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Keeping going, why osteopaths of retiring age still practice – a qualitative study

100%

Hamilton F., Ponto M.

Progress in Health Sciences

2014

vol. 4

issue 1

165-171

Introduction: Osteopathy is a manual healthcare practice which has its roots in alternative and complementary medicine. The last thirty years have seen significant political, educational and professional developments in osteopathy in the UK. Against this changing landscape, perhaps it is not surprising that only 8% of the profession are over 60. However to take Antonovsky’s salutogenic approach , the question is not so much why most osteopaths retire, but why some do not. Purpose: To explore the perceptions and experiences of a group of osteopaths who remain in practice past state retirement age. Materials and methods: Semi-structured interviews were conducted with seven mature osteopaths. An interpretive phenomenological approach was used to analyse the data. A brief validated personality questionnaire was also completed to derive trait characteristics of the group. Results: Four themes emerged, with Finance and Health represented thus supporting existing literature. Career as a theme was strongly evident, with sub-themes of autonomy, generativity, helping others, success, relationships and regulation also apparent. The last theme Self, incorporated identity, interests, personal relationships and perceptions of work and retirement. Personality profiles were in line with those expected of contented employees and longevity, but at odds with the osteopathic profession as a whole. Conclusion: Making sense of ‘not retiring’ is completely coherent for mature osteopaths who enjoy career satisfaction, good health, and high self-esteem. Whilst, for the most part, they have financial and social ‘buffers’ to cope with retirement, it is their choice to remain in work, beyond the retirement age.

Learning styles and Locus of control in undergraduate medical, nursing and physiotherapy students: a comparative study

81%

Ponto M., Ooms A., Cowieson F.

Progress in Health Sciences

2014

vol. 4

issue 1

172-178

Introduction: Locus of control is a personality variable which influences expectancies that people have in relation to everyday outcomes. The orientation on the Locus of control can be internal or external. People with internal orientation on locus of control attribute outcomes to their own control whereas those with external orientation tend to blame others for what happens to them. Internal orientation on locus of control has been found to correlate with attainment and general student satisfaction. Locus of control has been explored in health care related disciplines as well as in relation to learning characteristics, education in general and academic performance in particular. Purpose: To explore potential relationship between learning styles and Locus of control. To examine possible differences, in the learning styles and Locus of control orientation between Medical, Nursing and Physiotherapy undergraduate students. Materials and methods: A cross – sectional survey of undergraduate medical, physiotherapy and nursing students was conducted, at an English London university. The Learning Styles Inventory and Locus of Control Internal External Scale were administered to a purposive sample of students in their first year of study (n = 379). Results: The BSc Nursing students had the highest Locus of Control score (mean = 12.43, SD 4.164) and medical students the lowest (mean = 10.32, SD 4.034). Students who were carers had a lower mean Locus of Control score of 10.65, SD 3.713 as compared with students who were not carers, Locus of Control = 12.39, SD 4.108. Linear regressions showed statistical significance of different Kolb’s learning styles on the Locus of Control. KOLB-Abstract Conceptualisation (AC) had a statistically significant impact on Locus of Control (p=0.022). The dominant learning style of the nursing students in this study was assimilating (35%) and accommodating (26%). Conclusions: The findings from this study demonstrate that perhaps learning styles are not necessarily profession specific and that maybe the nursing students in this sample used more balancing styles which were influenced by the teaching methods and their curriculum. The implications for future research and educators are also discussed.

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2 Progress in Health Sciences

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Keeping going, why osteopaths of retiring age still practice – a qualitative study

Learning styles and Locus of control in undergraduate medical, nursing and physiotherapy students: a comparative study