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dc.contributor.authorEvans, Ben
dc.date.accessioned2019-09-03T23:30:25Z
dc.date.available2019-09-03T23:30:25Z
dc.date.issued2018
dc.identifier.urihttps://hdl.handle.net/10652/4675
dc.description.abstractRESEARCH QUESTIONS: 1. What documentation exists regarding paediatric osteopathic competence? 2. What is the nature of, and the need for practical clinical skills in the osteopathic care of children? 3. What are stakeholders’ views regarding best practice for the acquisition of clinical skills for the osteopathic care of children? 4. What are stakeholders’ views as to the learning theories involved in the acquisition of clinical skills for the osteopathic care of children? ABSTRACT: Paediatric care is a popular and growing area of osteopathy. This area of practice is sparsely regulated and there are inconsistent educational standards. There is also a gap in the literature regarding competency and education in this field. This research aims to discover the opinions of key stakeholders regarding practical osteopathic skills for paediatric care. This study employed qualitative research methods using an interpretative approach by conducting three focus group interviews at an international osteopathic conference held in New Zealand. The select groups were separately comprised of regulators, educators and practitioners. Thematic coding was employed to analyse themes across the responses of the three stakeholder groups. The opinions of all three stakeholder groups were consistent in identifying a need for direct educational instruction for the acquisition of practical clinical skills in paediatric care. For a basic level of competence, that is especially important for clinical safety, the groups were in general agreement that this education should occur in the pre-registration period. The practitioners’ group was the least clear regarding training delivery. There was strong agreement across the educators’ and regulators’ groups that theoretical education, followed by clinical observation and then low-ratio supervised practice in paediatric focussed clinical time, is what is required. A significant consideration for further consultation and development of this area of practice is that the practitioners’ group expressed the least objectivity about conscious competency, the necessity of training and educational considerations. The regulators and educators identified the general absence of competencies for the care of children across the international profession. The key recommendation for all stakeholders is for an international approach to the development of more specific competency and accreditation standards for the osteopathic care of children.en_NZ
dc.language.isoenen_NZ
dc.rightsAll rights reserveden_NZ
dc.subjectNew Zealanden_NZ
dc.subjectpaediatric osteopathic educationen_NZ
dc.subjectpre-registrationen_NZ
dc.subjectpaediatricsen_NZ
dc.subjectosteopathic educationen_NZ
dc.subjectstandardsen_NZ
dc.subjectregulationen_NZ
dc.subjectaccreditationen_NZ
dc.subjectosteopathic studentsen_NZ
dc.subjectchildrenen_NZ
dc.subjectosteopathic medicineen_NZ
dc.titleRegulatory and practice issues related to the acquisition of practical osteopathic skills for paediatric careen_NZ
dc.typeMasters Thesisen_NZ
dc.rights.holderAuthoren_NZ
thesis.degree.nameMaster of Educationen_NZ
thesis.degree.levelMastersen_NZ
thesis.degree.grantorUnitec Institute of Technologyen_NZ
dc.subject.marsden130209 Medicine, Nursing and Health Curriculum and Pedagogyen_NZ
dc.subject.marsden110499 Complementary and Alternative Medicine not elsewhere classifieden_NZ
dc.identifier.bibliographicCitationEvans, B. (2018). Regulatory and practice issues related to the acquisition of practical osteopathic skills for paediatric care (Unpublished document submitted in partial fulfilment of the requirements for the degree of Master of Education). Unitec Institute of Technology, Auckland, New Zealand. Retrieved from https://hdl.handle.net/10652/4675en_NZ
unitec.pages101en_NZ
dc.contributor.affiliationUnitec Institute of Technologyen_NZ
unitec.advisor.principalCardno, Carol
unitec.advisor.associatedHowse, Jo
unitec.institution.studyareaEducation
dc.identifier.wikidataQ112936269


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