scholarly journals Implementing dedicated education units in 6 European undergraduate nursing and midwifery students clinical placements

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Sara Pedregosa ◽  
Núria Fabrellas ◽  
Ester Risco ◽  
Mariana Pereira ◽  
Małgorzata Stefaniak ◽  
...  
Keyword(s):  
Clinical Education ◽  
Implementation Research ◽  
Clinical Placement ◽  
Healthcare Team ◽  
Implementation Barriers ◽  
Clinical Placements ◽  
Dedicated Education Unit ◽  
Undergraduate Nursing ◽  
Unit Model ◽  
Education Model

Abstract Background Undergraduate students’ clinical experience, working directly with patients and the healthcare team is essential to ensure students acquire the necessary competence for practice. There are differences in the quality of clinical environments and in students’ clinical placement experiences and not all clinical sites are optimal learning environments. The Dedicated Education Unit clinical education model allows students to develop the practical knowledge, skills and professionalism they will need as nurses/midwives. Methods We employed the Consolidated Framework for Implementation Research to identify and compare barriers and facilitators in the implementation of the Dedicated Education Unit in 6 European undergraduate nursing/midwifery student clinical placement settings and to describe the experience of nurses/midwives involved in the Dedicated Education Unit model implementation and evaluation. A pre-post implementation interpretive assessment was based on participants’ responses to the Consolidated Framework for Implementation Research construct questions. Results Although Dedicated Education Unit model implementation in our project was heterogeneous, no main implementation barriers were perceived. Qualitative data showed that educational-service collaboration, including a focus on mutual goals, organizational communication and networking, satisfaction of educational and healthcare professionals, and the establishment of a safe space for professional discussion and feedback, were considered facilitators. Conclusions This study describes the key elements guiding educational and healthcare stakeholders in Dedicated Education Unit implementation, engaging participants in the entire process, and offering other organizations the opportunity to consider the benefits of this clinical education model.

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.

scholarly journals Nursing Students’ Perceptions of the Dedicated Education Unit Model in 2 UAE Hospitals

2020 ◽  
Vol 3 (2) ◽  
pp. 61-69
Author(s):  
Rose Ann Hooper ◽  
Mohamad AlMekkawi ◽  
Gerald Williams ◽  
Belinda Thompson ◽  
Marlize Zeeman
Keyword(s):  
Nursing Students ◽  
Hospital Setting ◽  
Clinical Placement ◽  
Mixed Methods Design ◽  
Clinical Area ◽  
Dedicated Education Unit ◽  
Al Ain ◽  
Unit Model ◽  
Explanatory Mixed Methods ◽  
Support Students

Background: Initially developed in Australia, Dedicated Education Unit (DEU) is an innovative approach to support the growth and development of nursing students while on clinical placement in the hospital setting. With the increasing number of nursing students requiring clinical placement, nursing needed to explore further ways to support students and preceptors in the clinical area. Methods: The study followed a sequential explanatory mixed-methods design to investigate participants’ perceptions of the effectiveness of the DEU model in improving nursing students’ learning experiences. The DEU model was implemented in 2 Abu Dhabi Health Services Company (SEHA) hospitals in Al Ain City, and feedback was obtained from both students and their preceptors via survey and focus group sessions. Results: The study showed positive results with students feeling supported to learn new knowledge and skills by their preceptors. Preceptors reported that they were better able to facilitate student placements in an environment that supported learning. Conclusion: The introduction of the DEU model has supported increasing numbers of students in the clinical area and provided an improved environment for learning.

scholarly journals Undergraduate paramedic student experiences working in snow resort medical clinics: a non-traditional interprofessional clinical placement model

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Anthony Scott Devenish ◽  
Glenn Mckay ◽  
Davd Nicholas Long ◽  
Peter David Horrocks ◽  
Michael Smith
Keyword(s):  
Clinical Skills ◽  
Clinical Placement ◽  
Student Experiences ◽  
Healthcare Team ◽  
Professional Networks ◽  
Clinical Placements ◽  
Face To Face ◽  
Medical Clinics ◽  
Ethical Approval ◽  
Snow Sports

<p><strong>Abstract</strong></p><p>This study investigates the experiences of undergraduate paramedic students completing interprofessional clinical placements in snow sport injury clinics. Qualitative methods were used to investigate the experiences of participants (n=6) undertaking a non-traditional ambulance clinical placements as part of a multidisciplinary healthcare team.  Ethical approval was obtained through X University. Data were collected via one-on-one face-to-face interviews and analysed using holistic and focused coding. Results were divided into three main categories, namely pre-placement, intra-placement and post placement phases. As it was a new placement, student capabilities were not initially known by clinic staff. Nevertheless the workplace culture was inclusive and supportive, and paramedic skills were applicable in the clinic environment.  Despite the placement costs being excessive, participants viewed it as an investment in their future careers. Benefits of the placement included improved maturity levels, acquisition of professional networks, an understanding of interprofessional practice and an exposure to clinical skills not normally practiced on traditional ambulance placements. The interprofessional clinical placement appears to be a valid alternative to traditional ambulance placements. However, using this model to replace mainstream placements is problematic due to the costs involved, the limited number of spots available and the seasonal occurrence of snow sports. </p>

scholarly journals The Benefits and Challenges of One New Zealand Nursing Undergraduate Clinical Education Model: a Case Study

2021 ◽  
Author(s):  
◽  
Deborah Sims
Keyword(s):  
Nursing Students ◽  
Clinical Education ◽  
Tertiary Education ◽  
Structured Interviews ◽  
Study Approach ◽  
Undergraduate Nursing ◽  
Education Model ◽  
Contractual Obligations ◽  
The One

<p>This research project has utilised a case study approach to give ward managers a voice in the literature, by exploring and describing from their perspective the benefits and challenges of one particular nursing undergraduate clinical education model. The Tertiary Education Provider contracts the Health Provider to provide Clinical Nurse Educators (CNEs) to support second and third year undergraduate nursing students during their clinical experiences. The CNEs are seconded from their respective wards to meet the organisation’s contractual obligations. Data were gathered from two ward manager’s using semi-structured interviews. A thematic analysis using the ‘colour coding’ method as described by Roberts and Taylor (1999) was used to analyse the interview data. The findings elucidate the role of the undergraduate CNE, highlighting benefits such as the CNE being supernumerary to ward rosters and having time to teach, not only supervise students. CNEs are student-focused and easily accessible as they are based on site. The CNE was the one person who was ‘there’ for a student as a student’s preceptor can change shift-by-shift and day-by-day. One significant challenge which emerged was the replacement of ward staff, not only of senior nurses who can leave their wards for up to 12 weeks to undertake the CNE role but also that of the student’s preceptor if the student’s preceptor was on annual, sick or study leave. Other challenges such as the inability of ward managers to pre-book casual staff; preceptor work-loads; skill-mix issues and fluctuating fulltime equivalents (FTEs) are also discussed.</p>

Motivation and International Clinical Placements: Shifting Nursing Students to a Global Citizenship Perspective

2014 ◽  
Vol 11 (1) ◽  
pp. 75-82 ◽  
Author(s):  
Caroline A. Burgess ◽  
Sheryl Reimer-Kirkham ◽  
Barbara Astle
Keyword(s):  
Nursing Students ◽  
Low Income ◽  
Global Citizenship ◽  
Student Nurses ◽  
Clinical Placement ◽  
Clinical Placements ◽  
Global Issues ◽  
Low Income Country ◽  
Undergraduate Nursing ◽  
Nursing Curricula

AbstractNursing programs are increasingly offering international clinical experiences as part of nursing curricula. The purpose of this study was to understand what motivates student nurses to take part in these experiences. Related to motivation, student awareness of emerging nursing discourses on global citizenship was also examined. As part of a qualitative study, nine undergraduate nursing students were interviewed about their motivations for choosing a clinical placement to a low-income country. While students appeared to have a sincere desire to make a difference, closer examination of the data revealed that the majority approached their international clinical placement in ways that could be construed as paternalistic to some degree, rather than reflective of broader professional imperatives such as social justice. This finding suggests that additional education preparation may be needed prior to these experiences; global citizenship frameworks may be helpful in shifting perspectives towards a more critical enquiry of global issues.

scholarly journals Recognition for registered nurses supporting students on clinical placement: a grounded theory study

2020 ◽  
Vol 37 (3) ◽  
Author(s):  
Carina Anderson ◽  
Lorna Moxham ◽  
Marc Broadbent
Keyword(s):  
Grounded Theory ◽  
Nursing Students ◽  
Registered Nurses ◽  
Learning Opportunities ◽  
Clinical Placement ◽  
Theory Approach ◽  
Major Category ◽  
Additional Time ◽  
Clinical Placements ◽  
Undergraduate Nursing

Objective: This study examined registered nurses’ perspectives of being supportive of nursing students and providing them with learning opportunities when on clinical placements. Background: In Australia, as part of their three-year Bachelors degree, undergraduate nursing students undertake a minimum of 800 hours of clinical placement. During these clinical placement hours, nursing students are supervised by registered nurses who are required to be supportive of the students and provide them with learning opportunities. Study design and methods: This study used a grounded theory approach. In this qualitative study there were fifteen registered nurse participants. Thirteen participants were female participants and two were male. Participants were individually interviewed. Transcripts from these in–depth interviews were analysed using constant comparative analysis. Results: The major category, an added extra, emerged from this study. An added extra is about registered nurses’ perception that having a student is an added extra to their daily duties. The major category an added extra is informed by three emergent themes. The first theme was time, the second theme was workload and the third theme was wanting recognition. Discussion: Registered nurses perceived that their workloads tend not to be taken into consideration when they have nursing students. The literature suggests that nursing students often miss out on learning opportunities when they are on clinical placement because registered nurses do not have additional time to effectively support students’ clinical learning. Conclusion: Participants in this study believed being supportive of nursing students and providing them with learning opportunities was an added extra to their daily nursing duties. Findings revealed registered nurses want to be recognised for the extra time and effort they dedicate to students’ learning.

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 Collaborative coaching and learning in midwifery clinical placements

2019 ◽  
Vol 27 (5) ◽  
pp. 324-329
Author(s):  
Kirsty Tweedie ◽  
Jodie Yerrell ◽  
Kenda Crozier
Keyword(s):  
Health Education ◽  
Collaborative Learning ◽  
Clinical Education ◽  
Clinical Placement ◽  
East Anglia ◽  
Evaluation Data ◽  
Clinical Placements ◽  
Postnatal Ward ◽  
Good Preparation ◽  
Collaborative Coaching

The model of coaching and collaborative learning is based on the nursing model of collaborative learning in practice developed at University of East Anglia and supported by Health Education East of England. The model was adapted to fit the midwifery antenatal and postnatal ward, where it was trialled between September 2016 and August 2017. During the trial, students, coaches, mentors and other staff on the ward were supported by the clinical education midwife. Evaluation data were collected in the normal module evaluations and showed overall satisfaction with the model and the opportunities for sharing learning. The model is now being rolled out to other placement areas. Keys to success included good preparation of the clinical placement areas and supported from a practice educator.

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