Physiotherapy Students’ Conceptualisations of Clinical Communication: A Call to Revisit Communication in Physiotherapy Education

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aut.relation.endpage10
aut.relation.journalOpenPhysioen_NZ
aut.relation.startpage1
dark.contributor.authorBright, Fen_NZ
dark.contributor.authorCummins, Cen_NZ
dark.contributor.authorWaterworth, Ken_NZ
dark.contributor.authorGibson, BEen_NZ
dark.contributor.authorLarmer, Pen_NZ
dc.date.accessioned2022-01-25T23:15:00Z
dc.date.available2022-01-25T23:15:00Z
dc.date.copyright2018en_NZ
dc.date.issued2018en_NZ
dc.description.abstractBackground: Communication is fundamental in collaborative physiotherapy practice. Students develop understandings of what constitutes ‘good’ communication through the formal, informal and hidden curricula. Understanding how students understand communication and how this is influenced by the curricula can help educators consider how best to enhance communication knowledge and skills. Aim: This study explored how physiotherapy students conceptualised clinical communication. Methods: This study was underpinned by a social constructionist epistemology. Data consisted of fifteen assignments, completed by students as part of their coursework. Assignments were analysed using the Listening Guide which prompted attention to how the different ways students understood communication and how these understandings were constructed. Results: Communication was understood as uni-dimensional. It was presented as an act done to the patient by the physiotherapist, with little attention to the patient’s communication and involvement in the interaction. Through communication, physiotherapists demonstrated and reinforced their expertise while simultaneously positioning the patient as the recipient of care and knowledge. Conclusion: Understandings of communication reflect broader constructions of physiotherapy and the role of the physiotherapist. These also reflect tensions in the curricula. Enhancing communication in student education requires all parties to understand, value and critically reflect on how communication is constructed and enacted.
dc.identifier.citationOpenPhysio, DOI: https://doi.org/10.14426/art/509
dc.identifier.doi10.14426/art/509
dc.identifier.issn2631-8369en_NZ
dc.identifier.urihttps://hdl.handle.net/10292/14854
dc.publisherPhysiopedia
dc.relation.urihttps://www.openphysiojournal.com/article/physiotherapy-students-conceptualisations-clinical-communication-call-revisit-communication-physiotherapy-education/en_NZ
dc.rightsThis work is licensed under a Creative Commons Attribution 4.0 International License. Except where otherwise noted, the content on this site is licensed under a Creative Commons Attribution 4.0 International License.
dc.rights.accessrightsOpenAccessen_NZ
dc.subjectCommunication; Curriculum
dc.titlePhysiotherapy Students’ Conceptualisations of Clinical Communication: A Call to Revisit Communication in Physiotherapy Educationen_NZ
dc.typeJournal Article
pubs.elements-id363409
pubs.organisational-data/AUT
pubs.organisational-data/AUT/Faculty of Health & Environmental Science
pubs.organisational-data/AUT/Faculty of Health & Environmental Science/School of Clinical Sciences
pubs.organisational-data/AUT/Faculty of Health & Environmental Science/School of Clinical Sciences/Physiotherapy Department
pubs.organisational-data/AUT/PBRF
pubs.organisational-data/AUT/PBRF/PBRF Health and Environmental Sciences
pubs.organisational-data/AUT/PBRF/PBRF Health and Environmental Sciences/HH Clinical Sciences 2018 PBRF
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