scholarly journals Investigating the Influence that Service in a Pro Bono Clinic has on a First Full-Time Clinical Education Experience from the Perspective of Students and their Clinical Instructors

2020 ◽  
Author(s):  
Ellen Erdman ◽  
Jill Black ◽  
Sandra Campbell ◽  
Tim Golder ◽  
Stephen Grazioli ◽  
...  
Keyword(s):  
Student Perceptions ◽  
Clinical Education ◽  
Qualitative Methodology ◽  
Full Time ◽  
Student Readiness ◽  
Education Experience ◽  
Interaction Interaction ◽  
Pro Bono ◽  
Data Points ◽  
Physical Therapy Programs

Purpose: Academic physical therapy programs strive to foster student readiness for full-time clinical education experiences in a variety of ways. This research looks at one program who has students participate in a student-run pro bono clinic for at least 60 hours prior to the first full-time clinic experience. The purpose of the study is to explore the influence that participation in this pro bono clinic has on a first full-time clinical education experience from the perspective of both the student and the clinical instructor (CI). Methods: Qualitative methodology was employed to gain the perspectives of 29 students and their respective CIs. Data collection included student journals and focus groups, and CI Likert-scale rankings and open-ended questions upon midterm calls. Data points were triangulated through iterative data analysis. Results: CIs rated students high in the eight categories that were triangulated to student data. The themes that were strongest among both students and Cis included comfort with client interaction, interaction with CIs, and cultural competency. Additional themes included documentation, interprofessional interaction, examination, clinical reasoning and intervention. An overarching theme was that students were well-prepared and functioning at high levels of competency for a first full-time clinical experience. Conclusions: Participation in a student-run pro bono clinic helps to facilitate student readiness for a first full-time clinical education experience according to both student perceptions and CI ratings.

scholarly journals Influence that Service in a Pro Bono Clinic has on a First Full-Time Physical Therapy Clinical Education Experience

2017 ◽  
Author(s):  
Daria Porretta ◽  
Jill Black ◽  
Kerstin Palombaro ◽  
Ellen Erdman
Keyword(s):  
Physical Therapy ◽  
Focus Group ◽  
Clinical Experience ◽  
Clinical Education ◽  
Full Time ◽  
Clinical Instructors ◽  
Clinical Experiences ◽  
Education Experience ◽  
Pro Bono ◽  
The Impact

Purpose: Physical therapist education programs strive to prepare their students for full-time clinical experiences in a variety of ways. Experiential and service learning in authentic contexts reportedly help students make connections between the classroom and the clinic. The purpose of this study was to explore the influences that service in a physical therapy pro bono clinic has on a first full-time clinical education experience. Methods: Participants were all third year doctoral physical therapy students at Widener University who were entering their first full-time clinical education experience. Sixteen participants kept journals throughout their first full-time clinical experience regarding the impact of their previous pro bono experience. Upon completion of the 10-week full-time clinical experience, the sixteen participants answered a Likert-scale survey to further delineate the influence of the pro bono experience, and fifteen of the participants participated in focus group discussions to further explore themes that emerged from the journal and survey data. Data from the focus group and journals were analyzed qualitatively. The responses from the surveys provided quantitative data. In addition, the researchers looked at the Clinical Instructors (CI) midterm comments on the APTA’s Clinical Performance Instrument (APTA PT CPI WEB) to further corroborate or disconfirm the findings. Results: Triangulation of the data points revealed 9 categories of positive impact that the pro bono experience had on their first full-time clinical experience. The strongest three categories in order were client interaction, clinical instructor interaction, and professional communication. The next five categories were of relative equal strength and related to specifics areas of competency. They were competency in documentation, evaluation, intervention, clinical reasoning and cultural competency. A final overarching category was increased confidence. CI comments on the midterm CPI corroborated these findings. Participants also shared ways in which the pro bono experience could have better prepared them for their full-time clinical experience. Conclusions: Regular participation in a pro bono clinic throughout the didactic portion of the physical therapy curriculum contributed to student confidence and competence in their first full-time clinical experience. Future research should include interviews with the clinical instructors to further corroborate the student perceptions. The findings of this study also serve to inform how the pro bono clinical experience can be enhanced to further contribute positively to the students’ first full-time clinical experiences.

Receptivity to Full-Time Early Clinical Education Experience

1981 ◽  
Vol 61 (8) ◽  
pp. 1168-1172 ◽  
Author(s):  
Paulette M Kondela ◽  
Richard E Darnell
Keyword(s):  
Clinical Education ◽  
Full Time ◽  
Education Experience

scholarly journals Students' Perceptions of Clinical Education during a Global Pandemic

2021 ◽  
Author(s):  
Pamela Pologruto ◽  
Jennifer Jewell ◽  
Laura Cruz
Keyword(s):  
Student Perceptions ◽  
Clinical Education ◽  
Physical Therapist ◽  
Clinical Experiences ◽  
Face To Face ◽  
Physical Therapist Assistant ◽  
Global Pandemic ◽  
Physical Therapy Programs ◽  
The Impact ◽  
Academic Year

Abstract Introduction Clinical education is an essential component of allied health programs. The coronavirus disease 2019 (COVID-19) global pandemic had significant impacts on clinical education. The central purpose of this research was to recognize student perceptions of the impact of COVID-19 on their face-to-face clinical experiences during the global pandemic. Methods A Qualtrics survey was sent to 80 physical therapist assistant students whose clinical education was affected during the 2019 to 2020 academic year. Subjects were asked about the following: factors that influenced their decision to complete clinical rotations during the pandemic; perceptions of learning, safety, and stress under these conditions as well as perceptions of the effectiveness of clinical preparatory activities. Results Twenty-six responses to the survey were received and analyzed using descriptive statistics and nonpaired t-tests calculated for each scaled survey item to compare groups. A majority (83.3%) of the respondents reported graduation followed by professional experience (58.3%) as extremely important factors of consideration for participation in clinical education. Personal safety (33.3%) ranked the lowest of the extremely important factors. In preparing for the clinical experience, 75% reported that individual or small group meetings with the faculty member were extremely helpful. The majority of students (78.26%) strongly agreed that they learned a great deal from the clinical experiences under global pandemic; however, 52.17% reported they found the clinical experiences to be stressful. Conclusion During the global pandemic, students placed greater value on interpersonal, trusted relationships when seeking information. Even though students felt stressed during their clinical education, they perceived that learning did occur. As the impacts of COVID-19 remain, physical therapy programs can use this data to recognize areas that require increased support and preparation for students' clinical experiences to encourage an impactful and sustainable future in clinical education.

Student Perceptions of Physician-Pharmacist Interprofessional Clinical Education Tool

2013 ◽  
Author(s):  
David S. Fike ◽  
Joseph A. Zorek ◽  
Anitra A. MacLaughlin ◽  
Mohammed Samiuddin ◽  
Rodney B. Young ◽  
...  
Keyword(s):  
Student Perceptions ◽  
Clinical Education ◽  
Education Tool

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 Investigation of Nursing Student Satisfaction with the First Clinical Education Experience in Universities of Medical Sciences in Iran

2019 ◽  
Vol 12 (1) ◽  
pp. 75-82 ◽  
Author(s):  
Farzaneh Mohammad Nejad ◽  
◽  
Marziyeh Asadizaker ◽  
Shahram Baraz ◽  
Amal Saki Malehi ◽  
...  
Keyword(s):  
Nursing Students ◽  
Student Satisfaction ◽  
Clinical Education ◽  
Significant Relationship ◽  
Nursing Student ◽  
Demographic Characteristics ◽  
Satisfaction Score ◽  
Grade Point ◽  
Education Experience ◽  
The Mean

Satisfaction with the experience gained in clinical settings is of great significance to nursing students and novice first-year students in particular and contributes significantly to developing basic clinical skills and competence. Accordingly, the present study aimed to examine nursing student satisfaction with the first clinical education experience. A total of 390 second- and third-semester nursing students gaining clinical experience in general surgery, internal medicine, gynecological surgery, orthopedics, emergency, obstetrics and gynecology, ophthalmology, andrological surgery, post-CCU, and otorhinolaryngology departments participated in this analytical cross-sectional study from March to June 2017. The research instrument included the “Assessment of nursing student’s Satisfaction with First Clinical Practical Education Questionnaire: Modified Version”, consisting of three parts: demographic characteristics, 37 items, and a 10-degree visual analog scale to assess student satisfaction. Descriptive statistics were used to hypothesis test in SPSS 22. The highest rate of student satisfaction was related to the third domain labeled “Instructor’s behavior”, and the lowest rate of student satisfaction was related to the fifth and seventh domains labeled “Emotional atmosphere and learning in the clinical setting” and “Creating appropriate learning opportunities”, respectively. The results of statistical tests suggested a statistically significant relationship between the mean satisfaction score (based on the 10-degree scale) and gender (p=0.01). However, no statistically significant relationship was observed between the mean satisfaction score and other demographic characteristics such as age, grade point average (GPA), and university type. Student satisfaction rate varies in different domains of the questionnaire. Accordingly, it is recommended that schools of nursing and midwifery incorporate the findings of this study into their first clinical, educational experience planning and take into account the educational needs of students to bring greater satisfaction.

Seton Hall University Doctor of Science Degree Program

2004 ◽  
Vol 13 (1) ◽  
pp. 9-15
Author(s):  
Janet Koehnke ◽  
Joan Besing ◽  
Kelly Shea-Miller ◽  
Brett Martin
Keyword(s):  
New York ◽  
Clinical Education ◽  
Doctoral Program ◽  
Full Time ◽  
Research Experience ◽  
Science Degree ◽  
Course Work ◽  
Close Proximity ◽  
Clinical Practica ◽  
The University

This article provides an overview of the clinical doctoral program in audiology at Seton Hall University. It is a full-time, 4-year program that includes academic course work, clinical practica, and research experience. In concert with the university mission, the program is designed to enable students to develop the skills they need to be leaders in the field of audiology, providing assessment and intervention to individuals with hearing problems and enhancing the knowledge base of the profession. As part of the School of Graduate Medical Education, students in the program have access to a wealth of resources in related health professions. The close proximity to New York City provides many opportunities for outstanding clinical education with a diverse population.

scholarly journals Mini-Games for Teaching Political Science Methodology

2018 ◽  
Vol 51 (4) ◽  
pp. 838-841 ◽  
Author(s):  
Victor Asal ◽  
Nakissa Jahanbani ◽  
Donnett Lee ◽  
Jiacheng Ren
Keyword(s):  
Political Science ◽  
Positive Feedback ◽  
Qualitative Methodology ◽  
Science Methods ◽  
Preparation Time ◽  
Data Points ◽  
Mini Games ◽  
Science Methodology

ABSTRACTStudents often find lectures on political science methodology difficult to grasp. Based on our success of simulations and games in teaching various political science theories, we created several mini-games to help students gain exposure in engaging ways with aspects of quantitative and qualitative methodology. We use techniques in which students learn through “gimmicks” (Schacht and Stewart 1990; 1992), for which they are the data points that they are studying. We believe that drawing conclusions based on what students do and think empowers them to better understand the sometimes tricky elements of political science methods. Each of the three games described in this article required little to no preparation time. We have used these mini-games in several courses and have received positive feedback from students about their utility. Thus, we are sharing them for more general use.

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