现在是时候了:利用PT教育和临床实践中的情感领域
Cara A Berg-Carramusa1,2,3,4, Matthew D Mucha1,2,3,4, Kimberly Somers1,2,3,4
1Cara A. Berg-Carramusa is a board-certified geriatric clinical specialist, director of clinical education, doctor of physical therapy program, and assistant professor in the Department of Graduate Studies in Health and Rehabilitation Sciences at the Youngstown State University, Youngstown, OH 44555 (carramusapt@gmail.com). Please address all correspondence to Cara A. Berg-Carramusa.
将情感领域 (AD) 整合到物理治疗教育中至关重要. 专注于"心"与"头"和"手"一起,发展必要的知识,技能和态度来实践.
科学领域:
- 健康 专业 教育 卫生 专业 教育
- 物理治疗教育教育 物理治疗教育
- 学习领域 学习领域
背景情况:
- 传统的学习领域是认知 (头),精神运动 (手) 和情感 (心).
- 物理治疗教育高度强调认知和精神运动技能.
- 该职业的使命需要在情感领域 (AD) 的能力.
研究的目的:
- 突出在物理治疗教育中整合情感领域的重要性.
- 倡导一种平衡的方法,包括认知,心理运动和情感学习.
- 展示AD整合如何支持专业目标和社会需求.
主要方法:
- 在物理治疗教育中审查现有的框架和教学变量.
- 分析情感领域能力在专业实践中的作用.
- 确定课程整合的战略.
主要成果:
- 最近的框架确定了关键的情感领域变量,如共享价值观,协作和社会责任.
- 整合AD为未来的物理治疗师提供必要的知识,技能和态度 (KSAs).
- 医疗辅助整合提高了专业能够满足利益相关者的需求和临床实践的需求的能力.
结论:
- 明确纳入情感领域对于物理治疗的可持续性和成功至关重要.
- 课程变化可以是有意的和整合的,不一定是巨大的.
- 情感领域补充了认知和精神运动学习,直接影响临床实践和社会需求.
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