scholarly journals New-graduate physiotherapists’ self-efficacy and preparedness for patient education practice: A mixed methods study

2020 ◽  
Vol 21 (3) ◽  
pp. 44-64
Author(s):  
Sarah Wilesmith ◽  
Andrew Lao ◽  
Roma Forbes
Keyword(s):  
Mixed Methods ◽  
Patient Education ◽  
Self Efficacy ◽  
Professional Training ◽  
Practical Experience ◽  
Structured Interviews ◽  
Education Practice ◽  
New Graduates ◽  
New Graduate ◽  
Perceived Preparedness

Introduction: Patient education is a fundamental component of effective physiotherapypractice. Current literature suggests that physiotherapists may not be adequately prepared for patient education practice; however, perception of graduate preparedness for professional practice has not been explored. This study aimed to investigate newgraduate physiotherapists’ self-efficacy for practising patient education and explore their perceived preparedness for transitioning into this professional role.Methods: This study utilised a sequential mixed-methods design. New-graduate physiotherapists completed the Patient Education Self Efficacy Scale at the conclusion of their pre-professional training (n = 149). Following entry to the workforce, a randomised sample of 15 of these individuals participated in semi-structured interviews exploring perceptions and experiences of practising patient education. Interview data were subject to framework analysis.Results: Highest scoring self-efficacy items were: understanding the role of patient education and questioning to seek the patient’s perceptions and concerns about their condition. The lowest scoring item was: recognising and effectively managing barriers to effective education. Five themes emerged: (1) patient education is a powerful tool, (2) individualised education is highly valued, (3) decreased confidence when facing complexity, (4) overcoming patient-related barriers is challenging and (5) practical experience is critical for skill development.Conclusion: New-graduate physiotherapists demonstrated high self-efficacy and perceived preparedness in most aspects of patient education. Interview findings corroborated survey results indicating that new graduates perceive difficulty in managing barriers to patient education and are challenged when facing complex situations. Direct experience was perceived as the most beneficial for enhancing self-efficacy and preparedness for patient education.

Principles That Underpin Effective School-Based Drug Education

2002 ◽  
Vol 32 (4) ◽  
pp. 363-386 ◽  
Author(s):  
Richard Midford ◽  
Geoffrey Munro ◽  
Nyanda McBride ◽  
Pamela Snow ◽  
Ursula Ladzinski
Keyword(s):  
Classroom Teacher ◽  
Developmentally Appropriate ◽  
Skills Training ◽  
Practical Experience ◽  
Drug Education ◽  
Harm Minimization ◽  
Structured Interviews ◽  
Effective School ◽  
Education Practice ◽  
School Based

This study identifies the conceptual underpinnings of effective school-based drug education practice in light of contemporary research evidence and the practical experience of a broad range of drug education stakeholders. The research involved a review of the literature, a national survey of 210 Australian teachers and others involved in drug education, and structured interviews with 22 key Australian drug education policy stakeholders. The findings from this research have been distilled and presented as a list of 16 principles that underpin effective drug education. In broad terms, drug education should be evidence-based, developmentally appropriate, sequential, and contextual. Programs should be initiated before drug use commences. Strategies should be linked to goals and should incorporate harm minimization. Teaching should be interactive and use peer leaders. The role of the classroom teacher is central. Certain program content is important, as is social and resistance skills training. Community values, the social context of use, and the nature of drug harm have to be addressed. Coverage needs to be adequate and supported by follow-up. It is envisaged that these principles will provide all those involved in the drug education field with a set of up-to-date, research-based guidelines against which to reference decisions on program design, selection, implementation, and evaluation.

scholarly journals A mixed-methods pilot study to evaluate a collaborative anaesthetic and surgical training package for emergency surgical cricothyroidotomy

2019 ◽  
Vol 47 (4) ◽  
pp. 357-367 ◽  
Author(s):  
Richard J Berwick ◽  
William Gauntlett ◽  
Sergio A Silverio ◽  
Hilary Wallace ◽  
Simon Mercer ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Pilot Study ◽  
Self Efficacy ◽  
High Fidelity ◽  
Surgical Experience ◽  
Structured Interviews ◽  
Educational Training ◽  
Framework Analysis ◽  
Training Package ◽  
Fear And Anxiety

In a ‘can’t intubate, can’t oxygenate’ scenario, success of emergency front-of-neck access is dependent upon a clinician’s skill, competence and confidence to initiate the procedure. Surgical cricothyroidotomy is an important airway skill, as it can be employed as both the primary method of emergency front-of-neck access or as a rescue approach if a needle technique should fail. We designed a collaborative surgical and anaesthetic training package to address perceived anaesthetic reluctance to perform surgical cricothyroidotomy and undertook a pilot study of the package using a mixed-methods approach. The package consisted of three elements: theory teaching, surgical experience and repeated high-fidelity simulation. Ten anaesthetic trainees were trained using the package. Training comprised face-to-face tuition on the 2015 Difficult Airway Society guidelines, the Vortex cognitive aid, manikin-based surgical cricothyroidotomy instruction and surgical experience gained from an elective surgical tracheostomy. A standardised, high-fidelity in situ ‘can’t intubate, can’t oxygenate’ simulation was used to assess performance at baseline and at two weeks and six months after training. Participants scored their self-efficacy, underwent qualitative semi-structured interviews and had their performance quantitatively assessed to evaluate this training. Six months following training, participants’ performance had improved. They reported significantly increased self-efficacy and demonstrated significantly reduced deliberation time to initiate surgical cricothyroidotomy in the simulated ‘can’t intubate, can’t oxygenate’ emergency. Thematic framework analysis of interview transcripts revealed that reluctance to perform surgical cricothyroidotomy was related to fear and anxiety in regard to performing the procedure. These results support wider adoption of collaborative educational training packages, including hands-on surgical teaching, to improve trainees’ efficacy and confidence with surgical cricothyroidotomy and front-of-neck access in an emergency ‘can’t intubate, can’t oxygenate’ scenario.

scholarly journals A mixed-methods longitudinal evaluation of a one-day mental health wellness intervention

2016 ◽  
Vol 76 (2) ◽  
pp. 244-256 ◽  
Author(s):  
Louise Doyle ◽  
Jan de Vries ◽  
Agnes Higgins ◽  
Brian Keogh ◽  
Padraig McBennett ◽  
...  
Keyword(s):  
Mental Health ◽  
Mixed Methods ◽  
Self Efficacy ◽  
Positive Impact ◽  
Structured Interviews ◽  
Mixed Methods Approach ◽  
Perceived Impact ◽  
The Republic ◽  
Wellness Intervention ◽  
The Impact

Objectives: This study evaluated the impact of a one-day mental health Wellness Workshop on participants’ mental health and attitudes towards mental health. Design: Convergent, longitudinal mixed-methods approach. Setting: The study evaluated Wellness Workshops which took place throughout the Republic of Ireland. Method: Questionnaires measuring hope, mental health self-efficacy, attitudes towards mental health and perceived impact on wellbeing were administered to participants before the workshop ( n = 415), 1 week after ( n = 221) and 3 months after ( n = 110). Semi-structured interviews were carried out with 24 participants to generate a more in-depth understanding of the impact of the workshop. Results: Quantitative findings relating to hope, mental health self-efficacy and attitudes towards mental health did not identify statistically significant changes; however, participants’ perceptions of the effect of the workshop on wellbeing suggested a positive impact which was maintained over time. Qualitative findings, however, suggested that hope and self-efficacy were improved and the simplicity and utility of the wellness strategies disseminated in the workshop, in addition to the warmth and openness of the narrative approach used by the facilitators, were central to the perceived positive impact. Conclusion: This evaluation demonstrates the potential for wellness interventions to have a subjective improvement in wellbeing in members of the general public.

Part 2: New Graduate Nurse Transition Into the Intensive Care Unit: Summative Insights From a Longitudinal Mixed-Methods Study

2021 ◽  
pp. RTNP-D-21-00014
Author(s):  
Michelle Lalonde ◽  
Cheryl Anne Smith ◽  
Sandra Wong ◽  
Jamie Anne Bentz ◽  
Brandi Vanderspank-Wright
Keyword(s):  
Critical Care ◽  
Intensive Care ◽  
Mixed Methods ◽  
Work Environment ◽  
Qualitative Interviews ◽  
Graduate Nurses ◽  
New Graduate Nurses ◽  
Convenience Sample ◽  
New Graduates ◽  
New Graduate

Background and PurposeTo address the nursing shortage, it is increasingly common for hospitals to hire new graduate nurses into intensive care units (ICU). New graduates in intensive care likely experience needs beyond those of their peers outside of critical care contexts. Yet, relatively little is known about the experiences of this unique population. The purpose of this study was to explore the transition experience of a cohort of new graduate nurses in the ICU over a 2-year period.MethodsA longitudinal mixed-methods convergent design using a purposive and convenience sample of new graduate nurses working in an ICU. Surveys were administered and in-depth qualitative interviews were conducted at four points in time over a 2-year period.ResultsParticipants identified a number of skills that remained difficult, as well as less comfort in performing a number of nursing interventions, over the four time points. In addition, they highlighted a decline in their perception of receiving encouragement and feedback from their manager. Participants identified that a lack of confidence was a barrier to transition and that improved orientation and work environment could further support them in their journey. Certain aspects of their work environment, such as peer support, were identified as most satisfying, whereas the environment and system were least satisfying.Implications for PracticeThe results provide a greater understanding of the transition experienced by new graduate nurses in the ICU. In addition, the results may provide the ICU leadership team with potential areas to further support the transition of new graduates within this critical care environment.

scholarly journals Mentorship and workplace support needs of new graduate physiotherapists in rural and remote settings: A qualitative study

2021 ◽  
Vol 22 (1) ◽  
pp. 15-32
Author(s):  
Romany Anne Martin ◽  
Allison Mandrusiak ◽  
Andric Lu ◽  
Roma Forbes
Keyword(s):  
Clinical Practice ◽  
Qualitative Study ◽  
Analytical Approach ◽  
Support Needs ◽  
Rural And Remote ◽  
Structured Interviews ◽  
Remote Areas ◽  
New Graduates ◽  
New Graduate ◽  
Rural And Remote Areas

Introduction: New graduate physiotherapists working in rural and remote Australia must develop unique skills to work in this setting, while at the same time managing the difficulties typically faced by novice practitioners entering the workforce. Workplace mentorship is commonly used to facilitate this transition, yet little is known about new graduate physiotherapists’ needs in rural and remote settings. This study aimed to explore workplace mentorship in rural and remote Australia from the perspective of new graduate physiotherapists and investigate what new graduates feel they need from mentorship that is specific to rural and remote settings.Methods: A qualitative study with a thematic analytical approach was used. Semi-structured interviews of 12 new graduate physiotherapists working in rural and remote settings were undertaken within the graduates’ first 8 to 10 months of clinical practice. Interviews were audio-recorded between August and November 2019.Results: Three key themes were constructed during the analysis: 1) Mentorship is best when it is frequent and consistent, 2) Initiating mentorship can be challenging and 3) Mentorship needs to be accessible and individualised.Conclusion: There are challenges to mentorship of new graduate physiotherapists in rural and remote areas, including infrequency of mentorship, limited access to mentors and reluctance to request support. Whilst new graduate physiotherapists desire mentorship that is accessible, individualised and, ultimately, similar to what they perceive they would receive in the metropolitan setting, they acknowledge that to suit rural and remote localities, the delivery must be flexible. Mentorship is considered critical to support new graduates entering rural and remote settings.

scholarly journals Professional training of doctors: opinions of experts on problems of the educational process (part 2)

POPULATION ◽  
2021 ◽  
Vol 24 (1) ◽  
pp. 54-65
Author(s):  
Olga Aleksandrova ◽  
Aziza Yarasheva ◽  
Yulia Nenakhova
Keyword(s):  
Medical Education ◽  
Professional Training ◽  
Medical Personnel ◽  
Practical Experience ◽  
Educational Process ◽  
Academic Disciplines ◽  
Technical Equipment ◽  
Structured Interviews ◽  
National Project

Among the key goals of the National Project «Healthcare» is provision of state (municipal) medical organizations with qualified medical personnel. This issue has become especially acute in the context of the unfolding fight against the new coronavirus infection. The achievement of the targets set in the National Project largely depends on the quality of training of medical personnel. Meanwhile, noticeable changes have been taking place in the system of medical education in recent years: in the regulatory and legal framework of medical and educational activities, technical equipment and conditions of economic activity of universities, etc. The changing socio-economic context leaves an imprint both on those entering universities, their motivation, and those who train future doctors. The second part of the article continues the presentation of the results of the study «Development of human resources in the capital's health care» carried out in 2019, which concerns both the quantitative aspects of the staffing of medical organizations subordinate to the city, and the quality of medical personnel related to their professional training. Information about the quality of graduates of medical universities and the factors determining it was obtained through a series of in-depth structured interviews with experts, who were representatives of the capital's medical universities and chief doctors of medical institutions. During the survey, the experts expressed their opinion on the organization and content of the educational process, as well as on the problems related to introduction of professional standards, changes in educational programs, emergence of new academic disciplines, technical equipment (including simulators) of educational institutions. Analysis of the expert opinions testifies to the ambiguity of the situation in Russian medical education. It reveals the need for additional study of the issues of expediency of availability, volume (in hours) and distribution of academic disciplines by stages of the educational cycle in medical universities. A serious negative aspect, highlighted by the experts, is still the low level of practical experience, the lack of which sharply reduces the quality of medical education in general.

scholarly journals Contributions of Service-Learning on PETE Students’ Effective Personality: A Mixed Methods Research

2020 ◽  
Vol 17 (23) ◽  
pp. 8756
Author(s):  
Oscar Chiva-Bartoll ◽  
Antonio Baena-Extremera ◽  
David Hortiguela-Alcalá ◽  
Pedro Jesús Ruiz-Montero
Keyword(s):  
Mixed Methods ◽  
Service Learning ◽  
Self Efficacy ◽  
Design Patterns ◽  
Mixed Methods Research ◽  
Self Esteem ◽  
Control Group ◽  
Social Self ◽  
Structured Interviews ◽  
Experimental Group

Service-learning (SL) is a pedagogical model focused on achieving curricular goals while providing a community service. Previous research suggests that SL might promote qualities such as self-esteem, motivation, problem-focused coping, decision-making, empathy, and communication, which are associated with a psychological construct known as students’ Effective Personality (EP). These studies, however, did not specifically analyse the direct effects of SL on this construct. The aim of this study is to explicitly analyse the effect of SL on Physical Education Teacher Education (PETE) students’ EP using a mixed methods approach. The quantitative part of the approach followed a quasi-experimental design using the validated “Effective Personality Questionnaire for University Students”, which includes four dimensions: “Academic self-efficacy”, “Social self-realisation”, “Self-esteem”, and “Resolutive self-efficacy”. A non-probabilistic sampling on a total of 181 PETE students was then carried out, with 98 participating in the experimental group (42 male, 56 female), and 83 in the control group (34 male, 49 female). The comparisons revealed significant improvements in the experimental group, especially in the social self-realisation and resolutive self-efficacy dimensions. These findings were complemented by a qualitative analysis of 12 students’ semi-structured interviews. In conclusion, the study reported a positive influence of SL on the PETE students’ EP, providing valuable design patterns for future SL implementations.

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