scholarly journals Students’ interprofessional workplace learning in clinical placement

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Ann-Charlotte Bivall ◽  
Annika Lindh Falk ◽  
Maria Gustavsson
Keyword(s):  
University Hospital ◽  
Boundary Object ◽  
Clinical Placement ◽  
Medical Emergency ◽  
Boundary Crossing ◽  
Research Approach ◽  
Interprofessional Learning ◽  
Clinical Placements ◽  
Clinical Supervisors ◽  
Group Interviews

Students’ learning in the workplace during their clinical placements is an important part of their education to become healthcare professionals. Despite the number of studies of student interprofessional learning in clinical placements, little is still known about the significance of interprofessional learning and how it is facilitated and arranged for to occur. This article aims to investigate interprofessional learning between students collaborating in a workplace-driven arrangement integrated into a clinical placement. A focused ethnographic research approach was applied, comprising observations of ten students participating in the arrangement organised by clinical supervisors on a medical emergency ward at a Swedish university hospital, followed by group interviews. Using a boundary-crossing lens, the article analyses the workplace arrangement, in which students’ learning across professional boundaries and their negotiations around a boundary object were prerequisites to coordinate their interprofessional knowledge and manage emerging challenges while being in charge of care on the ward.

scholarly journals Enabling nursing students to have a voice in designing a learning resource to support their participation in a clinical placement

2021 ◽  
Vol 11 (2) ◽  
pp. 1-15
Author(s):  
Maria Mackay ◽  
◽  
Carley Jans ◽  
Jan Dewing ◽  
Alicia Congram ◽  
...  
Keyword(s):  
Nursing Students ◽  
Academic Staff ◽  
Literacy Skills ◽  
Clinical Placement ◽  
Learning Resources ◽  
Clinical Placements ◽  
Clinical Supervisors ◽  
Supervisory Relationships ◽  
Theoretical Perspectives ◽  
Students First

Background: There appears to be a gap in the literature with regard to nursing students’ participation in designing learning resources to prepare them for the reality of clinical placements. In addition, the existing research on preparation focuses on skills competency and overlooks the emotional preparation required to navigate the practice context, while preparation of early-year students is not prioritised. Aim: This study had two aims: to provide nursing students with processes and tools to give them a voice in the development of learning resources to prepare for clinical placement; and to address some of the power imbalances between nursing students and clinical supervisors. Methods: This action research study was undertaken collaboratively with students and academic staff as co-researchers and was underpinned by the theoretical perspectives of transformational learning and person-centredness. It used a range of creative methods, such as workshops, critical creativity and critical dialogue. Conclusion: Emotional connection and vulnerability were found to enhance healthful (supervisory) relationships. The co-researchers developed a Student-Led Conversation Form and a process to support students to undertake and lead a conversation with their clinical supervisors and create shared values. Significantly, emotional preparation for clinical placements was found to be important for nursing students facing the reality of practice. Implications for practice: • Innovative approaches to curriculum development are enabled when academic staff authentically engage with nursing students • First-year nursing students experience a sense of empowerment when they engage in student-led learning • Person-centred learning requires academic staff and nursing students to be challenged to develop emotional literacy skills

scholarly journals Clinical supervisors’ perceptions of podiatry students’ preparedness for clinical placement and graduates’ preparedness for podiatry practice in Australia: An exploratory study

2021 ◽  
Vol 22 (2) ◽  
pp. 1-22
Author(s):  
Katrina Reynolds ◽  
Michelle McLean
Keyword(s):  
Clinical Practice ◽  
Communication Skills ◽  
Clinical Competence ◽  
Clinical Skill ◽  
Skills Training ◽  
Clinical Placement ◽  
Clinical Placements ◽  
Clinical Supervisors ◽  
Podiatry Students ◽  
Hands On

Introduction: Little is known about Australian podiatry students’ preparedness for clinical placement and graduates’ preparedness for clinical practice. This qualitative study explored clinical supervisors’ perceptions of podiatry students’ and graduates’ preparedness-related challenges and their recommendations for improvement.Methods: Eleven registered podiatrists who had supervised or were still supervising students were interviewed. Transcribed interviews were thematically analysed. Benner’s (1984) stages of clinical competence from novice to expert informed the study.Results: Clinical supervisors were divided about students’ preparedness for clinical placements, with their perceptions ranging from generally prepared (n = 2) to unsure (n = 5) to unprepared (n = 4). They commented on junior versus senior students, institutional differences and specific clinical skill deficiencies, e.g., scalpel debridement and patient communication skills. Perceived challenges for students on placement included poorly developed clinical skills and low self-efficacy, both stemming primarily from insufficient hands-on experience. Participants suggested that for improved placement preparedness, students required better quality clinical experiences and communication skills training. Being work-ready, which most graduating Australian podiatrists were reported to be, involved being safe and self-efficacious. Participants also suggested that a supportive clinical environment, an internship and more advanced interpersonal skills would facilitate preparedness. Conclusion: In terms of Benner’s (1984) framework, during training, podiatry students should be considered novices, and they should be considered advanced beginners on graduation. An entry-level graduate should not be expected to be competent across all areas of clinical practice. Hands-on clinical practice during placements was needed for moving successfully through Benner’s (1984) stages of clinical competence. While clinical supervisors believed that podiatry training generally prepared students for clinical practice immediately following graduation, they asserted that manual clinical and communication skills improvement is required for clinical placements.

scholarly journals Starting the conversation: What are the issues for paramedic student clinical education?

2014 ◽  
Vol 11 (4) ◽  
Author(s):  
Peter O'Meara ◽  
Helen Hickson ◽  
Chris Huggins
Keyword(s):  
Clinical Education ◽  
Essential Element ◽  
Ambulance Service ◽  
Clinical Placement ◽  
Research Approach ◽  
Clinical Placements ◽  
Action Research Approach ◽  
The University ◽  
Service Managers

ObjectivesThis paper examines the issues that affect the quality of paramedic student clinical placements. Participants included paramedics, paramedic educators, paramedic students and ambulance service managers who had gathered for an Australian conference in Bendigo in central Victoria. The aim of this paper is to highlight issues identified by the participants and to start a conversation about the importance of clinical placement for paramedic students.MethodsThis was a qualitative study utilising ‘Community conversations’ as a research methodology. ‘Community conversations’ is an action research approach. This study had 53 participants, who spent around 5 hours in conversation throughout a 3-day conference. The conversation initiated was to discuss and raise issues that related to paramedic student clinical placements, and identify creative and innovative solutions.ResultsIn this paper, we focus on three themes that emerged from the conversations: planning and preparation of the placement; continuity of placement experience; and diversity of placements. We argue that better communication is required between the university, the ambulance service, the paramedic educator/clinical instructor and the student.ConclusionsClinical education is an essential element of student learning and skill development, yet in Australia there are no mandatory requirements in relation to duration, content or measurement of quality in student clinical placements. We strongly recommend that continuity is an essential element of a quality clinical placement and argue that students should be allocated to work in one location for 1–2 week blocks.

scholarly journals Home visits as an interprofessional learning activity for students in primary healthcare

2020 ◽  
Vol 21 ◽  
Author(s):  
Eva Toth-Pal ◽  
Cecilia Fridén ◽  
Stefano Torres Asenjo ◽  
Christina B. Olsson
Keyword(s):  
Primary Healthcare ◽  
Interprofessional Collaboration ◽  
Improve Patient Safety ◽  
Home Visits ◽  
Care Plan ◽  
Learning Activity ◽  
Training Experience ◽  
Interprofessional Learning ◽  
Clinical Placements ◽  
Organisational Factors

Abstract Aim: To evaluate person-centred home visits as an interprofessional learning (IPL) activity for undergraduate students during clinical placements in primary healthcare. Background: Interprofessional collaboration is known to improve patient safety, increase job satisfaction, and reduce stress among healthcare professionals. Students should already during their basic training experience interprofessional collaboration. Methods: Students from six different educational programmes and supervisors and adjunct clinical lecturers from different professions participated in the learning activity. The students read a description of the patient history before the visit together with a supervisor. During the home visit, the students were responsible for history-taking and for performing relevant examinations. Afterwards, the students made a joint care plan for the patient. Students, supervisors, and adjunct clinical lecturers discussed the outcomes in a seminar and reflected on each other’s professional roles. The students and the patients answered a questionnaire about the activity, and the supervisors and the adjunct clinical lecturers were interviewed in focus groups. Findings: Thirty interprofessional home visits were conducted, involving 109 students from six different healthcare professions. The students reported that they had gained insights into how different professions could collaborate and an increased understanding of teamwork. All patients were satisfied with the visits and felt that they had been listened to. The interview analysis showed one overarching theme: ‘Interprofessional home visits in primary healthcare were an appreciated and effective pedagogical learning activity with a sustainability dependent on organisational factors’. Conclusions: The students felt that participation in the activity increased their understanding of collaboration and of other professions’ skills. The supervisors found the home visits to be an appreciated and effective learning activity. The results indicate that this learning activity can be used in primary healthcare settings to promote students’ IPL, but organisational factors need to be considered in order to support sustainability.

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.

scholarly journals Preventing ventilator-associated pneumonia—a mixed-method study to find behavioral leverage for better protocol adherence

2018 ◽  
Vol 39 (10) ◽  
pp. 1222-1229 ◽  
Author(s):  
Aline Wolfensberger ◽  
Marie-Theres Meier ◽  
Lauren Clack ◽  
Peter W. Schreiber ◽  
Hugo Sax
Keyword(s):  
Focus Group ◽  
Mixed Method ◽  
University Hospital ◽  
Mixed Method Study ◽  
Ventilator Associated Pneumonia ◽  
Theory Approach ◽  
Prevention Measures ◽  
Focus Group Interviews ◽  
Protocol Adherence ◽  
Group Interviews

AbstractObjectivePreventing ventilator-associated pneumonia (VAP) is an important goal for intensive care units (ICUs). We aimed to identify the optimal behavior leverage to improve VAP prevention protocol adherence.DesignMixed-method study using adherence measurements to assess 4 VAP prevention measures and qualitative analysis of semi-structured focus group interviews with frontline healthcare practitioners (HCPs).SettingThe 6 ICUs in the 900-bed University Hospital Zurich in Zurich, Switzerland.Patients and participantsAdherence to VAP prevention measures were assessed in patients with a device for invasive ventilation (ie, endotracheal tube, tracheostomy tube). Participants in focus group interviews included a convenience samples of ICU nurses and physicians.ResultsBetween February 2015 and July 2017, we measured adherence to 4 protocols: bed elevation showed adherence at 27% (95% confidence intervals [CI], 23%–31%); oral care at 41% (95% CI, 36%–45%); sedation interruption at 81% (95% CI, 74%–85%); and subglottic suctioning at 88% (95% CI, 83%–92%). Interviews were analyzed first inductively according a grounded theory approach then deductively against the behavior change wheel (BCW) framework. Main behavioral facilitators belonged to the BCW component ‘reflective motivation’ (ie, perceived seriousness of VAP and self-efficacy to prevent VAP). The main barriers belonged to ‘physical capability’ (ie, lack of equipment and staffing and side-effects of prevention measures). Furthermore, 2 primarily technical approaches (ie, ‘restructuring environment’ and ‘enabling HCP’) emerged as means to overcome these barriers.ConclusionsOur findings suggest that technical, rather than education-based, solutions should be promoted to improve VAP prevention. This theory-informed mixed-method approach is an effective means of guiding infection prevention efforts.

Pracademic productive friction: boundary crossing and pressure points

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
John Paul Mynott ◽  
Michaela Zimmatore
Keyword(s):  
Thematic Analysis ◽  
Lesson Study ◽  
Design Methodology ◽  
Qualitative Interviews ◽  
The Self ◽  
Boundary Object ◽  
Boundary Crossing ◽  
Content Type ◽  
School Based ◽  
Spatial Approach

PurposeProductive friction (Ward et al., 2011) can exist as pracademics cross between boundaries of their different identities. Through an exploration of the self-perception of two collaborating pracademics, this paper will consider that organisational and occupational (Evetts, 2009) elements exist that generate professional friction for pracademics.Design/methodology/approachUsing two consecutive Lesson Study cycles as a boundary object, the authors will consider their pracademic identity through a spatial approach. Their perceptions are expressed through semi-structured qualitative interviews and subsequent thematic analysis. This analysis is then explored through Engeström's (2001) learning stages to consider how pracademics interact within the contradictions of their identities and within their context and their work.FindingsTime, purpose, integration and collaboration are all elements that impact on pracademic identities. For each one of these themes, pracademics both experience friction and find resolutions. As these themes vary, there are also moments of unresolved friction, where the pracademics maintain their work based on their enthusiasm alone. Constraints on time and the visibility of pracademic emerge. Exploring these pressure points and their resolutions is key to understanding how pracademics can be further supported by other professionals.Originality/valueWhile it is not possible to draw large conclusions from the experiences and perceptions of two primary-school-based pracademics, their experiences and understanding of contextual pressure points may facilitate the support of other pracademics and resonant with their experiences, particularly if they are using Lesson Study.

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