{"id":437,"date":"2021-07-28T19:23:55","date_gmt":"2021-07-28T19:23:55","guid":{"rendered":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/?post_type=chapter&p=437"},"modified":"2021-07-28T19:24:46","modified_gmt":"2021-07-28T19:24:46","slug":"3-4-1-the-role-of-identity-kits-in-physical-therapy-synthesis","status":"publish","type":"chapter","link":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/chapter\/3-4-1-the-role-of-identity-kits-in-physical-therapy-synthesis\/","title":{"rendered":"3.4.1 The role of identity kits in physical therapy (synthesis)"},"content":{"raw":"

February 2021<\/h3>\r\nThis essay pertains to\u00a0what I am majoring in and that is the\u00a0profession of Physical Therapy. Specifically, I will\u00a0discuss the different discourses and identity kits that are involved in the world of Physical\u00a0Therapy. This career requires a lot of communication and cooperation whether that is between the\u00a0Physical Therapist and the patients, or between the Physical Therapists themselves. Building relationships and trust within\u00a0the health field\u00a0in general\u00a0as a Physical Therapist\u00a0plays a huge role in how practices\u00a0operate.\r\n\r\nThe philosophies that James Gee discusses in his\u00a0academic\u00a0journal\u00a0\u201cWhat is Literacy?\u201d\u00a0<\/em>reflect the\u00a0ideas that will be presented in this essay about Physical\u00a0Therapy and the way that\u00a0discourses\u00a0are used every day in this field.\u00a0The main idea that Gee discusses and\u00a0defines\u00a0in his reading is the idea of\u00a0discourse. He explains that\u00a0discourse\u00a0is\u00a0something that defines a person through the way they talk and act\u00a0(Gee\u00a018).\u00a0I think of\u00a0a\u00a0discourse\u00a0as a community of people that share the same interests. There is a certain way they act around each other.\u00a0Gee also talks about how the discourses give each person in that specific discourse an identity kit which\u00a0dictates their behavior (Gee 18).\u00a0Gee also defines more specific discourses that are involved\u00a0with literacy.\u00a0He specifies two different types of discourses: primary discourses and secondary discourses\u00a0(Gee 21-22). He describes\u00a0primary\u00a0discourse as something that\u00a0we gain through\u00a0acquisition (Gee\u00a022).\u00a0This\u00a0is usually\u00a0something that we would gain while being in our home environment as we grow\u00a0up like eating with utensils or communicating with our family. In contrast, Gee explains that a secondary discourse is something that we gain from beyond our\u00a0home life and build on it throughout our life\u00a0consciously (Gee\u00a022).\u00a0These ideas that he presents can be applied to the field of Physical Therapy and put into\u00a0context\u00a0how\u00a0these aspects of Literacy are\u00a0relevant\u00a0to everyday practice of\u00a0this\u00a0specific field of medicine.\r\n\r\nWhen we reflect on the philosophy of identity kits and\u00a0having\u00a0certain roles in\u00a0discourses, we can see that this is very important to Physical Therapy itself.\u00a0The\u00a0academic journal,\u00a0\u201cImpact of interprofessional peer teaching on physical and occupational therapy student's professional role identity\u201d\u00a0<\/em>by\u00a0Kim Dunleavy et al.,\u00a0<\/em>touches on this idea of identity kits and how that can have\u00a0a huge impact\u00a0on the field\u00a0and how the health field as a whole discourse communicates between each\u00a0profession.\u00a0The premise of the study was to look at how specifically peer-teaching affected\u00a0communication between different professions in the medical field\u00a0(Dunleavy\u00a0et al. 1).\u00a0Teamwork is the backbone of medical professions as a whole\u00a0and this study wanted to demonstrate that significant aspect with individuals studying different health professions.\u00a0A main objective was to demonstrate how important it is for Physical Therapists and Occupational Therapists to\u00a0communicate with other individuals in the health field (Dunleavy\u00a0et al.\u00a02).\r\n\r\nThe method of the study took 300 medical students and would rotate them through different rooms where Physical Therapists\u00a0students and Occupational Therapy students\u00a0would give presentations about their profession (Dunleavy\u00a0et al.\u00a02).\u00a0The presentations consisted of information about different practices that Physical Therapists and Occupational Therapists do. Specifically, they would discuss\u00a0different balance assessments and ambulation techniques (Dunleavy\u00a0et al.\u00a02).\u00a0After the activity was done, the Physical Therapy students and the Occupational Therapy students wrote a reflection of the activity and their\u00a0feeling\u00a0toward it\u00a0( Dunleavy\u00a0et al.\u00a02).\u00a0The study wanted to see specifically how the Physical Therapy students and Occupational Therapy students felt interacting with other people from different health professions and presenting their information.\u00a0The overall results and theme were that\u00a0Physical\u00a0Therapy students and Occupational Therapy\u00a0students were more confident in their identity kits.\u00a0They did see\u00a0a that\u00a0when they were presenting their information to the medical students, that the\u00a0medical students\u00a0did not have\u00a0much\u00a0knowledge\u00a0about\u00a0the\u00a0Physical\u00a0Therapy and Occupational\u00a0Therapy\u00a0health professions\u00a0(Dunleavy\u00a0et al.2).\u00a0PT (Physical Therapy) and OT (Occupational Therapy)\u00a0students also\u00a0saw the significance\u00a0in working as a team and how communication plays such a huge role in\u00a0how you operate as a health professional (Dunleavy\u00a0et al.\u00a03).\u00a0Another significant finding was that PT and OT students were\u00a0able to develop their own self-identity.\u00a0Presenting their information to the medical students and finding that they did not have much knowledge gave the PT and OT students\u00a0the clarity\u00a0on how significant their roles are in the medical field (Dunleavy\u00a0et\u00a0al.\u00a03).\r\n\r\nThe next study that will be presented\u00a0is the\u00a0academic\u00a0journal\u00a0\u201cChanges in perceived self-efficacy of physical therapist students following a pediatric experiential learning opportunity\u201d<\/em>\u00a0by Mitch Wolden et al.\u00a0It is\u00a0especially important\u00a0for PT\u2019s to gain confidence when working with patients.\u00a0The premise of this\u00a0study was\u00a0look\u00a0at how experiential learning\u00a0can increase a PT student\u2019s self-efficacy\u00a0and confidence to work with different demographics (Wolden\u00a0et al.\u00a0115).\u00a0This study took 37 second year\u00a0DPT (Doctor Physical Therapy)\u00a0students\u00a0at the University of Jamestown to take an Online survey\u00a0that used the PCHSES (Pediatric Communication and Handling Self-Efficacy Scale) (Wolden\u00a0et\u00a0al.\u00a0116).\u00a0They would be participating in 16 hours of\u00a0experiential learning in the pediatric demographic\u00a0(Wolden\u00a0et al.\u00a0116-117). When the study is finished, The DPT students would have to complete a second part\u00a0to\u00a0the online survey to give their overall experience and how they felt (Wolden\u00a0et al.117).\u00a0The results illustrate a considerable increase in the numbers\u00a0on\u00a0the\u00a0PCHSES (Wolden\u00a0et al.117).\u00a0This study shows that there is an increase in confidence when DPT students are involved in more experiential learning. DPT students in\u00a0the study were no longer afraid of working with pediatric patients\u00a0(Wolden\u00a0et al.\u00a0118). The Conclusion that the study found was that\u00a0incorporating more experiential learning within DPT programs can show an increase in self-efficacy for the student\u00a0(Wolden\u00a0et al.118-119).\r\n\r\nThe two\u00a0academic journals recently discussed,\u00a0\u201cImpact of interprofessional peer teaching on physical and occupational therapy student's professional role identity\u201d\u00a0<\/em>and\u00a0\u201cChanges in perceived self-efficacy of physical therapist students following a pediatric experiential learning opportunity\u201d,\u00a0<\/em>are both related in many ways.\u00a0Both studies looked at and tested how Physical Therapists interact with either patients or\u00a0other health professionals. They both highlight the importance of communication in the field\u00a0and how it affects day to day operation. They both also touch on the importance of confidence within the\u00a0Physical\u00a0Therapists to\u00a0treat patients and be confident in their knowledge.\r\n\r\nThe last article that will be presented is the academic journal,\u00a0\u201cThe role of the therapeutic alliance on pain relief in musculoskeletal rehabilitation: A systematic review\u201d\u00a0<\/em>by Ana Carolina\u00a0Taccolini\u00a0Manzoni et al.\u00a0\u00a0<\/em>Communication between the Physical Therapist and the patient is what separates a valuable experience for the patient versus an unpleasant experience for the patient. Creating a bond with your patient is incredibly significant and it can influence how the patient feels.\u00a0Although this academic journal researches\u00a0a specific\u00a0topic within the profession of Physical Therapy,\u00a0it still highlights a significant component within the world of literacy. The premise of the study\u00a0was to see if therapeutic alliance between the patient and the Physical therapist would influence the patient's pain outcome\u00a0(Manzoni\u00a0et al.\u00a0901).\u00a0The study was gone about by doing research on different data bases to find\u00a0studies that measured Therapeutic alliance and pain outcome\u00a0(Manzoni\u00a0et al.\u00a0902).\u00a0Since there has not been\u00a0many\u00a0studies done\u00a0about\u00a0this topic,\u00a0only\u00a0a few studies were able to illustrate an impact that\u00a0therapeutic alliance influenced pain outcome (Manzoni\u00a0et al.\u00a0908-909). They concluded that because of the\u00a0few studies, there is not enough evidence to relate therapeutic alliance and pain outcome\u00a0(Manzoni\u00a0et al.\u00a0910).\r\n\r\nThe\u00a0articles\u00a0\u201cThe role of the therapeutic alliance on pain relief in musculoskeletal rehabilitation: A systematic review\u201d\u00a0<\/em>and\u00a0\u201cChanges in perceived self-efficacy of physical therapist students following a pediatric\u00a0experiential\u00a0learning opportunity\u201d\u00a0<\/em>both have similar premises behind each study. They are similar because they both touch on the fact the\u00a0relationship between the Physical Therapist and the patient is\u00a0an especially important\u00a0part of the career. Being able to communicate with\u00a0the patient no matter what demographic they are in or other factors that are involved is something crucial to being a Physical Therapist.\r\n\r\nAll\u00a0the studies presented are related to Gee\u2019s\u00a0philosophies in \u201cWhat is Literacy?\u201d\u00a0<\/em>in\u00a0many ways. The\u00a0first academic journal \u201c\u201cImpact of interprofessional peer teaching on physical and occupational therapy student's professional role identity\u201d\u00a0<\/em>covers many\u00a0of Gee\u2019s topics. The biggest topic shown is the idea of identity kits and\u00a0using it as a secondary discourse in the Physical Therapy Profession. The students involved with the study\u00a0consciously\u00a0felt they became more confident into their\u00a0professional role identity (Dunleavy\u00a0et al.\u00a03). In other words, the students became more connected with their identity kits as Physical Therapists by teaching other health professionals about their career choice. Another aspect of Gee\u2019s philosophies that the article covers is the use of communication in the secondary discourse. The secondary discourse in this case would be the field of medicine.\u00a0The health\u00a0profession\u00a0students had a certain way of communicating with each other and the students found that communication within the health field was\u00a0especially important\u00a0(Dunleavy\u00a0et al.\u00a03).\u00a0The second article\u00a0\u201cChanges in perceived self-efficacy of physical therapist students following a pediatric experiential learning opportunity\u201d,\u00a0<\/em>covers Gee\u2019s\u00a0philosophy of\u00a0Primary and Secondary discourses.\u00a0By allowing students to gain knowledge through experience and working with different demographics, it can\u00a0make them more prepared for when they are in the work field\u00a0(Wolden\u00a0et al.\u00a0119-120). This\u00a0shows that an important part of gaining knowledge is through acquisition.\u00a0The last article\u00a0\u201cThe role of the therapeutic alliance on pain relief in musculoskeletal rehabilitation: A systematic review\u201d,\u00a0<\/em>covers Gee\u2019s idea of communication by showing the significance of the Physical Therapist communicating with the patient.\r\n\r\nThe career of Physical Therapy requires a lot of communication skills and\u00a0gaining\u00a0confidence\u00a0throughout your whole career. Gee\u2019s ideas that are expressed in the article\u00a0\u201cWhat is Literacy?\u201d,\u00a0<\/em>play into how the world of Physical Therapy\u00a0operates\u00a0every day. Communication between patients and other health professionals\u00a0is important and should not be overlooked.\u00a0Physical Therapists also need to have\u00a0the confidence and feel a sense of identity when working with patients. The health\u00a0field needs everyone to work as a team\u00a0to\u00a0provide\u00a0the best care\u00a0possible.\r\n

Works Cited<\/p>\r\nDunleavy, K. (.\u00a01. )., et al. \u201cImpact of Interprofessional Peer Teaching on Physical and Occupational Therapy Student\u2019s Professional Role Identity.\u201d\u00a0Journal of Interprofessional Education and Practice<\/em>, vol. 6, pp. 1\u20135.\u00a0EBSCOhost<\/em>,\u00a0doi:10.1016\/j.xjep.2016.10.006. Accessed 25 Feb. 2021.\r\n\r\nManzoni, A. C. T., et al. \u201cThe Role of the Therapeutic Alliance on Pain Relief in Musculoskeletal Rehabilitation: A Systematic Review.\u201d\u00a0Physiotherapy Theory and Practice<\/em>, vol. 34, no. 12, pp. 901\u2013915.\u00a0EBSCOhost<\/em>, doi:10.1080\/09593985.2018.1431343. Accessed 25 Feb. 2021.\r\n\r\nWolden, M., et al. \u201cChanges in Perceived Self-Efficacy of Physical Therapist Students Following a Pediatric Experiential Learning Opportunity.\u201d\u00a0Pediatric Physical Therapy<\/em>, vol. 31, no. 1, pp. 115\u2013120.\u00a0EBSCOhost<\/em>, doi:10.1097\/PEP.0000000000000550. Accessed 25 Feb. 2021.","rendered":"

February 2021<\/h3>\n

This essay pertains to\u00a0what I am majoring in and that is the\u00a0profession of Physical Therapy. Specifically, I will\u00a0discuss the different discourses and identity kits that are involved in the world of Physical\u00a0Therapy. This career requires a lot of communication and cooperation whether that is between the\u00a0Physical Therapist and the patients, or between the Physical Therapists themselves. Building relationships and trust within\u00a0the health field\u00a0in general\u00a0as a Physical Therapist\u00a0plays a huge role in how practices\u00a0operate.<\/p>\n

The philosophies that James Gee discusses in his\u00a0academic\u00a0journal\u00a0\u201cWhat is Literacy?\u201d\u00a0<\/em>reflect the\u00a0ideas that will be presented in this essay about Physical\u00a0Therapy and the way that\u00a0discourses\u00a0are used every day in this field.\u00a0The main idea that Gee discusses and\u00a0defines\u00a0in his reading is the idea of\u00a0discourse. He explains that\u00a0discourse\u00a0is\u00a0something that defines a person through the way they talk and act\u00a0(Gee\u00a018).\u00a0I think of\u00a0a\u00a0discourse\u00a0as a community of people that share the same interests. There is a certain way they act around each other.\u00a0Gee also talks about how the discourses give each person in that specific discourse an identity kit which\u00a0dictates their behavior (Gee 18).\u00a0Gee also defines more specific discourses that are involved\u00a0with literacy.\u00a0He specifies two different types of discourses: primary discourses and secondary discourses\u00a0(Gee 21-22). He describes\u00a0primary\u00a0discourse as something that\u00a0we gain through\u00a0acquisition (Gee\u00a022).\u00a0This\u00a0is usually\u00a0something that we would gain while being in our home environment as we grow\u00a0up like eating with utensils or communicating with our family. In contrast, Gee explains that a secondary discourse is something that we gain from beyond our\u00a0home life and build on it throughout our life\u00a0consciously (Gee\u00a022).\u00a0These ideas that he presents can be applied to the field of Physical Therapy and put into\u00a0context\u00a0how\u00a0these aspects of Literacy are\u00a0relevant\u00a0to everyday practice of\u00a0this\u00a0specific field of medicine.<\/p>\n

When we reflect on the philosophy of identity kits and\u00a0having\u00a0certain roles in\u00a0discourses, we can see that this is very important to Physical Therapy itself.\u00a0The\u00a0academic journal,\u00a0\u201cImpact of interprofessional peer teaching on physical and occupational therapy student’s professional role identity\u201d\u00a0<\/em>by\u00a0Kim Dunleavy et al.,\u00a0<\/em>touches on this idea of identity kits and how that can have\u00a0a huge impact\u00a0on the field\u00a0and how the health field as a whole discourse communicates between each\u00a0profession.\u00a0The premise of the study was to look at how specifically peer-teaching affected\u00a0communication between different professions in the medical field\u00a0(Dunleavy\u00a0et al. 1).\u00a0Teamwork is the backbone of medical professions as a whole\u00a0and this study wanted to demonstrate that significant aspect with individuals studying different health professions.\u00a0A main objective was to demonstrate how important it is for Physical Therapists and Occupational Therapists to\u00a0communicate with other individuals in the health field (Dunleavy\u00a0et al.\u00a02).<\/p>\n

The method of the study took 300 medical students and would rotate them through different rooms where Physical Therapists\u00a0students and Occupational Therapy students\u00a0would give presentations about their profession (Dunleavy\u00a0et al.\u00a02).\u00a0The presentations consisted of information about different practices that Physical Therapists and Occupational Therapists do. Specifically, they would discuss\u00a0different balance assessments and ambulation techniques (Dunleavy\u00a0et al.\u00a02).\u00a0After the activity was done, the Physical Therapy students and the Occupational Therapy students wrote a reflection of the activity and their\u00a0feeling\u00a0toward it\u00a0( Dunleavy\u00a0et al.\u00a02).\u00a0The study wanted to see specifically how the Physical Therapy students and Occupational Therapy students felt interacting with other people from different health professions and presenting their information.\u00a0The overall results and theme were that\u00a0Physical\u00a0Therapy students and Occupational Therapy\u00a0students were more confident in their identity kits.\u00a0They did see\u00a0a that\u00a0when they were presenting their information to the medical students, that the\u00a0medical students\u00a0did not have\u00a0much\u00a0knowledge\u00a0about\u00a0the\u00a0Physical\u00a0Therapy and Occupational\u00a0Therapy\u00a0health professions\u00a0(Dunleavy\u00a0et al.2).\u00a0PT (Physical Therapy) and OT (Occupational Therapy)\u00a0students also\u00a0saw the significance\u00a0in working as a team and how communication plays such a huge role in\u00a0how you operate as a health professional (Dunleavy\u00a0et al.\u00a03).\u00a0Another significant finding was that PT and OT students were\u00a0able to develop their own self-identity.\u00a0Presenting their information to the medical students and finding that they did not have much knowledge gave the PT and OT students\u00a0the clarity\u00a0on how significant their roles are in the medical field (Dunleavy\u00a0et\u00a0al.\u00a03).<\/p>\n

The next study that will be presented\u00a0is the\u00a0academic\u00a0journal\u00a0\u201cChanges in perceived self-efficacy of physical therapist students following a pediatric experiential learning opportunity\u201d<\/em>\u00a0by Mitch Wolden et al.\u00a0It is\u00a0especially important\u00a0for PT\u2019s to gain confidence when working with patients.\u00a0The premise of this\u00a0study was\u00a0look\u00a0at how experiential learning\u00a0can increase a PT student\u2019s self-efficacy\u00a0and confidence to work with different demographics (Wolden\u00a0et al.\u00a0115).\u00a0This study took 37 second year\u00a0DPT (Doctor Physical Therapy)\u00a0students\u00a0at the University of Jamestown to take an Online survey\u00a0that used the PCHSES (Pediatric Communication and Handling Self-Efficacy Scale) (Wolden\u00a0et\u00a0al.\u00a0116).\u00a0They would be participating in 16 hours of\u00a0experiential learning in the pediatric demographic\u00a0(Wolden\u00a0et al.\u00a0116-117). When the study is finished, The DPT students would have to complete a second part\u00a0to\u00a0the online survey to give their overall experience and how they felt (Wolden\u00a0et al.117).\u00a0The results illustrate a considerable increase in the numbers\u00a0on\u00a0the\u00a0PCHSES (Wolden\u00a0et al.117).\u00a0This study shows that there is an increase in confidence when DPT students are involved in more experiential learning. DPT students in\u00a0the study were no longer afraid of working with pediatric patients\u00a0(Wolden\u00a0et al.\u00a0118). The Conclusion that the study found was that\u00a0incorporating more experiential learning within DPT programs can show an increase in self-efficacy for the student\u00a0(Wolden\u00a0et al.118-119).<\/p>\n

The two\u00a0academic journals recently discussed,\u00a0\u201cImpact of interprofessional peer teaching on physical and occupational therapy student’s professional role identity\u201d\u00a0<\/em>and\u00a0\u201cChanges in perceived self-efficacy of physical therapist students following a pediatric experiential learning opportunity\u201d,\u00a0<\/em>are both related in many ways.\u00a0Both studies looked at and tested how Physical Therapists interact with either patients or\u00a0other health professionals. They both highlight the importance of communication in the field\u00a0and how it affects day to day operation. They both also touch on the importance of confidence within the\u00a0Physical\u00a0Therapists to\u00a0treat patients and be confident in their knowledge.<\/p>\n

The last article that will be presented is the academic journal,\u00a0\u201cThe role of the therapeutic alliance on pain relief in musculoskeletal rehabilitation: A systematic review\u201d\u00a0<\/em>by Ana Carolina\u00a0Taccolini\u00a0Manzoni et al.\u00a0\u00a0<\/em>Communication between the Physical Therapist and the patient is what separates a valuable experience for the patient versus an unpleasant experience for the patient. Creating a bond with your patient is incredibly significant and it can influence how the patient feels.\u00a0Although this academic journal researches\u00a0a specific\u00a0topic within the profession of Physical Therapy,\u00a0it still highlights a significant component within the world of literacy. The premise of the study\u00a0was to see if therapeutic alliance between the patient and the Physical therapist would influence the patient’s pain outcome\u00a0(Manzoni\u00a0et al.\u00a0901).\u00a0The study was gone about by doing research on different data bases to find\u00a0studies that measured Therapeutic alliance and pain outcome\u00a0(Manzoni\u00a0et al.\u00a0902).\u00a0Since there has not been\u00a0many\u00a0studies done\u00a0about\u00a0this topic,\u00a0only\u00a0a few studies were able to illustrate an impact that\u00a0therapeutic alliance influenced pain outcome (Manzoni\u00a0et al.\u00a0908-909). They concluded that because of the\u00a0few studies, there is not enough evidence to relate therapeutic alliance and pain outcome\u00a0(Manzoni\u00a0et al.\u00a0910).<\/p>\n

The\u00a0articles\u00a0\u201cThe role of the therapeutic alliance on pain relief in musculoskeletal rehabilitation: A systematic review\u201d\u00a0<\/em>and\u00a0\u201cChanges in perceived self-efficacy of physical therapist students following a pediatric\u00a0experiential\u00a0learning opportunity\u201d\u00a0<\/em>both have similar premises behind each study. They are similar because they both touch on the fact the\u00a0relationship between the Physical Therapist and the patient is\u00a0an especially important\u00a0part of the career. Being able to communicate with\u00a0the patient no matter what demographic they are in or other factors that are involved is something crucial to being a Physical Therapist.<\/p>\n

All\u00a0the studies presented are related to Gee\u2019s\u00a0philosophies in \u201cWhat is Literacy?\u201d\u00a0<\/em>in\u00a0many ways. The\u00a0first academic journal \u201c\u201cImpact of interprofessional peer teaching on physical and occupational therapy student’s professional role identity\u201d\u00a0<\/em>covers many\u00a0of Gee\u2019s topics. The biggest topic shown is the idea of identity kits and\u00a0using it as a secondary discourse in the Physical Therapy Profession. The students involved with the study\u00a0consciously\u00a0felt they became more confident into their\u00a0professional role identity (Dunleavy\u00a0et al.\u00a03). In other words, the students became more connected with their identity kits as Physical Therapists by teaching other health professionals about their career choice. Another aspect of Gee\u2019s philosophies that the article covers is the use of communication in the secondary discourse. The secondary discourse in this case would be the field of medicine.\u00a0The health\u00a0profession\u00a0students had a certain way of communicating with each other and the students found that communication within the health field was\u00a0especially important\u00a0(Dunleavy\u00a0et al.\u00a03).\u00a0The second article\u00a0\u201cChanges in perceived self-efficacy of physical therapist students following a pediatric experiential learning opportunity\u201d,\u00a0<\/em>covers Gee\u2019s\u00a0philosophy of\u00a0Primary and Secondary discourses.\u00a0By allowing students to gain knowledge through experience and working with different demographics, it can\u00a0make them more prepared for when they are in the work field\u00a0(Wolden\u00a0et al.\u00a0119-120). This\u00a0shows that an important part of gaining knowledge is through acquisition.\u00a0The last article\u00a0\u201cThe role of the therapeutic alliance on pain relief in musculoskeletal rehabilitation: A systematic review\u201d,\u00a0<\/em>covers Gee\u2019s idea of communication by showing the significance of the Physical Therapist communicating with the patient.<\/p>\n

The career of Physical Therapy requires a lot of communication skills and\u00a0gaining\u00a0confidence\u00a0throughout your whole career. Gee\u2019s ideas that are expressed in the article\u00a0\u201cWhat is Literacy?\u201d,\u00a0<\/em>play into how the world of Physical Therapy\u00a0operates\u00a0every day. Communication between patients and other health professionals\u00a0is important and should not be overlooked.\u00a0Physical Therapists also need to have\u00a0the confidence and feel a sense of identity when working with patients. The health\u00a0field needs everyone to work as a team\u00a0to\u00a0provide\u00a0the best care\u00a0possible.<\/p>\n

Works Cited<\/p>\n

Dunleavy, K. (.\u00a01. )., et al. \u201cImpact of Interprofessional Peer Teaching on Physical and Occupational Therapy Student\u2019s Professional Role Identity.\u201d\u00a0Journal of Interprofessional Education and Practice<\/em>, vol. 6, pp. 1\u20135.\u00a0EBSCOhost<\/em>,\u00a0doi:10.1016\/j.xjep.2016.10.006. Accessed 25 Feb. 2021.<\/p>\n

Manzoni, A. C. T., et al. \u201cThe Role of the Therapeutic Alliance on Pain Relief in Musculoskeletal Rehabilitation: A Systematic Review.\u201d\u00a0Physiotherapy Theory and Practice<\/em>, vol. 34, no. 12, pp. 901\u2013915.\u00a0EBSCOhost<\/em>, doi:10.1080\/09593985.2018.1431343. Accessed 25 Feb. 2021.<\/p>\n

Wolden, M., et al. \u201cChanges in Perceived Self-Efficacy of Physical Therapist Students Following a Pediatric Experiential Learning Opportunity.\u201d\u00a0Pediatric Physical Therapy<\/em>, vol. 31, no. 1, pp. 115\u2013120.\u00a0EBSCOhost<\/em>, doi:10.1097\/PEP.0000000000000550. Accessed 25 Feb. 2021.<\/p>\n","protected":false},"author":253,"menu_order":8,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":["anonenglish102"],"pb_section_license":""},"chapter-type":[],"contributor":[68],"license":[],"class_list":["post-437","chapter","type-chapter","status-publish","hentry","contributor-anonenglish102"],"part":42,"_links":{"self":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/chapters\/437","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/wp\/v2\/users\/253"}],"version-history":[{"count":2,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/chapters\/437\/revisions"}],"predecessor-version":[{"id":439,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/chapters\/437\/revisions\/439"}],"part":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/parts\/42"}],"metadata":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/chapters\/437\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/wp\/v2\/media?parent=437"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/chapter-type?post=437"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/wp\/v2\/contributor?post=437"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/wp\/v2\/license?post=437"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}