
format Artículo (Article)
author Ocampo-Plazas M.L.
author_facet Ocampo-Plazas M.L.
author_sort Ocampo-Plazas M.L.
title Physical therapist role in schools: An experience according the students perspective
title_short Physical therapist role in schools: An experience according the students perspective
title_full Physical therapist role in schools: An experience according the students perspective
title_fullStr Physical therapist role in schools: An experience according the students perspective
title_full_unstemmed Physical therapist role in schools: An experience according the students perspective
title_sort physical therapist role in schools: an experience according the students perspective
publisher Universidad Nacional de Colombia
publishDate 2013
url https://repository.urosario.edu.co/handle/10336/23186
_version_ 1690577224261959680
score 11,828437