東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Structures and processes in internat...

Texas Woman's University.

FindBook

Google Book

Amazon

博客來

Structures and processes in international service-learning in physical therapist education: A conceptual model.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Structures and processes in international service-learning in physical therapist education: A conceptual model./
作者:	Pechak, Celia M.
面頁冊數:	204 p.
附註:	Adviser: Mary Thompson.
Contained By:	Dissertation Abstracts International68-12B.
標題:	Health Sciences, Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3295489
ISBN:	9780549396918

Structures and processes in international service-learning in physical therapist education: A conceptual model.
Pechak, Celia M.

Structures and processes in international service-learning in physical therapist education: A conceptual model. - 204 p.

Adviser: Mary Thompson.

Thesis (Ph.D.)--Texas Woman's University, 2007.

The purposes of this study were to identify and analyze the commonalities that existed among established international service-learning programs within physical therapist education programs in terms of structures (conditions, consequences) and processes (action/interaction) and to develop a conceptual model of optimal international service-learning within physical therapist education programs. Using the qualitative research methodology of grounded theory, a descriptive exploratory study was completed.

ISBN: 9780549396918Subjects--Topical Terms:

1017921
Health Sciences, Education.

Structures and processes in international service-learning in physical therapist education: A conceptual model.
LDR:03524nam 2200325 a 45 001 855433
005 20100708
008 100708s2007 ||||||||||||||||| ||eng d
020 $a 9780549396918
035 $a (UMI)AAI3295489
035 $a AAI3295489
040 $a UMI $c UMI
100 1 $a Pechak, Celia M. $3 1022041
245 1 0 $a Structures and processes in international service-learning in physical therapist education: A conceptual model.
300 $a 204 p.
500 $a Adviser: Mary Thompson.
500 $a Source: Dissertation Abstracts International, Volume: 68-12, Section: B, page: 7968.
502 $a Thesis (Ph.D.)--Texas Woman's University, 2007.
520 $a The purposes of this study were to identify and analyze the commonalities that existed among established international service-learning programs within physical therapist education programs in terms of structures (conditions, consequences) and processes (action/interaction) and to develop a conceptual model of optimal international service-learning within physical therapist education programs. Using the qualitative research methodology of grounded theory, a descriptive exploratory study was completed.
520 $a Phone interviews were completed with 14 faculty who had been involved in international service, international learning, and/or international service-learning in physical therapist education programs in the United States. Participants represented public, faith-affiliated, and non-faith affiliated private universities from all U.S. geographic regions.
520 $a Using data from the eight programs that met the operational definition of established international service-learning, commonalities were identified. Four major themes emerged from the data: structure, reciprocity, relationship, and sustainability. The commonalities compared favorably with the principles of good practice found in the international service-learning literature, including: reciprocity, learning, service, connection between studies and learning, student leadership, reflection, and support services.
520 $a A conceptual model of and a proposed definition for optimal international service-learning in physical therapist education were developed. The essential core conditions of the model are the faculty member, community partner, students, structure, reciprocity, relationship, and sustainability. Five essential phases are: development, design, implementation, evaluation, and enhancement. Seven essential components of the phases are: a partner that understands the role of physical therapy, community-identified needs, explicit service and learning objectives, reflection, preparation, risk management, and service and learning outcome measures. Essential consequences are positive effects on students and community.
520 $a The significance of the study is that it is the first study to examine the phenomenon of international service-learning in physical therapist education in depth and breadth. The conceptual model can be employed to guide development of new international service-learning programs in physical therapist education and to improve existing ones, and it provides the foundation for the direction and content of future qualitative and quantitative investigations.
590 $a School code: 0925.
650 4 $a Health Sciences, Education. $3 1017921
650 4 $a Health Sciences, Rehabilitation and Therapy. $3 1017926
690 $a 0350
690 $a 0382
710 2 $a Texas Woman's University. $3 1017666
773 0 $t Dissertation Abstracts International $g 68-12B.
790 $a 0925
790 1 0 $a Thompson, Mary, $e advisor
791 $a Ph.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3295489