scholarly journals The enablers and barriers to facilitating the development of reflective practice skills of third level allied health professional students through technology: A scoping review

2021 ◽  
pp. 1-21
Author(s):  
Órla Gilheaney ◽  
Duana Quigley
Keyword(s):  
Professional Development ◽  
Health Professional ◽  
Reflective Practice ◽  
Scoping Review ◽  
Allied Health ◽  
Observational Assessment ◽  
Technological Means ◽  
Allied Health Professional ◽  
Practice Skills ◽  
Development Of Students

BACKGROUND: The ability to reflect on one’s own performance, attitudes, and knowledge is an essential attribute of a competent allied health professional (AHP). Traditionally, reflective practice skills have been fostered during clinical placements via dyadic or narrative means (e.g. face-to-face supervision, journal writing, and observational assessment). However, with the onset of the Covid-19 pandemic, students face reduced opportunities for traditional clinical learning experiences, and embraced telepractice, simulation-based learning and other technology-based learning opportunities. OBJECTIVE: Research is limited regarding the use of digital technologies to facilitate the development of students’ reflective practice skills, therefore the best ways to facilitate this novel learning are not fully known and students may be disadvantaged as a result. As such, a scoping review was conducted to identify studies addressing the enablers and barriers to facilitating reflective practice skills of third level healthcare students, including speech and language therapy students, through technological means. METHODS: Five electronic databases were searched for studies published between 2016 to 2020. Identified records were imported into Covidence and titles and abstracts were screened by two independent reviewers. Data charting and critical analysis was completed by both authors independently. RESULTS: Six studies were ultimately included in data charting. These were of heterogeneous design and mixed quality. Four themes and a range of subthemes were identified regarding enablers and barriers to the facilitation of reflective practice via technological means. CONCLUSIONS: This research has provided critical information which may support the future use of technology in facilitating reflective practice among students. Competency in reflective practice is crucial to the professional development of students, yet Covid-19 and resultant restrictions present challenges to implementing the processes traditionally involved in developing such skills. This research highlights potential avenues for future developments in higher education which may overcome these barriers and augment the professional development of students.

Nurse and allied health professional experiences and attitudes toward critical care research: A national questionnaire study

2020 ◽  
pp. 175114372096865
Author(s):  
Ceri Battle ◽  
Ceri Lynch ◽  
Timothy Discroll ◽  
Chris Thorpe ◽  
Bryony Hatchley ◽  
...  
Keyword(s):  
Critical Care ◽  
Health Professional ◽  
Allied Health ◽  
Research Training ◽  
Continuous Variable ◽  
Linear Regression Models ◽  
Care Research ◽  
Professional Experiences ◽  
Study Progress ◽  
Allied Health Professional

Introduction The aim of this study was to investigate nurse and allied health professional experiences and attitudes toward critical care research in Wales. Methods Data were collected related to demographic characteristics, involvement in and understanding of research, perceived influences and attitudes towards research. We calculated means (ranges) for continuous variable and frequencies (proportions) for discrete variables and performed an exploratory factor analysis. Results Response rate was 55% ( n = 575). Most respondents (84%) had participated in research less than five times in the previous 12 months, yet 91% believed research led to improved care patients. Only 32% respondents felt they were encouraged by managers to participate in research. Only 25% respondents had undertaken research training. Few respondents (29%) reported receiving adequate information regarding study progress or results (25%). Linear regression models indicate that a higher level of formal education was associated with a more positive view of research across all attitude factors. Promotion of research by colleagues and recognition/ opportunities for involvement in critical care research, were positively associated with the acceptability and experience of research. Discussion A number of factors have been identified that could be targeted to improve recruitment to critical care research, including identification of staff to promote research, improved communication of study progress and findings and management encouragement to attend research training. Staff attitudes were positive towards the benefit of research on patient care in Wales.

A systematic review and meta-synthesis: evaluating the effectiveness of nurse, midwife/allied health professional consultants

2007 ◽  
Vol 16 (10) ◽  
pp. 1792-1808 ◽  
Author(s):  
Ann Humphreys ◽  
Sarah Johnson ◽  
Janet Richardson ◽  
Elizabeth Stenhouse ◽  
Mary Watkins
Keyword(s):  
Systematic Review ◽  
Health Professional ◽  
Allied Health ◽  
Nurse Midwife ◽  
Allied Health Professional

scholarly journals Building research capacity in musculoskeletal health: qualitative evaluation of a graduate Nurse and Allied Health Professional internship programme

2020 ◽  
Author(s):  
David Wright ◽  
Mary Fry ◽  
Jo Adams ◽  
Catherine Bowen
Keyword(s):  
Clinical Practice ◽  
Health Professional ◽  
Health Professionals ◽  
Allied Health ◽  
Research Capacity ◽  
Service Planning ◽  
Full Time ◽  
Building Research ◽  
The Impact ◽  
Allied Health Professional

Abstract Background: Evidence based practice enhances service planning and delivery, clinical decision making and patient care. However, health professionals often lack the time and opportunity to access or generate evidence. Research capacity building is thus an important mechanism for improving health service delivery. This study evaluates the effectiveness of a UK-wide Nurse and Allied Health Professional musculoskeletal research internship programme in which graduates applied to undertake their internship through one of five Higher Education Institutions. The evaluation explores the experiences of interns and their mentors.Methods: Sixteen new graduates completed the internship programme (September 2015 – August 2018). Twelve interns and thirteen mentors participated in the evaluation. The evaluation used qualitative asynchronous email-based interviews to explore the experiences of interns and mentors. Interpretive phenomenological analysis of coded transcripts identified principal themes.Results: Early research outputs from the interns include three peer reviewed publications and 21 conference abstract presentations. Two interns were in full time research at the time of interview or had a research component in their clinical role. Nine interns in clinical posts disclosed plans to return to research in the near future. Seven themes were identified: the impact on interns’ careers; personal impact (for example, influence on self-confidence); impact on clinical practice; drivers for applying; intervention design (for example, attitudes concerning the timing and duration of the intervention); mentorship and networking (including general support provided and quality of career advice); challenges.Conclusion: The internship programme is an effective model in building research capacity in musculoskeletal research for Nurses and Allied Health Professionals, influencing careers, building confidence and improving clinical practice. The internship programme has the potential to be replicable to other clinical contexts nationally and internationally.

Sign in / Sign up

Export Citation Format

Share Document