Gard Gunvor, Dagis Daina
Dept. of Health Sciences, Luleå University of Technology, Luleå, Sweden.
Dept. of Health Sciences, Luleå University of Technology, Luleå, Sweden.
Nurse Educ Today. 2016 Jan;36:381-6. doi: 10.1016/j.nedt.2015.10.001. Epub 2015 Oct 23.
It is reasonable to assume that conditions for learning differ between universities and countries. Increased understanding of similarities and differences of student's perceptions of learning environment can be useful in the development of the physiotherapy education as well as of the profession as such. Through international comparisons the benefits and challenges of educational programmes can be made transparent and serve as base for improvement.
The objective of this study is to describe and compare physiotherapy students' perceptions of their learning environment in clinical practice in India and Sweden.
A questionnaire study was performed, covering physiotherapy students' perceptions of their clinical learning environment, the physiotherapy supervisor within the clinical context, their supervisory relationship and the role of the clinical supervisor at two Universities, Luleå in Sweden and Amity in New Delhi, India.
Undergraduate students at two physiotherapy programmes, in New Delhi, India and in Luleå, Sweden participated in the questionnaire study.
In general, both groups had high rankings of their perceptions of the clinical learning environment. The Swedish students ranked individual supervision, participation in meetings, the supervisor as a resource, being a part of the team and giving them valuable feedback higher than the Indian group. The supervisory relationship was equally satisfying in groups, providing valuable feedback and acknowledging equality and mutuality in the relationship. The Indian group ranked the supervisor as a colleague, as a support in learning, and that he/she made them feel comfortable in meetings higher than the Swedish group.
Both groups had high ratings of the supervisor and the clinical learning context Participation at meetings was higher rated in the Swedish and the supervisor as a support in learning higher rated of the Indian students.
可以合理地假设，不同大学和国家的学习条件存在差异。增进对学生对学习环境认知异同的理解，对于物理治疗教育以及整个专业的发展可能会有所帮助。通过国际比较，教育项目的优势和挑战可以变得清晰透明，并为改进提供依据。
本研究的目的是描述和比较印度和瑞典物理治疗专业学生对其临床实习学习环境的认知。
进行了一项问卷调查研究，涵盖了物理治疗专业学生对其临床学习环境、临床环境中的物理治疗督导、督导关系以及两所大学（瑞典吕勒奥大学和印度新德里阿米提大学）临床督导角色的认知。
印度新德里和瑞典吕勒奥两所物理治疗专业项目的本科生参与了问卷调查研究。
总体而言，两组学生对临床学习环境的认知排名都很高。瑞典学生对个别督导、参加会议、督导作为资源、成为团队一员以及给予他们有价值的反馈的评价高于印度组。两组的督导关系同样令人满意，能提供有价值的反馈，并认可关系中的平等与相互性。印度组对督导作为同事、学习上的支持以及在会议中让他们感到自在的评价高于瑞典组。
两组学生对督导和临床学习环境的评价都很高。瑞典学生对参加会议的评价更高，而印度学生对督导作为学习支持的评价更高。
