Implementation of a new model of clinical education for regional occupational therapy student clinical placements

2017 ◽  
Vol 41 (5) ◽  
pp. 546 ◽  
Author(s):  
Linda Furness ◽  
Alison C. Pighills ◽  
Wendy Ducat ◽  
Anna Tynan
Keyword(s):  
Occupational Therapy ◽  
Service Delivery ◽  
Clinical Education ◽  
Allied Health ◽  
Teaching Method ◽  
Patient Flow ◽  
Implementation Process ◽  
Clinical Placements ◽  
New Ways Of Working ◽  
Student Education

Expansion of occupational therapy education programs has resulted in increased student numbers and demand on clinicians to host clinical placements while also maintaining the delivery of high-quality, safe clinical services to patients. Much of the research about innovative placement models, including student contributions to service delivery, has been conducted in metropolitan areas. Therefore, there is a need to develop models that are suited to regional settings that face diversity of caseload, more generalised occupational therapy roles and variations in patient flow. The aim of the present study was to describe the initial application of the Calderdale Framework in student education in a regional context and look at lessons learnt. The Calderdale Framework provided a structured, clinically governed process whereby occupational therapists were able to determine which tasks could be allocated to students and provided a framework to support student training and competency development. The Calderdale Framework has been used successfully to implement allied health models involving professional skill sharing and delegation of tasks to allied health assistants, but it has not been used in clinical education. Pilot implementation of the Calderdale Framework showed that the model supports quality and safety of student-provided occupational therapy services and that the teaching method provides a platform for student skill development. These results warrant further investigation and are potentially transferrable to student education in other health professions. What is known about the topic? The Calderdale Framework provides a systematic method for reviewing skill mix, developing new roles, identifying new ways of working and facilitating service redesign in healthcare environments. It provides a structure for service and task analysis with a focus on developing clinical competencies, but has not been used in clinical education. What does this paper add? This paper provides an overview of implementation process, challenges and strategies used in the application of the Calderdale Framework in clinical education. What are the implications for practitioners? The Calderdale Framework provides a framework with tools and resources which can be applied to support student learning and student-provided service delivery on clinical placements. Further investigation of the application of the Calderdale Framework in pre-entry student placements is warranted.

scholarly journals Exploring Clinical Educator and Student Perspectives on the Implementation of the Calderdale Framework as a Model of Occupational Therapy Clinical Education in Australia: a Pilot Study

2018 ◽  
Author(s):  
Linda Furness ◽  
Anna Tynan ◽  
Alison Pighills
Keyword(s):  
Pilot Study ◽  
Health Service ◽  
Occupational Therapy ◽  
Service Delivery ◽  
Clinical Education ◽  
Student Perspectives ◽  
Inpatient Ward ◽  
New Ways Of Working ◽  
Task Instructions ◽  
Clinical Educator

Purpose: This paper describes the exploration of clinical educator and student perspectives on the implementation of the Calderdale Framework (CF) as a model for pre-entry occupational therapy clinical placement. Setting: The study was undertaken within a regional health service in Queensland, Australia. The orthopaedic inpatient ward at the regional hospital and mixed inpatient and outpatient community based caseloads in rural hospitals were the focus of this study. Methods: The Calderdale Framework is a seven stage process which involves: engaging staff with the framework; identifying which clinical tasks are carried out within the service; analysing which tasks can be allocated to students; setting up supervision systems; developing Clinical Task Instructions (CTIs); providing competency training and assessment; and developing organisational systems to sustain the new ways of working. In the first week of placement, students were ‘taught’ background and theoretical information for nine Clinical Task Instructions. In the remainder of their placement they achieved competence in these tasks and implemented clinical interventions with patients. Results: Separate focus groups and in-depth interviews were used to explore clinical educator and student opinions about their experience of the application of the Calderdale Framework in clinical education. Five themes emerged from the data analysis: experience of new model; adjustment to change in approach to the placement model; impact of the Calderdale Framework Clinical Task Instructions; impact of the Calderdale Framework learning model on student confidence and impact of the Calderdale Framework placement model on service delivery. Conclusion: In this pilot study, the application of the Calderdale Framework in clinical education was supported by both clinical educators and students as a model that supported student learning and safe contribution to patient service delivery. The time invested in planning, resource development and implementing this application of the Calderdale Framework in clinical education has resulted in a model which can continue to be implemented within our health service and could be applied to other professions or replicated elsewhere.

scholarly journals Pre-entry student clinical placement demand: can it be met?

2015 ◽  
Vol 39 (5) ◽  
pp. 577 ◽  
Author(s):  
Liza-Jane McBride ◽  
Cate Fitzgerald ◽  
Laura Morrison ◽  
Julie Hulcombe
Keyword(s):  
Public Health ◽  
Health Services ◽  
Clinical Education ◽  
Allied Health ◽  
Clinical Placement ◽  
Full Time ◽  
Public Health Services ◽  
Workload Management ◽  
Clinical Placements ◽  
Quality Review

Objectives The Clinical Education Workload Management Initiative (the Initiative) is a unique, multiprofessional, jurisdiction-wide approach and reform process enshrined within an industrial agreement. The Initiative enabled significant investment in allied health clinical education across Queensland public health services to address the workload associated with providing pre-entry clinical placements. This paper describes the outcomes of a quality review activity to measure the impact of the Initiative on placement capacity and workload management for five allied health professions. Data related to several key factors impacting on placement supply and demand in addition to qualitative perspectives from workforce surveys are reported. Methods Data from a range of quality review actions including collated placement activity data, and workforce and student cohort statistics were appraised. Stakeholder perspectives reported in surveys were analysed for emerging themes. Results Placement offers showed an upward trend in the context of increased university program and student numbers and in contrast with a downward trend in full-time equivalent (FTE) staff numbers. Initiative-funded positions were identified as a major factor in individual practitioners taking more students, and staff and managers valued the Initiative-funded positions’ support before and during placements, in the coordination of placements, and in building partnerships with universities. Conclusions The Initiative enabled a co-ordinated response to meeting placement demand and enhanced collaborations between the health and education sectors. Sustaining pre-entry student placement provision remains a challenge for the future. What is known about the topic? The literature clearly identifies factors impacting on increasing demand for clinical placements and a range of strategies to increase clinical placement capacity. However, reported initiatives have mostly been ad hoc or reactive responses, often isolated within services or professions. What does this paper add? This paper describes implementation of a clinical placement capacity building initiative within public sector health services developed from a unique opportunity to provide funding through an industrial agreement. The Initiative aimed to address the workload associated with clinical education of pre-entry students and new graduates. What are the implications for practitioners? This paper demonstrates that systematic commitment to, and funding of, clinical education across a jurisdiction’s public health services is able to increase placement capacity, even when staffing numbers are in decline.

Capricornia Allied Health Partnership (CAHP): a case study of an innovative model of care addressing chronic disease through a regional student-assisted clinic

2014 ◽  
Vol 38 (5) ◽  
pp. 483 ◽  
Author(s):  
Kerrie-anne Frakes ◽  
Sharon Brownie ◽  
Lauren Davies ◽  
Janelle B. Thomas ◽  
Mary-Ellen Miller ◽  
...  
Keyword(s):  
Chronic Disease ◽  
Service Delivery ◽  
Allied Health ◽  
Clinical Placement ◽  
Model Of Care ◽  
Future Health ◽  
Clinical Model ◽  
Clinical Placements ◽  
Health Partnership

Faced with significant health and workforce challenges, the Central Queensland Hospital and Health Service commenced an innovative student-assisted clinical model of care ‐ The Capricornia Allied Health Partnership (CAHP) in 2010. The clinic supports pre-entry allied health student clinical placements to: (1) address service delivery gaps for previously underserved people with chronic disease; (2) facilitate hospital avoidance and early discharge from the local hospital; (3) provide an attractive clinical placement opportunity for allied health students that will potentially lead to future recruitment success, and (4) demonstrate leadership in developing interprofessional skills of future health workforce trainees. This case study details the conceptual background of the initial model, the key features of the clinical placement and service delivery model, and discusses the current and future evaluation of the clinic.

scholarly journals Role Emerging Placements in Undergraduate Occupational Therapy Training: A Case Study

2017 ◽  
Author(s):  
Martin FitzGerald ◽  
Abigail Smith ◽  
Nazman Rehman ◽  
Michelle Taylor
Keyword(s):  
Occupational Therapy ◽  
Service Delivery ◽  
Workforce Development ◽  
Clinical Skills ◽  
Recipient Site ◽  
New Ways Of Working ◽  
Education Group ◽  
Therapy Training ◽  
Assessment And Treatment

Purpose: Role-emerging placements in occupational therapy training are contributing to professional and workforce development because of their strong occupational focus and placement of students in emerging practice. This manuscript explores how one role-emerging placement challenged and developed student theoretical and clinical skills, presented new ways of working at the recipient site, and enhanced service delivery. Methods: The background to role-emerging placements in occupational therapy is explored through the use of a case study which reflects on and analyses how the assessment and treatment of occupation enhanced service delivery at a local, non-traditional site. Eight students in England developed and ran a psycho-education group to support the occupational needs of female service users who have experienced domestic abuse. Results There was an overall increase in self-esteem scores and an expressed increase in knowledge and understanding by participants. Students reported developing a deeper understanding of occupation, and the hosts identified the student’s clinical skills as unique contributors to service delivery. Conclusion: By focusing on occupation, role-emerging placements draw on the roots of the profession and anchor its future to the theoretical foundations of its past. However, in order to employ occupational therapists, these organisations need to understand what the occupational therapy profession can offer them.

Project-based learning for physiotherapy clinical education quality and capacity

2020 ◽  
Author(s):  
Roma Forbes ◽  
Romany Martin
Keyword(s):  
Service Delivery ◽  
Student Learning ◽  
Clinical Education ◽  
Project Based Learning ◽  
Education Quality ◽  
Clinical Placement ◽  
Learning Needs ◽  
Clinical Placements ◽  
Physiotherapy Student ◽  
Adaptive Models

Background: Increasing, supporting and sustaining the capacity for physiotherapy student placements is a priority for universities and the physiotherapy workforce. The interruption, and in some cases, cancellation of placements as a result of Covid-19 has provided an added impetus to consider the use of flexible and adaptive models to meet student learning needs and support new and existing placement host organisations. Project-based learning provides an opportunity to supplement clinical placements through student-led activities that are mutually beneficial for student learning and service delivery needs of the host organisation. Aim: This paper outlines the pedagogical underpinnings of project-based learning and provides tangible examples of activities that have been adopted within physiotherapy host organisations to support clinical placement quality and capacity. Discussion: Clinical placement host organisations require flexible, student-centred approaches to supporting clinical placement efforts during 2020 and beyond. Project-based learning has the potential to be adapted across settings to support student learning and host organisation services and their stakeholders. Universities should aim to encourage and support partnerships between host organisations and their students to adopt, evaluate and sustain project-based learning across physiotherapy settings.

scholarly journals Words in action: Examining what clinical education placement documents contribute to thinking, acting and feeling like a health professional

2020 ◽  
Vol 21 (2) ◽  
pp. 17-31
Author(s):  
Linda Furness ◽  
Anna Tynan ◽  
Jenny Ostini
Keyword(s):  
Health Professional ◽  
Professional Identity ◽  
Clinical Education ◽  
Allied Health ◽  
Academic Staff ◽  
Clinical Placement ◽  
Transition To Practice ◽  
Clinical Placements ◽  
Allied Health Students ◽  
The Impact

Introduction: Clinical placements are critical for student learning and transition to practice. They help students integrate their knowledge and skills and support their development of professional identity—so they come to “think, act and feel” like a member of their profession. Students have reported that placements play a role in development of professional identity. Documents are frequently the first contact students have with the placement setting. However, there are few studies examining the impact of clinical placement documents on the development of allied health students’ professional identity. This study examines what clinical placement documents contribute to the development of professional identity through facilitating thinking, feeling and acting like a health professional.Methods: Thematic analysis of clinical education placement documents was conducted using a deductive framework based on review of literature considering how students can be supported to think, act and feel like a health professional.Results: Thirteen placement orientation documents were reviewed. Reference to factors that support “thinking” described learning opportunities to enable students to develop knowledge for practice. Reference to factors that support “acting” described graded learning that enables student contribution to service delivery and recognition as a health professional, and reference to factors that support “feeling” described workplace culture and practices supporting connectedness.Conclusions: This study identified that placement documents can contribute to allied health students thinking, acting and feeling like a health professional while on clinical placement. Academic staff and organisations reviewing clinical placement documents may wish to consider the implications identified in this study, which demonstrate how documents can include or exclude students in the workplace.

Physiotherapy Students’ Performance in Clinical Education: An Analysis of 1 Year of Canadian Cross-Sectional Data

2021 ◽  
pp. e20200018
Author(s):  
Sarah Wojkowski ◽  
Kathleen E. Norman ◽  
Paul Stratford ◽  
Brenda Mori
Keyword(s):  
Clinical Education ◽  
Clinical Performance ◽  
Mixed Effects ◽  
Cross Sectional ◽  
Clinical Placements ◽  
Entry Level ◽  
Typical Performance ◽  
Performance Profiles ◽  
Assessment Of Clinical Performance ◽  
Physiotherapy Students

Purpose: This research examines 1 year of cross-sectional, Canada-wide ratings from clinical instructors using the Canadian Physiotherapy Assessment of Clinical Performance (ACP) and analyzes the performance profiles of physiotherapy students’ performance ratings over the course of their entry-to-practice clinical placements. Method: Canadian physiotherapy programmes that use the ACP were invited to submit anonymized, cross-sectional data for placements completed during 2018. Descriptive analyses and summary statistics were completed. Mixed-effects modelling was used to create typical performance profiles for each evaluation criterion in the ACP. Stepwise ordered logistic regression was also completed. Results: Ten programmes contributed data on 3,290 placements. Profiles were generated for each ACP evaluative item by means of mixed-effects modelling; three profiles are presented. In all cases, the predicted typical performance by the end of 24 months of study was approximately the rating corresponding to entry level. Subtle differences among profiles were identified, including the rate at which a student may be predicted to receive a rating of “entry level.” Conclusions: This analysis identified that, in 2018, the majority of Canadian physiotherapy students were successful on clinical placements and typically achieved a rating of “entry level” on ACP items at the end of 24 months.

Telehealth in Psychiatric Nursing Education: Lessons From the Field

2018 ◽  
Vol 25 (4) ◽  
pp. 266-271 ◽  
Author(s):  
R. Lee Tyson ◽  
Susan Brammer ◽  
Diana McIntosh
Keyword(s):  
Mental Health ◽  
Nursing Education ◽  
Nurse Practitioners ◽  
Nurse Practitioner ◽  
Clinical Education ◽  
Best Practice ◽  
Future Research ◽  
Clinical Placements ◽  
College Of Nursing ◽  
Clinical Internship

BACKGROUND: This article summarizes the experiences that a Midwest college of nursing had when telepsychiatry was introduced for psychiatric-mental health post-master’s nurse practitioner students to use in a clinical internship. AIMS: Implications for nurse practitioner educators will be identified, and recommendations for future research will be explored. METHOD: Described are the following: (1) policies and procedures the institution considered, (2) challenges that were encountered by faculty and students, and (3) strategies and limitations of these strategies defining best practice, what didactic content should be taught, and how clinical placements needed to be structured. RESULTS: Implications for nurse practitioner educators, practice, and research are identified. CONCLUSIONS: It is clear that telepsychiatry has an important role in the clinical education of psychiatric-mental health nurse practitioners. It is working well as a clinical internship option. The college of nursing is continuing to examine and address issues and is looking forward to enhancing the telepsychiatry experiences for students in the future.

scholarly journals COMPREHENSIVE MEDICATION MANAGEMENT SERVICES IN A BRAZILIAN SPECIALITY PHARMACY: A QUALITATIVE ASSESSMENT

2017 ◽  
Vol 9 (3) ◽  
pp. 227 ◽  
Author(s):  
Kirla Barbosa Detoni ◽  
Mariana Martins Gonzaga Do Nascimento ◽  
Isabela Viana Oliveira ◽  
Mateus Rodrigues Alves ◽  
Manoel Machuca GonzÁles ◽  
...  
Keyword(s):  
Participant Observation ◽  
Patient Flow ◽  
Medication Management ◽  
Implementation Process ◽  
Ethnographic Study ◽  
Qualitative Assessment ◽  
Healthcare Team ◽  
Structured Interviews ◽  
Eligibility Criteria ◽  
Manager Support

Objective: To understand and describe the implementation process of a comprehensive medication management (CMM) service in a public speciality pharmacy in Brazil.Methods: Ethnographic study conducted over 17 mo (September 2014 to February 2016) in a public speciality pharmacy. Semi-structured interviews were conducted with twelve participants. Notes on field journals, resulting from participant observation conducted by the two pharmacists directly responsible for the service implementation, were also used as a source of data.Results: Ten important conditions to improve the success of CMM service implementation were identified: manager support; evaluation of physical and material resources; evaluation of human resources practitioners’ characteristics and knowledge about the theoretical framework of CMM services; time dedicated to CMM services; redefining the work process; defining patient eligibility criteria to CMM service; defining patient flow to CMM service; communication with healthcare team; integration with the staff; and marketing the service internally.Conclusion: The results unveiled by this article can be used by pharmacists and managers as a tool to optimize the implementation of CMM services in different healthcare settings. These conditions do not consist the only aspects necessary to ensure the success of the service; however, they can contribute to optimize the implementation process of the practice

scholarly journals Incorporating Evidence in Clinical Education; Barriers and Opportunities in Allied Health

2011 ◽  
Author(s):  
Clare Delany ◽  
Andrea Bailocerkowski
Keyword(s):  
Clinical Education ◽  
Professional Education ◽  
Self Efficacy ◽  
Allied Health ◽  
Research Evidence ◽  
Hospital Setting ◽  
Organizational Factors ◽  
Data Uncertainty ◽  
Evidence Based ◽  
Clinical Educators

Clinical education is a key component of health professional education. Clinical educators, like clinicians, are increasingly expected to access and apply evidence from clinical education theories to inform their teaching methods and approaches. Purpose: This study evaluated personal and organizational factors that influenced the ability to access and apply clinical education research evidence into clinical teaching in a group of allied health practitioners at one large metropolitan hospital in Melbourne, Australia. Method: A Cross-sectional survey based on a previously published survey of clinical physiotherapists was custom-designed to examine the factors that influence evidence based practices (EBP) of a range of allied health clinicians working as clinical educators in the hospital setting. Results: The majority of respondents were aware of the importance of evidence-based practice to their work as clinical educators. However, their positive beliefs about the value of EBP were moderated by four inhibiting factors: moderate levels of self-efficacy in accessing and applying clinical education evidence; low levels of self-efficacy in interpreting research data; uncertainty with respect to who is responsible for searching, and critically appraising research evidence; and lack of time and organisational priority for such activities. Conclusions: These results highlight a combination of factors, both intrinsic (skills of the educator) and extrinsic (organisational), that impact on the effective application and integration of evidence from the literature to inform clinical education practices. They also provide directions for increasing the use of EBP for clinical educators, including creating clinical education and workplace cultures that value and promote critical appraisal of EBP in everyday clinical education practice and the need for ongoing professional development opportunities in EBP.

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