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 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 Factors underlying effective clinical education: Perceptions of physiotherapy students and preceptors.

2020 ◽  
Author(s):  
Senthilnathan Ramakrishnan ◽  
Kalyana Chakravarthy Bairapareddy
Keyword(s):  
Data Collection ◽  
Clinical Education ◽  
Learning Needs ◽  
Educational Strategies ◽  
Structured Interviews ◽  
Academic Leaders ◽  
Clinical Placements ◽  
Clinical Educator ◽  
Clinical Educators ◽  
Physiotherapy Students

Abstract Background Clinical education is the cornerstone of physiotherapy education and it plays a pivotal role in shaping physiotherapy students’ attitude towards future professional practice. But the implementation of physiotherapy clinical education varies significantly between the institutions. Clinical educators adapt various strategies to teach students in the clinical settings which have several advantages as well as disadvantages. Research has shown several factors influencing the clinical education of healthcare students and the objective of this study was to explore the factors that affect the effectiveness of clinical education of physiotherapy students. Methods This research used mixed-methods approach and included 34 physiotherapy students and 26 clinical educators. Data collection was conducted in two stages. First stage of data collection used a 13 items survey at the end of 12 weeks of clinical placements to collect the student’s perspectives about clinical education. Then the second stage of data collection used semi-structured interviews that included both students and clinical educators. Results Descriptive statistics of the survey was useful to analyze the survey results and majority of students reported clinical education was effective and high levels of satisfaction was found among the students about the placement environments and clinical educator skills. Clinical education fulfilled students learning needs and the educators provided necessary support and supervision. However, the findings showed few factors hindering the effectiveness of clinical education and the qualitative study was useful in exploring those factors that are related students, clinical educators and the physiotherapy curriculum. Conclusion The findings of this study are useful to clinical educators, students and academic leaders in physiotherapy as it provides an insight into the factors that affect the effectiveness of clinical education and recommends evidence-based educational strategies to overcome those factors.

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 Clinical Educators’ Perceptions of Students Following a Simulation-Based Learning Program

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Sally Hewat ◽  
Joanne Walters ◽  
Emma Caird ◽  
Danielle Aldridge ◽  
Adriana Penman ◽  
...  
Keyword(s):  
Student Learning ◽  
Clinical Education ◽  
Learning Experiences ◽  
Simulation Program ◽  
Speech Pathology ◽  
Learning Program ◽  
Clinical Placements ◽  
Clinical Educators ◽  
Simulation Based ◽  
Perceptions Of Students

Purpose: Clinical education is a key component of speech-language pathology university curriculum, whereby students have the opportunity to apply theoretical knowledge and practical skills learned in the classroom into a real workplace. However, more recently the availability of high quality, consistent clinical placements and learning experiences across the range of practice areas in the discipline is reducing. Therefore, alternative clinical learning opportunities that enable students to develop skills and competencies are being explored. Recently, replacing clinical time with a simulated learning program has been shown to achieve equivalent levels of clinical competency in speech pathology. However, it is unknown how simulation impacts on student learning in traditional clinical placements. Therefore, this research explored clinical educators’ perceptions of students undertaking clinical placements in their workplace immediately following a five-day simulation-based learning program related to the same area of practice. Method: Thirty-five clinical educators who supervised students in the workplace immediately after they completed the simulation program participated in semi-structured interviews. All interviews were transcribed verbatim and analyzed using qualitative methods described by Graneheim and Lundman (2004). Result: The analysis identified four key themes related to the impact of students in the workplace, simulation priming students for learning, the importance of the transition from simulation-based learning to the workplace, and the role of simulation in clinical education programs. Conclusion: The use of simulation to support student learning and develop clinical skills and competencies in adult speech pathology practice is supported by workplace clinical educators. However, results of this study suggest that the simulation program needs to be embedded within the curriculum and clinical education program to enhance transition between learning experiences and maximize benefits of learning experiences in real workplace contexts.

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.

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 Non-conventional clinical placements and the experience of the facilitator: a phenomenology study

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Renee Hall ◽  
Lorna Moxham ◽  
Dana Perlman ◽  
Amy Tapsell
Keyword(s):  
Mental Health ◽  
Student Learning ◽  
Nursing Student ◽  
Phenomenological Approach ◽  
Clinical Placement ◽  
Content Type ◽  
Clinical Placements ◽  
Mental Health Settings ◽  
Facilitation Skills ◽  
Qualitative Phenomenological

Purpose The experiences of clinical facilitators working within non-conventional mental health settings have not yet been explored. The purpose of this paper is to explore the experiences of clinical facilitators when facilitating nursing student learning within a non-conventional mental health clinical placement. Design/methodology/approach This study adopted a qualitative phenomenological approach. The participants in this study were five registered nurses who had facilitated students at a non-conventional mental health clinical placement called Recovery Camp. Individual in-depth interviews were conducted. Findings The facilitators experiences could be understood through two main themes: facilitator skills and opportunities for student learning. Recovery Camp allowed the facilitators to build on their own nursing and facilitation skills, while examining themselves as a mental health nurse. “Being with” students (immersive engagement) enabled opportunistic and rare learning moments. Originality/value To the best of the authors’ knowledge, this is the first known study to explore the experiences of clinical facilitators working in a non-conventional mental health placement.

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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