ORCID Profile
0000-0002-9385-1925
Current Organisation
Universiti Putra Malaysia
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Publisher: Institute of Electrical and Electronics Engineers (IEEE)
Date: 12-2017
Publisher: Oxford University Press (OUP)
Date: 19-03-2021
DOI: 10.1093/PM/PNAB081
Abstract: This study explored factors that underpin decisions to seek emergency department (ED) care for chronic noncancer pain in patients identifying as culturally and linguistically erse (CALD) or Australian born. This mixed-methods study was underpinned by the Behavioral Model of Health Services Use conceptual framework. Consenting consecutive patients attending the ED for a chronic pain condition were recruited to a CALD (n = 45) or Australian-born (n = 45) cohort. Statistical comparisons compared the demographic, pain, health literacy, and episode of care profiles of both cohorts. Twenty-three CALD and 16 Australian-born participants consented to an audio-recorded semi-structured interview (n = 24) or focus group (n = 5 focus groups) conducted in their preferred language. Interviews were translated and transcribed into English for analysis using applied thematic analysis, guided by the conceptual framework. Data were triangulated to investigate the patterns of ED utilization and contributing factors for both cohorts. ED attendance was a product of escalating distress, influenced by the degree to which participants’ perceived needs outweighed their capacity to manage their pain. This interaction was lified by the presence of predisposing factors, including constrained social positions, trauma exposure, and biomedical health beliefs. Importantly, experiences varied between the two cohorts with higher degrees of pain catastrophizing, lower health literacy, and greater social challenges present for the CALD cohort. This study highlights the role contextual factors play in lifying pain-related distress for CALD and Australian-born patients with chronic pain. The findings support a need for health care providers to recognize features of higher vulnerability and consider streamlining access to available support services.
Publisher: Elsevier BV
Date: 07-2023
Publisher: Optica Publishing Group
Date: 14-06-2010
DOI: 10.1364/OE.18.013880
Publisher: Springer International Publishing
Date: 2020
Publisher: Springer Science and Business Media LLC
Date: 20-06-2020
Publisher: IEEE
Date: 2003
Publisher: Elsevier BV
Date: 2021
Publisher: IEEE
Date: 11-2006
Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 21-01-2021
Publisher: IEEE
Date: 11-2006
Publisher: The Optical Society
Date: 09-01-2019
DOI: 10.1364/OL.44.000307
Publisher: IEEE
Date: 2005
Publisher: Oxford University Press (OUP)
Date: 11-06-2020
DOI: 10.1093/PTJ/PZAA107
Abstract: Following graduation from professional education, the development of clinical expertise requires career-long participation in learning activities. The purpose of this study was to evaluate which learning activities enhanced physical therapist practice. Eight databases were searched for studies published from inception through December 2018. Articles reporting quantitative data evaluating the effectiveness of learning activities completed by qualified physical therapists were included. Study characteristics and results were extracted from the 26 randomized controlled trials that met the inclusion criteria. Clinician (knowledge, affective attributes, and behavior) and patient-related outcomes were extracted. There was limited evidence that professional development courses improved physical therapist knowledge. There was low-level evidence that peer assessment and feedback were more effective than case discussion at improving knowledge (standardized mean difference = 0.35, 95% CI = 0.09–0.62). Results were inconsistent for the effect of learning activities on affective attributes. Courses with active learning components appeared more effective at changing physical therapist behavior. The completion of courses by physical therapists did not improve patient outcomes however, the addition of a mentored patient interaction appeared impactful. Current evidence suggests active approaches, such as peer assessment and mentored patient interactions, should be used when designing learning activities for physical therapists. Further high-quality research focused on evaluating the impact of active learning interventions on physical therapist practice and patient outcomes is now needed. This study is a first step in determining which learning activities enhance clinical expertise and practice would enable the physical therapy profession to make informed decisions about the allocation of professional development resources.
Publisher: IEEE
Date: 2005
Publisher: Institute of Electrical and Electronics Engineers (IEEE)
Date: 02-2010
Publisher: IEEE
Date: 05-2008
Publisher: Oxford University Press (OUP)
Date: 03-03-2021
DOI: 10.1093/PTJ/PZAB078
Abstract: The purpose of this study is to explore academic faculty, employer, and recent graduate perspectives of the work readiness of Australian new graduate physical therapists for private practice and factors that influence new graduate preparation and transition to private practice. This study used a mixed-methods design with 3 surveys and 12 focus groups. A total of 112 participants completed a survey, and 52 participated in focus groups. Descriptive statistics were used to summarize the quantitative data, and thematic analysis was used to analyze the qualitative data. Triangulation across participant groups and data sources was undertaken. Australian new graduate physical therapists were perceived to be “somewhat ready” for private practice and “ready” by their third year of employment. Participants proposed that new graduates bring enthusiasm, readiness to learn, and contemporary, research-informed knowledge. New graduates were also perceived to find autonomous clinical reasoning and timely caseload management difficult to have limited business, marketing, and administration knowledge and skills and to present with underdeveloped confidence, communication, and interpersonal skills. Factors perceived to influence graduate transition included private practice experience, such as clinical placements and employment employer and client expectations of graduate capabilities workplace support university academic preparation and continuing education and in idual graduate attributes and skills. Australian new graduate physical therapists have strengths and limitations in relation to clinical, business, and employability knowledge and skills. New graduate work readiness and transition may be enhanced by additional private practice experience, employer and client expectation management, provision of workplace support, and tailored university and continuing education. The number of new graduate physical therapists employed in private practice in Australia is increasing however, until this study, their work readiness for this setting was unknown. This exploration of new graduate performance in private practice and transition can help to increase understanding and enhancement of work-readiness.
Publisher: Elsevier BV
Date: 02-2021
Publisher: Institute of Electrical and Electronics Engineers (IEEE)
Date: 02-2021
Start Date: 2015
End Date: 2017
Funder: Universiti Putra Malaysia
View Funded ActivityStart Date: 2015
End Date: 2017
Funder: Ministry of Higher Education, Malaysia
View Funded ActivityStart Date: 2015
End Date: 2017
Funder: MOHE
View Funded Activity