scholarly journals Student Perspectives of Extended Clinical Placements in Optometry: A Qualitative Study

2020 ◽  
Author(s):  
Jacqueline Kirkman ◽  
Sharon Bentley ◽  
James Armitage ◽  
Craig Woods
Keyword(s):  
Focus Groups ◽  
Clinical Training ◽  
Rural Practice ◽  
Boundary Crossing ◽  
Step Method ◽  
Clinical Placements ◽  
University Support ◽  
Increasing Demand ◽  
Teaching Clinics ◽  
Optometry Students

Abstract BackgroundThe number of students enrolled in health courses at Australian universities is rising, increasing demand for clinical placements. Optometry students have historically undertaken clinical training in short-block rotations at University-led teaching clinics in metropolitan locations. This is changing, with some optometry programs adopting extended placements similar to the longitudinal clerkships seen in the medical field. These placements are conducted in private community-based practices across Australia and New Zealand with many incorporating a rural component to the training. This study sought to explore optometry students’ experience of extended placements. MethodsNine focus groups were undertaken with 42 final year optometry students upon completion of a 26 week placement (of which at least half was undertaken in a non-metropolitan area, or area where a shortage of optometrists has been identified). Focus groups were audio recorded and transcribed verbatim. Thematic analysis was conducted according to Braun and Clarke’s 6 step method. Key themes were determined following an inductive qualitative descriptive approach to analysis. ResultsFour key themes emerged from the analysis. ‘Changing identity’, was about how the students grew both personally and professionally, with the extended placement being considered the vital component that allowed students to begin thinking of themselves as clinicians. ‘Practicing resilience’ related to circumstances where students experienced personality clashes, miscommunications, bullying, and boundary crossing. ‘Optometrist under instruction’, related to students feeling that the placement was an ideal opportunity to trial the everyday reality of work without the obligation of an ongoing commitment or employment contract. Finally, ‘Rural practice is more rewarding’, was about practicing rurally being a ‘rite of passage’, a chance to seek different experiences, meet new people and for students to challenge themselves professionally. ConclusionsStudents felt that the placement prepared them for real-world practice. The majority of students enjoyed their placements. However, there were instances where the student-supervisor relationship was strained. This resulted in high levels of anxiety that was made worse by a perceived lack of university support. Students believed rural placements offered them a richer experience when compared with metropolitan placements.

scholarly journals Health student regard for substance-using patients as measured by the Medical Condition Regard Scale: a systematic review

2017 ◽  
Vol 34 (3) ◽  
pp. 183-196 ◽  
Author(s):  
K. Ducray ◽  
M. Pilch
Keyword(s):  
Clinical Training ◽  
Medical Condition ◽  
Personal Exposure ◽  
Ethical Practice ◽  
Clinical Placements ◽  
Health Practitioners ◽  
Mental Health Difficulties ◽  
Drug Problems ◽  
The Impact

ObjectivesAs clinical impartiality is an accepted basic principle of ethical practice, any proactive exercises that may inform selection, training, clinical placements, and other interventions, which promote future positive and equitable professional conduct, thus guarding against future discriminatory attitudes are germane. Within this context, the purpose of this review was to identify trends and patterns in health student, namely future practitioners’, regard for substance-using patients using the Medical Condition Regard Scale.MethodsSix electronic databases were systematically searched for studies that used the Medical Condition Regard Scale as an outcome measure in assessing health student regard for drug-using patients. Academics who had published in this area were also consulted to recommend texts that would complement the above citation sourcing process. Following an elimination of duplicates, the application of inclusion and exclusion criteria, as well as conducting citation searches, 16 studies were incorporated in the final review. Although the quality of all included studies was satisfactory, no study was free from a potential source of bias.ResultsThis review found that patients with drug-use problems were consistently held in the lowest echelons of regard by trainee health practitioners. The impact of sex, age, year of course, and personal exposure to mental health difficulties in predicting negative regard was unclear.ConclusionsUnless addressed, patients with drug problems may have a high potential for future treatment marginalisation by tomorrow’s health professionals. This scenario needs to be proactively managed by all stakeholders through a greater investment in educational and clinical training placement opportunities.

scholarly journals Bullying in the clinical setting: Lived experiences of nursing students in the Central Region of Ghana

PLoS ONE ◽  
2021 ◽  
Vol 16 (9) ◽  
pp. e0257620
Author(s):  
Sara Ama Amoo ◽  
Awube Menlah ◽  
Isabella Garti ◽  
Evans Osei Appiah
Keyword(s):  
Nursing Students ◽  
Focus Groups ◽  
Sample Size ◽  
Central Region ◽  
Clinical Setting ◽  
Structured Interview ◽  
Clinical Placement ◽  
Learning Goals ◽  
Psychomotor Skills ◽  
Clinical Placements

Introduction Nursing students are confronted with bullies in the classroom and during clinical placement. Acquisition of the necessary psychomotor skills intended during clinical placements may be impeded when workplace bullies intimidate students. This study aimed to describe the various bullying behaviours experienced by nursing students and their effects during clinical placement in the Central Region of Ghana. Methods A qualitative phenomenological descriptive approach using a semi-structured interview guide was employed to collect data from nursing students in focus groups. Overall, six (6) focus groups were used, with five (5) students in each group comprising males and females. The sample size was based on data saturation and was saturated on the six focus group discussions giving a sample size of 30. Purposive sampling was used to select students who had been on the ward at least three clinical placements and had experienced bullying in the clinical setting. In-depth interviews were conducted, recorded, transcribed verbatim and analysed using content analysis. Results The study revealed that nursing students had experienced bullying practices such as shouting, isolation, humiliation and being assigned tasks below their competency level. In addition, findings showed that bullying led to a loss of confidence and caused stress and anxiety in nursing students. Conclusion Therefore, it is recommended that nursing students are mentored holistically in a caring and accepting environment where they will be supported to achieve their learning goals, build their confidence, and develop their personal and professional identity.

scholarly journals Understanding men’s psychological reactions and experience following a cardiac event: a qualitative study from the MindTheHeart project

BMJ Open ◽  
2019 ◽  
Vol 9 (9) ◽  
pp. e029560 ◽  
Author(s):  
Jalila Jbilou ◽  
Jean Grenier ◽  
Marie-Helene Chomienne ◽  
France Talbot ◽  
Heather Tulloch ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Focus Groups ◽  
Psychosocial Adjustment ◽  
Cardiac Event ◽  
Clinical Training ◽  
Healthcare Services ◽  
Post Traumatic Stress ◽  
Clinical Practices ◽  
Structured Interviews ◽  
Cardiac Rehabilitation Programme

ObjectivesEmotional issues such as depression, anxiety and post-traumatic stress disorder are common following a cardiac event. Despite their high prevalence, they often go undiagnosed and research suggests that men in particular are at higher risk. Therefore, a better understanding of men’s experiences with a cardiac event and ensuing health services is key for adapting approaches that meet their needs. The aim of this study was to describe the self-reported emotional challenges that men face following a cardiac event and to understand their patterns of psychosocial adjustment.DesignQualitative study (focus groups and one-on-one interviews) using an interpretive phenomenal analysis.SettingClinical settings (cardiac departments in hospitals, cardiac rehabilitation programme and family medicine clinics) and in the community in three Canadian provinces.ParticipantsA total of 93 men participated in the study through 22 focus groups and 5 semi-structured interviews, none has been excluded based on comorbidities.ResultsFour major themes emerged: (1) managing uncertainty and adversity; (2) distancing, normalising and accepting; (3) conformity to traditional masculine norms and (4) social, literacy and communication challenges.ConclusionsHealthcare professionals caring for men following a cardiac event must be aware of the psychological and social adjustments that accompany the physical challenges. However, there is a lack of explicit guidelines, tools and clinical training in men-sensitive approaches. Further research is required to better inform clinical practices and healthcare services.

(OE-109)A COLLABORATIVE CLINICAL TRAINING MODEL FOR FOURTH YEAR OPTOMETRY STUDENTS IN ASSOCIATION WITH OPTOMETRIC TECHNICIAN STUDENTS

2000 ◽  
Vol 77 (SUPPLEMENT) ◽  
pp. 30
Author(s):  
Scott Schatz ◽  
Robert Barr ◽  
Charles Jaworski ◽  
Richard Martinez ◽  
James Brauss ◽  
...  
Keyword(s):  
Clinical Training ◽  
Training Model ◽  
Optometry Students

scholarly journals The Best of Both Worlds: Resident Experiences of Urban and Regional Contexts in a Hybrid Pediatrics Residency Program

2015 ◽  
Vol 7 (4) ◽  
pp. 560-566 ◽  
Author(s):  
Maureen Topps ◽  
Rachel H. Ellaway ◽  
Tara Baron ◽  
Alison Peek
Keyword(s):  
Focus Groups ◽  
Health Center ◽  
Residency Program ◽  
Health Science ◽  
Primary Data ◽  
Block Rotation ◽  
Longitudinal Case Study ◽  
Clinical Placements ◽  
High Level

ABSTRACT Background The context for specialty residency training in pediatrics has broadened in recent decades to include distributed community sites as well as academic health science centers. Rather than creating parallel, community-only programs, most programs have expanded to include both community and large urban tertiary health center experiences. Despite these changes, there has been relatively little research looking at residents' experiences in these distributed graduate medical education programs. Objective A longitudinal case study was undertaken to explore the experiences of residents in a Canadian pediatrics residency program that involved a combination of clinical placements in a large urban tertiary health center and in regional hospitals. Methods The study drew on 2 streams of primary data: 1-on-1 interviews with residents at the end of each block rotation and annual focus groups with residents. Results A thematic analysis (using grounded theory techniques) of transcripts of the interviews and focus groups identified 6 high-level themes: access to training, quality of learning, patient mix, continuity of care, learner roles, and residents as teachers. Conclusions Rather than finding that certain training contexts were “better” than others when comparing residents' experiences of the various training contexts in this pediatrics residency, what emerged was an understanding that the different settings complemented each other. Residents were adamant that this was not a matter of superiority of one context over any other; their experiences in different contexts each made a valuable contribution to the quality of their training.

scholarly journals The social mission of Australian medical schools in a time of expansion

2011 ◽  
Vol 35 (4) ◽  
pp. 424 ◽  
Author(s):  
John S. G. Biggs ◽  
Robert W. Wells
Keyword(s):  
General Practice ◽  
Clinical Training ◽  
Indigenous Health ◽  
Medical Schools ◽  
Rural Practice ◽  
Rapid Expansion ◽  
Indigenous Students ◽  
Social Mission ◽  
The Social ◽  
The Usa

The social mission, or accepted social responsibility of Australian medical schools, was assessed at a time of rapid expansion and resulting pressure on staff and facilities. Nine new schools have been established in 2005–10 and there has been particular concern about adequacy of clinical training places. Discussions with most of the deans revealed their strong social commitments. We consider two of these in depth – raising the status and thus the involvement of students in general and especially rural practice; and increasing the numbers of Indigenous students and the knowledge of Indigenous health and culture among all students. We examine a system by which medical schools in the USA have been ranked for social mission achievements and suggest this approach might be used in Australia to measure the response of medical schools to Government initiatives and policies. What is known about this topic? The rapid expansion of medical schools and student numbers has given rise to much concern. Encouragement of training for general practice is well described. Many medical schools have worked to increase intake of Indigenous students. Data on medical graduates are being gathered. What does this paper add? The social mission and responsibility of medical schools is new to Australia; information was obtained by interview of medical deans and review of the international literature. Matters of special note are rural healthcare, developments in general practice and expansion of support for Indigenous students. Recent studies of graduate output in the USA are considered. What are the implications for practitioners? Expansion of medical student numbers has brought increased demand for general practitioner involvement in training of students and graduates, which affects practice resources. The need for workforce planning to match training paths and places with future national needs means medical schools have new responsibilities for career guidance of students.

scholarly journals Factors influencing choice of site for rural clinical placements by final year medical students in a South African university

2017 ◽  
Vol 9 (1) ◽  
Author(s):  
Nontsikelelo O. Mapukata ◽  
Rainy Dube ◽  
Ian Couper ◽  
Motlatso G. Mlambo
Keyword(s):  
Health Care ◽  
Medical Students ◽  
Service Learning ◽  
Human Resources ◽  
Selection Process ◽  
Contextual Factors ◽  
Rural Practice ◽  
Public Health Care ◽  
Family Responsibilities ◽  
Clinical Placements

Background: Most of South Africa’s citizens who live in rural or underserved communities rely on the public health care sector to access quality health care. The value of rural exposure through clinical placements is well documented. Medical schools in South Africa have a responsibility to provide solutions that address the prevailing human resources challenges. Despite this commitment, medical students do not necessarily appreciate their role in resolving South Africa’s human resources challenges. This study aimed to assess the factors that influenced the choice of clinical learning sites in a self-selection process undertaken by Wits final year medical students for the compulsory 6-week integrated primary care block rotation.Methods: Qualitative data related to reasons for choice of service learning site were gathered from 524 pre-placement questionnaires completed by final year medical students entering the rotation over a 3-year period (2012–2014). Thematic analysis was performed using the MAXQDA software.Results: Eight themes emerged from the study indicating that the majority of participants were in favour of local urban underserved placement. Contextual factors, such as work commitments or family responsibilities, being compromised socially and losing academic standing were the main reasons for seeking urban placement. Good supervision, opportunistic learning, skills development and moral support were reasons for seeking rural placements. Previous voluntary exposure to rural practice or being of rural origin was a strong indicator for uptake of rural placement.Conclusion: This study has demonstrated the challenges faced by coordinators in balancing personal and institutional needs with country needs and the contextual factors that must be considered when implementing medical education programmes that respond to social challenges.

scholarly journals The perspective of optometry students of the Phelophepa train regarding its role in developing experiential skills

2009 ◽  
Vol 68 (2) ◽  
Author(s):  
R. Hansraj
Keyword(s):  
South Africa ◽  
Health Care ◽  
Clinical Training ◽  
Clinical Skills ◽  
Low Vision ◽  
Learning Experience ◽  
Diagnostic Techniques ◽  
South Wales ◽  
Good Learning ◽  
Optometry Students

Purpose: The optometry degree programme in South Africa currently includes a combination of both theoretical and clinical modules.  The optometric skills required by graduates are often achieved by students’ involvement in clinical training at both in-house clinics, as well as external clinics.   One of the external clinic sites for all institutions in South Africa currently offering the Optometry degree is the Phelophepa Health Care train.  This study set out to investigate, from a student’s perspective, the effectiveness of experiential learning at this clinical site.Setting: The study was carried out aboard the Ph-elophepa Health Care train.Method:  A questionnaire survey was completed by a saturated sample of 177 optometry students having completed at least a two week clinical rotation aboard Phelophepa.  The sample comprised students from all four optometry programmes in South Africa, as well as, exchange optometry students from the University of New South Wales and Melbourne University.  The questionnaire was divided into five sections that dealt with demographics, equipment and facilities, profile of refractive and pathologycases encountered, additional skills and general perceptions. The self-administered questionnaire was in English and Afrikaans, as these are the twolanguage mediums in which optometric education,in South Africa, is currently delivered.Results: A response rate of 57% was obtained.  Theequipment and facilities aboard Phelophepa were found to be adequate.  Just over half of all the respondents had consulted with over 50 patients onPhelophepa during their two week rotation.  Communication was not reported as being a barrier to consulting with patients on Phelophepa.  Respondents reported the clinical cases as being mainly interesting and ‘good learning’ cases.  The majority of respondents (71%) felt that the general clinical skills they obtained on Phelophepa were better than those developed in their institutional clinics.  Not all refractions and ophthalmoscopy on patients aresupervised aboard Phelophepa.  There appears to be a need for the delivery of specialized optometry skills like binocular vision, paediatric vision, low vision and diagnostic techniques on Phelophepa.   All the respondents agreed that Phelophepa was a useful learning site, and 99% agreed that optometry departments should continue using it as an externalclinic site.Conclusion:  Despite certain shortcomings, under-graduate students perceive Phelophepa to be a useful learning experience that optometry schools in South Africa should continue to utilize.  

scholarly journals Perceptions of preparedness: How hospital-based orientation can enhance the transition from academic to clinical learning.

2020 ◽  
Author(s):  
Lindsay Beavers ◽  
Voula Christofilos ◽  
Christinne Duclos ◽  
Kelly McMillen ◽  
Jasmine Sheehan ◽  
...  
Keyword(s):  
Focus Groups ◽  
Learning Experiences ◽  
Health Professions ◽  
Health Professions Education ◽  
Clinical Placement ◽  
Clinical Learning ◽  
Applied Learning ◽  
Clinical Placements ◽  
Support Unit ◽  
Preceptor Training

Background: Clinical placements are essential for applied learning experiences in health professions education. Unfortunately, there is little consensus on how best to prepare learners for the transition between academic and clinical learning. We explored learners’ perceptions of hospital-based orientation and resulting preparedness for clinical placement. Methods: Sixty-three learners participated in a total of 18 semi-structured focus groups, during their clinical placements. Data were analyzed thematically. Results: We organized learners’ perceptions of hospital-based orientation that support their preparedness for placement into three themes: (1) adequate site orientation for learner acquisition of organization acumen and (2) clinical preceptor training to support unit/service and (3) individual components. Conclusion: Thoughtful attention to hospital-based orientation can support learners in transitioning from academic to clinical learning. Hospital organizations should attend to all three components during orientation to better support learners’ preparedness for clinical learning.

scholarly journals Achieving ideal mentoring: working patterns among clinical instructors, nurses, and nursing students

2018 ◽  
Vol 6 (1) ◽  
pp. 48
Author(s):  
Ayu Sugiantari ◽  
Komang Ayu Kartika Sari ◽  
Pande Putu Januraga
Keyword(s):  
Nursing Students ◽  
Clinical Training ◽  
Teaching Hospitals ◽  
Working Relationships ◽  
Clinical Instructors ◽  
Clinical Placements ◽  
Mentoring Practices ◽  
June July ◽  
The Impact ◽  
Depth Interviews

AbstractBackground and purpose: The relationships between those responsible for clinical training, clinical instructors (CIs) and nurses, and the nursing students, have a great impact upon student learning during clinical placements. The present study investigates the pattern of working relationships among CIs, nurses, and student nurses, and analyses the extent to which they achieve ideal mentoring practices.Methods: Qualitative study employing in-depth interviews with CIs (n=3), nurses (n=8), and nursing students (n=8) on a clinical placement was undertaken from June-July, 2017, at Badung District Hospital, Denpasar, Bali.  Content analysis was conducted to identify the key themes that emerged from these interviews and formed the basis of the findings. The results are presented narratively in order to highlight the patterns of the working relationships identified and perceived by CIs, nurses, and nursing students, with the aim of developing improved mentoring practices.Results: Analysis of the in-depth interviews identified three main themes: (i) perceptions on the hospital’s mentoring practices, (ii) the role(s) and behaviour in the mentoring process, and (iii) the patterns of working relationships between those involved in the mentoring process. In general, participants defined mentoring in terms of the provision of guidance and instruction to students. Participant’s contrasting perceptions of their role(s) affected how they behaved in the mentoring process. Furthermore, participant’s perceptions of their own’s roles and their behaviour provides a detailed overview of the working relationships pattern of the nursing students, nurses and CIs. Specifically, working relationships between CIs and nurses tend to fit an employee-employer type pattern, whereas those between CIs/nurses and nursing students do not appear to reflect typical mentor-mentee relationships.Conclusions: The pattern of working relationships identified between CIs/nurses and nursing students do not, in fact, reflect a typical mentor-mentee relationship. Furthermore, this paper highlights the impact that suboptimal mentoring may have on nursing students' achievement of medical competence, as well as on the quality of nursing care provided to patients in teaching hospitals.

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