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 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 A review of Operating Department Practitioner students’ experiences of clinical placements as a result of changing organisations in each academic year

2018 ◽  
Vol 29 (3) ◽  
pp. 42-48
Author(s):  
Steven Brown
Keyword(s):  
Qualitative Methodology ◽  
Clinical Skills ◽  
Student Experiences ◽  
Clinical Experiences ◽  
Clinical Placements ◽  
Alternative Approach ◽  
Evidenced Based ◽  
Practitioner Education ◽  
Evidenced Based Practice ◽  
Academic Year

Operating Department Practitioner students as part of their education undertake placements that enable them alongside their academic studies to meet the Health and Care Professions Council Standards of Proficiency; however, like all education providers there was an annual shortage of appropriate placements. As a result, the organisation involved in this review needed to explore an alternative approach to allocating clinical placements. In addition, the course team wanted to change how students gained their clinical skills and possibly increase their understanding of the Operating Department Practitioner role. Traditionally the institution involved (like other Operating Department Practitioner education providers) placed students in one organisation for all of their clinical placements unlike other professions such as nursing who placed students in different areas. The review resulted in students being placed in a different organisation in each year of their course. A qualitative methodology in the form of focus groups was employed to review students’ views of the change and their clinical experiences. This resulted in students highlighting areas such as readiness for being qualified and links to evidenced-based practice as benefits of the new system. The review has been successful in terms of placement numbers but also student experiences, although an ongoing review is being undertaken, the change has been successful.

scholarly journals Necessity is the mother of invention: how the COVID-19 pandemic could change medical student placements for the better

2021 ◽  
pp. postgradmedj-2021-139728
Author(s):  
Rebecca C Stout ◽  
Sophie Roberts ◽  
Hector Maxwell-Scott ◽  
Philip Gothard
Keyword(s):  
Reflective Practice ◽  
Skill Acquisition ◽  
Professional Training ◽  
Negative Impact ◽  
Medical Schools ◽  
Control Measures ◽  
Clinical Placement ◽  
Clinical Placements ◽  
Face To Face ◽  
Infection Control Measures

COVID-19 led to the widespread withdrawal of face-to-face hospital-based clinical placements, with many medical schools switching to online learning. This precipitated concern about potential negative impact on clinical and interprofessional skill acquisition. To overcome this problem, we piloted a 12-week COVID-19 safe face-to-face clinical placement for 16 medical students at the Hospital for Tropical Diseases, London, during the first wave of the COVID-19 pandemic. COVID-19 infection control measures necessitated that students remained in ‘social bubbles’ for placement duration. This facilitated an apprenticeship-style teaching approach, integrating students into the clinical team for placement duration. Team-based learning was adopted to develop and deliver content. Teaching comprised weekly seminars, experiential ward-based attachments and participation in quality improvement and research projects. The taught content was evaluated through qualitative feedback, reflective practice, and pre-apprenticeship and post-apprenticeship confidence questionnaires across 17 domains. Students’ confidence improved in 14 of 17 domains (p<0.05). Reflective practice indicated that students valued the apprenticeship model, preferring the longer clinical attachment to existent shorter, fragmented clinical placements. Students described improved critical thinking, group cohesion, teamwork, self-confidence, self-worth and communication skills. This article describes a framework for the safe and effective delivery of a longer face-to-face apprenticeship-based clinical placement during an infectious disease pandemic. Longer apprenticeship-style attachments have hidden benefits to general professional training, which should be explored by medical schools both during the COVID-19 pandemic and, possibly, for any future clinical placements.

scholarly journals Challenges Faced by Students, Instructors and Technologists during the Clinical Placement of Radiology Technology Students for clinical Practices: a qualitative research

2020 ◽  
Author(s):  
Bizuayehu Nigatu Lemu ◽  
Teklehaimanot Mezgebe Nguse ◽  
Marema Jebessa Kumsa
Keyword(s):  
Focus Group ◽  
Addis Ababa ◽  
Health Sciences ◽  
Clinical Placement ◽  
Clinical Practices ◽  
Clinical Placements ◽  
Face To Face ◽  
Technology Students ◽  
Addis Ababa University ◽  
Medical Radiology

Abstract Background: Clinical placements are of paramount importance to medical radiology technology students, as it allows them to acquire the necessary skills to be successful technologists. The main objective of this study was to assess the challenges faced by students, instructors, and technologists during the clinical placements of radiology technology students at four College of Health Sciences-affiliated hospitals. Method: A qualitative approach using focus group discussions and semi-structured interviews was used to explore the challenges experienced by students, instructors, and technologists during the clinical placements of medical radiology technology students from Addis Ababa University, Ethiopia. Twenty-two radiology technology students in the Department of Radiography took part in the study from an available pool of 73 students. In addition, seven out of the 19 available instructors was interviewed. Two technologists from each affiliated hospital were also selected for face-to-face interviews. A categorization approach was used to analyze the data with the goal of identifying core themes. Results: Our qualitative analysis led to the identification of nine themes from the focus group discussion and face-to-face interviews. From the students’ and instructors’ points of view, love of profession, transportation services, clinical supervision, theory-practice gap, hands-on practice, imaging modalities, availability of a skills lab, insufficient practicing area, and curriculum were considered as important factors in the clinical placement experience. Conclusion: This research showed students and instructors faced many challenges during the clinical placements of radiology technology students from Addis Ababa University, and these challenges may significantly affect the future performance of these students as technologists.Keywords: Clinical placement; health professional instructors; radiologic technologist; Ethiopia; health sciences; hospital practice; challenges

Cross-disciplinary perspectives on the transition to remote education

2021 ◽  
pp. bmjstel-2020-000814
Author(s):  
Natasha Houghton ◽  
Will Houstoun ◽  
Sophie Yates ◽  
Bill Badley ◽  
Roger Kneebone
Keyword(s):  
Medical Education ◽  
Performing Arts ◽  
Procedural Knowledge ◽  
Clinical Skills ◽  
Technology Enhanced Learning ◽  
Practical Skills ◽  
Digital Resources ◽  
Face To Face ◽  
Direct Patient Contact ◽  
Enhanced Learning

The COVID-19 pandemic has prompted the cancellation of clinical attachments and face-to-face teaching at medical schools across the world. Experiential learning—through simulation or direct patient contact—is essential for the development of clinical skills and procedural knowledge. Adapting this type of teaching for remote delivery is a major challenge for undergraduate medical education. It is also an opportunity for innovation in technology enhanced learning and prompts educators to embrace new ways of thinking. In this article, the authors explored how educators from different disciplines (medicine, music and performing arts) are using technology to enhance practical skills-based learning remotely.The authors, five experienced educators from different fields (surgery, medicine, music and magic), jointly documented the transition to technology enhanced remote teaching through a series of five structured conversations. Drawing from literature on distance learning in medicine and professional experience in education, the authors identified seven practice-enhancing recommendations for optimising teaching of procedural knowledge and skills. These are: (1) make a virtue out of necessity; (2) actively manage your environment; (3) make expectations clear; (4) embrace purposeful communication; (5) use digital resources; (6) be prepared for things to go wrong and (7) personalise the approach. The authors argue that widening the discourse in technology enhanced learning to include cross-disciplinary perspectives adds richness and depth to discussions. This article demonstrates a cross-disciplinary approach to addressing challenges in technology-enhanced medical education.

Teaching Tip: Designing Flipped Classrooms to Enhance Learning in the Clinical Skills Laboratory

2021 ◽  
pp. e20210043
Author(s):  
Sarah Baillie ◽  
Annelies Decloedt ◽  
Molly Frendo Londgren
Keyword(s):  
Student Engagement ◽  
Flipped Classroom ◽  
Clinical Skills ◽  
Face To Face ◽  
Use Of Time ◽  
Skills Laboratory ◽  
The Face ◽  
Expected Benefits ◽  
Time Required ◽  
Effective Use

Flipped classroom is an educational technique in which content is delivered online for students to study at their own pace in preparation for in-class learning. Benefits include increased flexibility, enhanced student engagement and satisfaction, and more effective use of time spent during face-to-face teaching. However, the development and implementation of flipped classroom teaching are also associated with challenges, including time required to develop learning materials and getting students to engage with the preparatory work. This teaching tip describes a structured approach to designing and implementing the flipped classroom approach for clinical skills to allow a greater focus on practicing the hands-on skills and the provision of feedback during the laboratory session. First, the rationale for flipping the classroom and the expected benefits should be considered. On a practical level, decisions need to be made about what to include in the flipped component, how it will complement the face-to-face class, and how the resources will be created. In the design phase, adopting a structured template and aligning with established pedagogical principles is helpful. A well-designed flipped classroom motivates learners by including different elements such as quality educational media (e.g., videos), the opportunity to self-assess, and well-defined connections to relevant knowledge and skills. Student engagement with the flipped material can be promoted through different strategies such as clear communication to manage student expectations and adapting the delivery of the face-to-face component. Finally, gathering feedback and evaluating the initiative are important to inform future improvements.

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 Stigma towards psychiatry: correlating personal experience with existing literature

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S126-S127
Author(s):  
Jack Blake ◽  
George El-Nimr
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Personal Experience ◽  
Clinical Placement ◽  
Medical Community ◽  
Prospective Students ◽  
Clinical Placements ◽  
Personal Experiences ◽  
University Life

AimsStigma towards psychiatry feels rife within medical school and this extends from university life into clinical placements. Mental health remains an unattractive area of medicine and is frequently regarded as subpar by other specialists. Against existing literature, this study compares the authors first hand experiences over the last five years within medical school to evaluate how representative their experiences of stigma in psychiatry are for the wider community and published literature. The study aims to inform the wider discussion on this topic and offer areas where intervention may yield a better perception and hence uptake of this specialism.MethodLiterature review relating to the topic was completed. Studies pertaining to medical students and/or educators views and experiences of psychiatric medical education and clinical placement were included for discussion. A reflection on the first author's specific experiences to date of psychiatry and his intent to pursue psychiatric career was conducted, with careful reference to existing literature. This allowed validating personal experiences in light of shared experience within the medical community in various national and international settings.ResultArguably, some non-psychiatric clinicians do inadvertently set the scene early in medical school for the stigma that is to be thrust upon students. This builds upon prospective students ranking psychiatry low for satisfaction, prestige and stating it to be a ‘pseudoscience’ or words to that effect. The lack of understanding from junior medical students of the role of the psychiatrist sees them associating psychosocial education as equivalent to psychiatry. This reinforces the idea of psychiatry being grounded in sciences other than anatomy, biochemistry, physiology and pharmacology. On clinical placement, there is little cross-speciality support for those students who want to be psychiatrists and sometimes even lost opportunities for those publically aspiring towards psychiatry. Placements in psychiatry give students a better understanding of psychiatry but this does not seem to significantly change their career aspirations and this is rather defined from the admission stages.ConclusionAfter comparing experience with literature, stigma towards psychiatry appears to be universal. It may be important to consider the types of students who are being attracted to medical school as currently students seem to have an intrinsic disinterest in psychiatry despite later becoming better informed through psychiatric placement. Culture is notoriously hard to change, particularly within medicine. This stigma exists both in the lay and medical communities with early potentially inaccurate lay views of psychiatry being validated and reinforced throughout medical school.

scholarly journals Developing International Clinical Placements: Enhancing Student Awareness

2017 ◽  
Vol 1 (4) ◽  
pp. 1-7
Author(s):  
Sharon Elizabeth Metcalfe
Keyword(s):  
United States ◽  
Great Britain ◽  
Nursing Students ◽  
Cultural Awareness ◽  
Southeastern United States ◽  
Clinical Placement ◽  
Clinical Placements ◽  
Exchange Programs ◽  
Clinical Nursing ◽  
Schools Of Nursing

Throughout the globe, university schools of nursing have implemented foreign exchange excursions for nursing students to experience nursing care of a variety of patients from various cultures and ethnic backgrounds. There is a dearth of these clinical placements though that are focused upon developing student awareness of nursing placement leaders. This article describes the learning provided from clinical nursing mentors who guide the students in enhancing their awareness of cultural awareness, socialized and capitalistic healthcare, as well as the role of nursing leaders. This article’s purpose is to showcase an international program that has been in existence for eleven years that has combined the educational and clinical focus of two international university schools of nursing and two children’s hospitals that are located in a district in Great Britain, as well as the Southeastern United States. This program utilizes a special educational clinical placement method that has allowed both students from Great Britain and the Southeastern United States to select their clinical nursing mentor and specify the desired learning environment in both the hospital clinical and community environment. Both successes and challenges of the joint international clinical placement program are presented and the recommendations for other schools of nursing as well as clinical hospital agencies that desire to embark on developing a mutually satisfying clinical placement program. Key words: Clinical Placement, Clinical Nursing Mentor, Exchange Programs

scholarly journals The Learning Environment of Student Nurses During Clinical Placement: A Qualitative Case Study of a Student-Dense Ward

2021 ◽  
Vol 7 ◽  
pp. 237796082110523
Author(s):  
Siri Vestby Bøe ◽  
Jonas Debesay
Keyword(s):  
Nursing Education ◽  
Learning Environment ◽  
Qualitative Case Study ◽  
Collective Responsibility ◽  
Clinical Placement ◽  
Clinical Placements ◽  
Student Community ◽  
Good Learning

Introduction Ensuring the quality of clinical placements has long been a challenge in nursing education. This is partly due to a growing aging population requiring health services, and an increased need for nursing workforce. Both in Norway and internationally, there is a rise in the use of student-dense models, wherein several students are placed together on the same ward at the same time where the supervision of the students is the collective responsibility of the nurses. Objective The aim of this study was to explore factors that promote or inhibit learning in a student-dense ward when used as a model for clinical placement in hospitals. We examined how clinical placement is experienced in a student-dense ward, as well as how learning is facilitated. Methods A qualitative case study design was used to capture the learning environment on the student-dense ward in a comprehensive way. We used focus group interviews, in-depth interviews, and observations with students and employees at a major hospital in Norway. Results Our findings showed that the orientation days and the teaching activities in student-dense wards, the feedback students receive, the clinical facilitator's role and the student community were factors that had particular importance for good learning environments in this placement model. Conclusions To ensure the quality of clinical placements, more attention should be paid to these factors in the planning, organization, and facilitation of new and existing student-dense wards. It is paramount to provide students with thorough written feedback and to secure the clinical facilitators with enough time to conduct student supervision when organizing clinical placement as student-dense wards.

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