Background University can be stressful, and some students use alcohol to handle their stress. The alcohol consumption in our youth affects future alcohol habits. Caregivers experience and attitude towards alcohol affects patients care and treatment. Purpose To investigate the stress level and number of hazardous drinkers among physiotherapy students at Uppsala Universitet. It was also to investigate the difference between the genders regarding stress and alcohol consumption, also the correlation between stress and alcohol consumption. Design and method This was a cross-sectional study with a correlating and comparative design where physiotherapy students answered a survey regarding stress and alcohol consumption. Results In this survey, 176 students participated of which 169 were analyzed. Twenty-one percent had a high stress level and 30% had a hazardous drinking. The women were more stressed (p=0,02), but no difference was seen between the genders regarding alcohol consumption (p=0,06). There was no correlation between stress and alcohol consumption for the whole group (r= 0,22, p=0,78), for women (r=0,12, p=0,21) or for men (r=-0,12, p=0,34). Conclusion A moderate to high stress level was common and 35% had a hazardous drinking or an abuse/dependence. The women had a higher stress level, but the alcohol consumption was similar between the sexes. There was no correlation between stress and alcohol consumption. However, interventions against stress and alcohol could be necessary since these students will have an important role in the future.

Bakgrund: Förkunskapskrav inom träning finns inte i den grundläggande behörigheten till fysioterapeutprogrammet. Tidigare studier påvisade att en stereotypisk bild av fysioterapeutyrket fanns och att träning är en del av yrket. Fysioterapeutprogrammet lyfts också fram som ett krävande program som kan upplevas stressande. Syfte: Syftet med studien var att undersöka upplevelser och erfarenheter av icke formella förväntningar vad gäller träning från lärare/kursledare och andra studenter hos en grupp fysioterapeutstudenter vid Uppsala universitet. Vidare var syftet att undersöka hur de upplever att icke formella förväntningar påverkar dem. Design och metod: Deskriptiv och kvalitativ design. Datan insamlades genom sex semistrukturerade intervjuer med studenter från termin 5 på fysioterapeutprogrammet vid Uppsala Universitet. Dessa intervjuer analyserades genom en kvalitativ innehållsanalys. Resultat: Studenter upplevde att det fanns icke formella förväntningar från lärare, externa föreläsare och andra studenter samt utifrån utbildningens krav medan somliga upplevde att det inte fanns förväntningar. Studenter påverkades positivt, negativt eller inte alls av dessa. Det fanns också upplevda stereotypa bilder från externa personer och hos studenter innan start på programmet om hur en fysioterapeutstudent ska vara, dessa förändrades under utbildningens gång. Konklusion: Studenterna upplevde och hade erfarenheter av icke formella förväntningar gällande träning fanns från lärare, andra studenter och externa personer samt utifrån utbildningens krav. Dessa icke formella förväntningar påverkade studenterna mycket olika, allt från positivt och motiverande till negativt och stressande medan somliga inte upplevde någon påverkan alls. Resultatet kan bidra till utveckling av utbildningen och bemötande av studenter. / Background: Previous knowledge about exercise is not a demand in the basic eligibility to attend the physiotherapy program. Previous studies show that there is a stereotypical idea of the physiotherapy profession and that exercise is a part of the profession. The physiotherapy program is also highlighted as a program which can be stressful. Purpose: The purpose of the study was to investigate perceptions and experiences of non-formal expectations regarding exercise from teachers/course leaders and other students in a group of physiotherapy students at Uppsala university. The purpose was also to investigate how the non-formal expectations affected the students. Method: Descriptive and qualitative design. Data was gathered through six semi-structured interviews with students from semester 5 attending the physiotherapy program at Uppsala university. The interviews were analyzed using qualitative content analysis. Result: Students experienced non-formal expectations from teachers, other students and guest teachers. Some students did not experience any expectations. Students were affected positive, negative or not at all by these expectations. They also experienced stereotypical ideas towards how a physiotherapy student should behave. Students perceptions of stereotypical ideas changed over time. Conclusion: The students experienced non-formal expectations regarding exercise from teachers, other students and guest teachers. These non-formal expectations affected the students differently, ranging from motivational to stressful while some did not experience any effect at all. The result of this study could contribute to the development of the program and treatment of the students.

Bakgrund: Fysisk träning har observerats vara en faktor som påverkar sömnkvaliteten. På grund av tidskrävande universitetsstudier har det visats att såväl fysisk träning som sömn kan komma att bortprioriteras hos studenter. Studier kring hur Sveriges fysioterapeutstudenters träningsmängd korrelerar med sömnkvaliteten saknas.  Syfte: Att undersöka svenska fysioterapeutstudenters mängd fysiska träning och upplevda sömnkvalitet samt om det förelåg några skillnader mellan kvinnor och män. Syftet var dessutom att undersöka sambandet mellan fysisk träning och dålig sömnkvalitet. Metod: En kvantitativ tvärsnittsstudie med deskriptiv, komparativ och korrelerande design. Den fysiska träningen mättes med hjälp av Socialstyrelsens indikatorfråga för mängd fysisk träning en vanlig vecka och sömnkvaliteten bedömdes med Pittsburgh Sleep Quality Index (PSQI).  Resultat: Sammanlagt deltog 241 fysioterapeutstudenter. Totalt 58% tränade mer än 2 timmar per vecka. Majoriteten av deltagarna upplevde att de inte hade en dålig sömnkvalitet (PSQI= 4). Det fanns ingen signifikant skillnad mellan könen gällande fysisk träning (p= 0.83) och dålig sömnkvalitet (p= 0.14). Det fanns ett signifikant men mycket svagt samband mellan mängd fysisk träning och dålig sömnkvalitet, r= -0.14 (p= 0.04). Slutsats: Studien indikerar en överlag bra fysisk träningsnivå hos Sveriges fysioterapeutstudenter. Majoriteten upplevde att de inte hade en dålig sömnkvalitet. Det förelåg ingen könsskillnad gällande träningsmängd och sömnkvalitet. Korrelationen mellan mängd fysisk träning och dålig sömnkvalitet var mycket svag. / Background: Physical exercise has been observed to be a factor that impacts on sleep quality. As a result of time-consuming university studies, it has been shown that students do not prioritise physical exercise or sleep. Studies on how Sweden’s physiotherapy students’ amount of physical exercise correlate with sleep quality are lacking.  Objective: To examine Sweden’s physiotherapy students' physical exercise and sleep quality, as well as whether there were any differences between women and men. The purpose was also to examine the correlation between physical exercise and poor sleep quality.  Methods: A quantitative cross-sectional study with descriptive, comparative and correlational design. Physical exercise was measured using the National Board of Health and Welfare’s indicator question and sleep quality was assessed with the Pittsburgh Sleep Quality Index (PSQI).  Results: Altogether, 241 physiotherapy students participated. A total of 58% physical exercised more than 2 hours per week. The majority of the participants did not have a pore sleep quality (PSQI md= 4). There was no significant difference between the sexes regarding physical exercise (p= 0.83) and sleep quality (p= 0.14).  There was a very weak correlation between the amount of physical exercise and poor sleep quality, r= -0.14 (p= 0.04). Conclusion: The study indicates an overall good physical exercise level among Sweden’s physiotherapy students. The majority did not report poor sleep quality. There was no difference between the sexes in the amount of physical exercise or sleep quality. The correlation between physical exercise and poor sleep quality was very weak.

Magister Scientiae (Physiotherapy) - MSc(Physio) / Background: Musculoskeletal disorders (MSD’s) and sports injuries are commonly sustained throughout the world daily. They are dominant in many countries, with considerable cost involvement and impact on quality of life. For this reason they need to be recognised as a necessary part of general practice. MSD’s refer to a wide variety of diseases and disorders of the musculoskeletal system, such as degenerative and inflammatory conditions (arthritis), spinal and soft tissue disorders, osteoporosis and musculoskeletal injury. Managing these musculoskeletal conditions are a challenge and using the best available evidence should be the first the choice. All health professionals should have the ability to determine the best available evidence and thus strive to give their patients the best health care known to them. Evidence-based practice (EBP) is an important key in making this happen as it uses the best current evidence in the decision-making process regarding the care of patients. Literature highlights that health care professionals are expected to implement evidence-based practice (EBP); this means that newly graduated students and health care professionals alike are required to be confident in exercising this skill of EBP. When expecting EBP from students, educators need to realize that students have limited clinical experience. Therefore, they need the skills to acquire the best research evidence when applying the best treatment for patients. In introducing evidence-based practice, various research is aimed at evaluating the health professional’s attitude and behaviour towards evidence-based practice (EBP). There is limited research regarding the actual implementation of EBP in everyday practice. Aim: Therefore, the aim of the study was to determine if undergraduate physiotherapy students implement evidence-based practice in the management of musculoskeletal disorders and sports injuries. Objectives: The study had four objectives: i) To determine the most common treatment techniques used by students in the management of the conditions treated at the UWC clinic through data extraction of patient records in the clinic using a self-designed data extraction sheet, ii) To determine the knowledge and beliefs about EBP among undergraduate physiotherapy students through a survey, iii) To determine an evidence-based intervention strategy of one of the most common conditions seen through a systematic review and iv) To map the links between current practice, student beliefs and evidence-based information. vii Methodology: The study used a predominantly quantitative approach with a few open ended questions and took place at a student training Physiotherapy clinic. The first phase was a retrospective document analysis study which consisted of data extraction of patient records for the period January 2009 to December 2011. The second phase used a mixed methods approached and consisted of a questionnaire with both closed and open-ended questions. It was completed by the 2012 registered fourth year students regarding attitudes and knowledge of EBP. The third phase consisted of a systematic review to identify the evidence for interventions used to manage one of the most common conditions identified. In the final phase and discussion of this thesis triangulation of the data was used by the researcher in order to formulate a picture of whether students apply evidence-based practice by using the data extracted from the patient folders in combination with the questionnaire survey of the participants and the systematic review. Data analysis for phases one and two was done using SPSS Statistical package software to determine frequencies and descriptive statistics. Phase two also had two open ended questions and this was analysed thematically and data was coded, themes allocated and responses counted. The systematic review focused on systematic reviews of treatments for low back pain and this was narratively described. The research project received ethical clearance from the University of the Western Cape Research Grants and Study Leave Committee (project registration number: 12/3/12), and permission to conduct the survey was obtained from the Head of Department. Informed consent was obtained from all participants, they were informed of the research process at the outset of the project, and kept up-to-date at every major stage. Questionnaires for surveys were accompanied by an information sheet explaining the background and reason for conducting the survey, and students gave written, informed consent following an opportunity to clarify the study details. Results: The results showed that males were predominantly seen at the physiotherapy clinic, and that the most common complaint was pain in the neck, shoulder and lower back area. The students most common treatment choice was soft tissue mobilisation and the use of heat for all three these areas of pain. The questionnaire responses were also captured using SPSS and frequencies and descriptive statistics employed. These results showed that although students knew what EBP was it was not clear that they knew how to implement it. The systematic review assessed and established the most common treatments used in literature for the treatment of lower back pain; and pain, function and disability were viii the only outcomes considered. The only intervention that had a positive effect on the included outcomes was the use of manual therapy (spinal manipulation and mobilisation). In triangulating the data, it was shown that the students do not seem to use the same treatment choices as the literature indicates. Conclusion: The results show that there is very little link between the students choices of treatment for one of the common conditions highlighted and the current literature. It is therefore possible that although students understand the term EBP they do not show that they know how to use or implement the concept. Implications for practice: Institutions may need to be more vigilant about making provision for EBP in the curriculum as well as how it is implemented so that students can be comfortable with this practice. More randomised controlled trials and systematic reviews are necessary on physiotherapy interventions so that practice can be better informed. Finally, EBP is perhaps one way to promote a culture of life-long learning within the physiotherapy profession.

Bakgrund Det finns ett intresse i samhället för både fysisk aktivitet och stress. Fysisk aktivitet och stress har ett komplext samband och de inverkar ömsesidigt på varandra. Fysisk aktivitet innefattar alla rörelser med kroppen som förbrukar energi och stress är en obalans mellan resurser och belastning.    Syfte Syftet med studien var att undersöka sambandet mellan självskattad fysisk aktivitetsnivå och upplevd stress hos fysioterapeutstudenter samt skillnaden mellan kvinnor och män.   Metod Denna studie har en kvantitativ design med enkätundersökning som datainsamlingsmetod. Enkäterna som användes var International Physical Activity Questionnaire Short Form (IPAQ-SF) och Perceived Stress Scale (PSS-10). Insamlad data analyserades i IBM SPSS Statistics Version 24. Studien har totalt 71 respondenter, 40 kvinnor och 31 män. Medelåldern bland kvinnor var 26,5 år och 25,6 år bland män.    Resultat Resultatet visade ingen signifikant skillnad mellan könen gällande självskattad fysisk aktivitetsnivå. Dock gällande den upplevda stressnivån sågs en signifikant skillnad mellan kvinnliga och manliga fysioterapeutstudenter där kvinnor skattade högre upplevd stress. Ett svagt samband sågs mellan fysisk aktivitet och upplevd stress hos både kvinnor (r=0,13) och män (r=0,23).    Konklusion En könsskillnad sågs gällande upplevd stress däremot inte gällande självskattad fysisk aktivitetsnivå. Det sågs ett svagt samband mellan fysisk aktivitet och stress. / Background There’s an interest in society in both physical activity and stress. Physical activity and stress have a complex relationship and interact on each other. Physical activity involves all movement with your body that consume energy and stress is an imbalance between resources and strain.     Objective The intention with this study was to examine the relationship between self-assessed physical activity and perceived stress in physiotherapy students and the difference between men and women.   Method This is a quantitative study using questionnaires for collecting data. Questionnaires used in this study were International Physical Activity Questionnaire Short Form (IPAQ-SF) and Perceived Stress Scale (PSS-10). Collected data was processed in IBM SPSS Statistics Version 24 and then discussed and analyzed based on previous studies. This study has a total of 71 respondents, 40 women and 31 men. Average age of women was 26,5 years and 25,6 years for men.    Results No significant difference between genders was found in self-assessed physical activity. A significant difference was found in how male and female physiotherapy students perceive their stress level. There’s a weak relationship between physical activity and perceived stress among both male (r=0,23) and female (r=0,13) physiotherapy students.    Conclusion A difference between the genders was observed with perceived stress but not with self-assessed physical activity. A weak relationship was found between physical activity and stress.

No / In October 2015 I started an optional Student Supervised Physiotherapy clinic for neurologically impaired patients. The primary aim of the clinic is to provide an experiential learning environment for Levels 5 and 6 students. The secondary aim of the clinic is to provide an assessment, review and treatment to local service users experiencing neurological problems and who are seeking further/alternate physiotherapy within a learning environment. The clinic is the first dedicated student supervised neurological physiotherapy clinic in the UK that we are aware of.

Made available in DSpace on 2016-06-02T19:46:13Z (GMT). No. of bitstreams: 1 3169.pdf: 799435 bytes, checksum: 181f810cf640468f6fa27dc89563ba99 (MD5) Previous issue date: 2010-06-22 / The physical disabilities impact the individual's life, affecting it in different ways. Disabled people in rehabilitation treatment brings a broad history of extinction of previously reinforced repertoire, coupled with the experience of aversive restrictive conditions, and the actual practice of intervention exposure to repetitive activities and challenging new ones that may even produce pain. Thus it is essential that professionals responsible for such intervention are able to model and maintain new behaviors that lead to the promotion of wellness and a better utilization of the potential of individuals, and thus ensure better patient compliance to treatment. Thus, it is necessary to investigate the use of educational strategies for professionals in training and possible indicators of adherence to treatment offered by them. This study had two objectives. The first was to identify the use of educational strategies by the students of physiotherapy, the second was to identify situations where the use of these strategies would be related to adherence to physical therapy or not. Participants were three dyads physiotherapy student / patient, composed of three graduate trainees in physical therapy and two adults with physical disabilities. The study was conducted with the unit of care in public health, linked to a public university in the State of São Paulo. Intervention sessions the physiotherapist were recorded in full by a camera equipment installed in the attendancing room. The interaction between the student-patient dyad was analyzed by observing instances of verbal and nonverbal behaviors emitted by the students and patients. The record of the events took place at intervals of 10 seconds of observation and 10 seconds to register. The behaviors analyzed were divided into two broad sets of categories: (1) Educational Strategies for the intervention and (2) Strategies Facilitators of Adherence. The results regarding the Educational Strategies showed that 87% of the occurrence of the same referred to the instructions, oral or demonstration of physical activities proposed. The use of educational strategies to promote change, setting performances by modeling or general information on health occurred at low frequency. The categories relating to the membership seems to indicate that the physical therapist in training issues in favor of joining behaviors (98%) focused more on an effort to maintain socially reinforcing relationship with the patient. The discussion shows that although physiotherapy students demonstrate mastery of strategies that strengthen the therapeutic relationship, we must emphasize the need to strengthen the training of occupational therapy in early learning and the establishment of educational strategies in the course of their work together the disabled, to ensure the maintenance of behavior modeling and compatible with new conditions of learning. / As deficiências físicas causam impacto na vida do indivíduo, afetando-o em diferentes aspectos. Deficientes físicos sob tratamento de reabilitação trazem uma história ampla de extinção de repertório anteriormente reforçado, somada a experiências de condições aversivas restritivas, sendo a própria prática de intervenção uma exposição a atividades repetitivas, desafiadoras e novas que podem, inclusive, produzir dor. Dessa forma, é fundamental que profissionais responsáveis por essa intervenção sejam capazes de modelar e manter novos comportamentos que levem a promoção de bem estar e um melhor aproveitamento das potencialidades dos indivíduos, e assim garantir uma melhor adesão do paciente ao tratamento. Assim, faz-se necessário investigar o uso de estratégias educativas de profissionais em formação e os possíveis indicadores de adesão ao tratamento oferecido por estes. O presente trabalho teve dois objetivos. O primeiro foi identificar o uso de estratégias educacionais por parte dos estudantes de fisioterapia; o segundo foi identificar situações em que o uso destas estratégias estaria relacionado à adesão ou não ao tratamento fisioterapêutico. Participaram do estudo três díades estudante de fisioterapia/paciente, compostas por três estagiários de graduação em fisioterapia e dois adultos com deficiência física. O estudo foi realizado junto à unidade de atendimento em saúde pública, ligada a uma instituição pública de ensino do interior do estado de São Paulo. Sessões de intervenção do fisioterapeuta foram registradas na íntegra por um equipamento de câmera instalado na sala de atendimento. A interação entre a díade estudante-paciente foi analisada observando-se ocorrências de comportamentos verbais e não verbais emitidos pelos estudantes e pelos pacientes. O registro das ocorrências foi realizado em intervalos de 10 segundos de observação e 10 segundos de registro. Os comportamentos analisados foram organizados em dois conjuntos amplos de categorias: (1) Estratégias Educativas na Intervenção e (2) Estratégias Facilitadoras de Adesão. Os resultados referentes às Estratégias Educativas mostraram que 87% da ocorrência da mesma referiu-se a instruções, verbais ou por demonstração, das atividades físicas propostas. O uso de estratégias educativas para promover mudança, estabelecendo comportamentos funcionais por modelagem ou informações gerais sobre saúde ocorreram com freqüência baixa. As categorias referentes à adesão parecem indicar que o fisioterapeuta em formação emite comportamentos favoráveis à adesão (98%) mais voltados para um esforço do para a manutenção da relação socialmente reforçadora com o paciente. A discussão mostra que embora os estudantes de fisioterapia demonstrem o domínio de estratégias que fortalecem a relação terapêutica, é preciso enfatizar a necessidade de se fortalecer a formação do profissional de fisioterapia em princípios de aprendizagem e no estabelecimento de estratégias educativas no exercício de seu trabalho junto ao deficiente físico, de forma a garantir a modelagem e manutenção de comportamentos compatíveis a novas condições de aprendizagem.