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

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.

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

10.21203/rs.3.rs-17562/v1 ◽

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.

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Factors affecting physiotherapy clinical education in the United Arab Emirates: Perceptions of students and clinical educator.

10.21203/rs.3.rs-17562/v2 ◽

2020 ◽

Author(s):

Senthilnathan Ramakrishnan ◽

Kalyana Chakravarthy Bairapareddy

Keyword(s):

Data Analysis ◽

Learning Style ◽

United Arab Emirates ◽

Clinical Education ◽

Student Interest ◽

Clinical Placements ◽

Factors Affecting ◽

Clinical Educator ◽

Factors Influencing ◽

Clinical Educators

Abstract Background Clinical education is the cornerstone of physiotherapy education. Clinical educators play a pivotal role in shaping students’ attitude towards their future role as physiotherapist. But the implementation of physiotherapy clinical education varies significantly between institutions. Research has shown several factors influencing the clinical education. Therefore, the aim of this study was to explore the factors affecting physiotherapy clinical education in the United Arab Emirates (UAE). Methods This research used mixed-methods approach and recruited participants through purposive and convenience sampling. Data was collected through a survey using questionnaire and face-to-face interviews. Thirty-four physiotherapy students completed a questionnaire after attending 12 weeks of clinical placements. Twenty-six clinical educators and 9 students participated in the interview. Descriptive statistics including frequency percentage, median and percentiles were used for quantitative data analysis. Thematic analysis method was used for qualitative data analysis. Results Quantitative study found greater student satisfaction in clinical education. But the qualitative study identified several factors affecting clinical education in the context of this study. These factors include student interest, learning style, culture, and ability to cope with challenges. In addition, clinical educator workload, teaching strategies, curriculum knowledge, academic-clinical partnership, peer learning, placement model and expectations were the other factors that influenced physiotherapy clinical education within the UAE. Conclusions The findings of this study are useful to physiotherapy clinical educators, students, and faculty. It provides insight into various factors affecting physiotherapy clinical education. Furthermore, it recommends evidence-based strategies to neutralize those factors influencing clinical education.

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Project-based learning for physiotherapy clinical education quality and capacity

OpenPhysio Journal ◽

10.14426/art/1310 ◽

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.

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Gett’n on the bus: evaluation of Sentinel City®3.0 virtual simulation in community/population health clinical placement

International Journal of Nursing Education Scholarship ◽

10.1515/ijnes-2019-0109 ◽

2020 ◽

Vol 17 (1) ◽

Author(s):

Andrea Chircop ◽

Shelley Cobbett

Keyword(s):

Nursing Students ◽

Population Health ◽

Clinical Education ◽

Virtual Simulation ◽

Simulation Program ◽

Clinical Placements ◽

Undergraduate Nursing ◽

Community Population ◽

Health Nursing ◽

Theory Practice Gap

AbstractObjectivesThe purpose of this project was to implement and evaluate the integration of a computer-based virtual simulation program into a community clinical course as an alternative or complement to conventional clinical with agencies or neighbourhoods. Securing quality community health clinical opportunities for undergraduate nursing students remains challenging. In addition, evidence of a theory-practice gap in community clinical education, particularly in non-traditional settings, suggests that nurse educators need to adopt different pedagogies to ensure that students will gain competencies necessary to practice community/population health nursing. In response, we piloted the use of Sentinel City®3.0, a virtual reality simulation program.MethodA 5-point Likert-style questionnaire was administered to students randomly assigned to different clinical placements.ResultsResults indicated that there were no learning outcomes in which students in Sentinel City®3.0 reported percentages lower than students in agencies or geographical neighbourhoods. When there were statistically significant differences, students engaged in Sentinel City®3.0 performed better than students in other experiences.ConclusionWe recommend further exploration of multi-contextual pedagogies for community clinical.

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Physiotherapy clinical educator’s needs

South African Journal of Physiotherapy ◽

10.4102/sajp.v55i4.576 ◽

1999 ◽

Vol 55 (4) ◽

pp. 16-19

Author(s):

N. P. Mbambo

Keyword(s):

Student Learning ◽

Clinical Education ◽

Physiotherapy Practice ◽

Clinical Educators

Physiotherapy clinicians have been involved in student clinical education since the early days of physiotherapy training. As the physiotherapy practice and student learning has changed over the last three decades, so have the role of the clinical educators. Little has been done though, to prepare or support the clinical educators in this new role which is more complex. The needs of the clinical educators in terms of their involvement in clinical education and their training for this role are established and recommendations are made to meet these needs.

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