School of Health Care, Polytechenic Institute of Setubal - Physiotherapy, Escola Superior de Saúde Campus do Instituto Politécnico de Setúbal Estefanilha, Edifício ESCE , Setubal , Portugal.
Physiother Theory Pract. 2014 May;30(4):254-60. doi: 10.3109/09593985.2013.863415. Epub 2013 Dec 11.
Narrative reasoning has been presented as a core component of the health professionals' competencies.
This study aimed to explore the students' perspectives about the contribution of a narrative reasoning course to promote patient-centred practice.
An interpretative phenomenological analysis (IPA) was undertaken through focus groups. Eighteen volunteer final year students participated in three focus groups. Data analysis followed the IPA principles.
Three themes emerged: (1) "developing distinctive competencies"; (2) "shifting students' focus" and (3) "challenging students' professional identity". In the first theme, students distinguished their capability to better understand patients' experiences and needs and to be aware of the importance of a collaborative therapeutic relationship. In the second theme, students emphasized a shift from themselves as clinicians towards their patients. Finally, in the third theme participants shared the perspective that they have developed a different clinical profile, and that their reasoning and clinical actions have changed.
Students recognized the contribution of the course in developing competencies to facilitate patient-centred practice. Future research is needed to inform lecturers on how to best integrate narrative reasoning within the physiotherapy undergraduate curricula.
叙事推理已被提出作为健康专业人员能力的核心组成部分。
本研究旨在探讨学生对叙事推理课程促进以患者为中心的实践的贡献的看法。
通过焦点小组进行解释性现象学分析（IPA）。18 名志愿参加的最后一年学生参加了三个焦点小组。数据分析遵循 IPA 原则。
出现了三个主题：（1）“发展独特的能力”；（2）“改变学生的关注点”和（3）“挑战学生的专业身份”。在第一个主题中，学生区分了他们更好地理解患者的经历和需求以及意识到建立协作治疗关系的重要性的能力。在第二个主题中，学生强调了从他们自己作为临床医生到他们的患者的转变。最后，在第三个主题中，参与者分享了他们发展出不同临床形象的观点，以及他们的推理和临床行动已经发生了变化。
学生认识到该课程在发展促进以患者为中心的实践的能力方面的贡献。需要进一步的研究为物理治疗本科课程的讲师提供有关如何最好地将叙事推理整合到课程中的信息。
