Abstract
Physical therapy educators are challenged to emphasize the importance of social responsibility as a vital curricular element of professional development. Through reflection, students are able to identify core values, beliefs, and attitudes as part of the professional development process. The purpose of this study was to explore student perceptions and values of a community engagement experience based upon frequency of participation. This qualitative research report investigated student perceptions of the community experience following participation. Data collection tools included an open-ended questionnaire and focus group interviews. Comparisons were made across data for participants who engaged in the activity one time versus multiple times. Data analysis revealed participation in the community engagement experience had a positive impact on most participants. One time only participants demonstrated increased self-awareness, contemplating change, and capacity to serve while more than one time participants described a deeper understanding of community, impact on others, and professional transformation. Student involvement in community engagement activities combined with structured reflection provided meaningful insight into participants' personal beliefs. The results suggest incorporation of community-based learning experiences into academic curriculum may be beneficial in the students' preliminary understanding of social responsibility.
| Original language | English |
|---|---|
| Pages (from-to) | 411-421 |
| Number of pages | 11 |
| Journal | Physiotherapy Theory and Practice |
| Volume | 27 |
| Issue number | 6 |
| DOIs | |
| State | Published - Aug 2011 |
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All Science Journal Classification (ASJC) codes
- Physical Therapy, Sports Therapy and Rehabilitation
Cite this
Student perceptions of a community engagement experience : Exploration of reflections on social responsibility and professional formation. / Furze, Jennifer; Black, Lisa; Peck, Kirk; Jensen, Gail.
In: Physiotherapy Theory and Practice, Vol. 27, No. 6, 08.2011, p. 411-421.Research output: Contribution to journal › Article
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TY - JOUR
T1 - Student perceptions of a community engagement experience
T2 - Exploration of reflections on social responsibility and professional formation
AU - Furze, Jennifer
AU - Black, Lisa
AU - Peck, Kirk
AU - Jensen, Gail
PY - 2011/8
Y1 - 2011/8
N2 - Physical therapy educators are challenged to emphasize the importance of social responsibility as a vital curricular element of professional development. Through reflection, students are able to identify core values, beliefs, and attitudes as part of the professional development process. The purpose of this study was to explore student perceptions and values of a community engagement experience based upon frequency of participation. This qualitative research report investigated student perceptions of the community experience following participation. Data collection tools included an open-ended questionnaire and focus group interviews. Comparisons were made across data for participants who engaged in the activity one time versus multiple times. Data analysis revealed participation in the community engagement experience had a positive impact on most participants. One time only participants demonstrated increased self-awareness, contemplating change, and capacity to serve while more than one time participants described a deeper understanding of community, impact on others, and professional transformation. Student involvement in community engagement activities combined with structured reflection provided meaningful insight into participants' personal beliefs. The results suggest incorporation of community-based learning experiences into academic curriculum may be beneficial in the students' preliminary understanding of social responsibility.
AB - Physical therapy educators are challenged to emphasize the importance of social responsibility as a vital curricular element of professional development. Through reflection, students are able to identify core values, beliefs, and attitudes as part of the professional development process. The purpose of this study was to explore student perceptions and values of a community engagement experience based upon frequency of participation. This qualitative research report investigated student perceptions of the community experience following participation. Data collection tools included an open-ended questionnaire and focus group interviews. Comparisons were made across data for participants who engaged in the activity one time versus multiple times. Data analysis revealed participation in the community engagement experience had a positive impact on most participants. One time only participants demonstrated increased self-awareness, contemplating change, and capacity to serve while more than one time participants described a deeper understanding of community, impact on others, and professional transformation. Student involvement in community engagement activities combined with structured reflection provided meaningful insight into participants' personal beliefs. The results suggest incorporation of community-based learning experiences into academic curriculum may be beneficial in the students' preliminary understanding of social responsibility.
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U2 - 10.3109/09593985.2010.516479
DO - 10.3109/09593985.2010.516479
M3 - Article
C2 - 20946070
AN - SCOPUS:79959424206
VL - 27
SP - 411
EP - 421
JO - Physiotherapy Theory and Practice
JF - Physiotherapy Theory and Practice
SN - 0959-3985
IS - 6
ER -