How was a family-whānau centred music therapy approach, demonstrated within a student music therapist’s clinical placement, at a rehabilitation clinic for adults with an acquired brain injury?

<p>Abstract This project explores how the family-whānau centred music therapy approach was demonstrated, by a student music therapist on clinical placement, within a rehabilitation centre for adults with traumatic brain injuries. Parallel links between the Samoan fale tele metaphor of health and family-whānau centred approaches within music therapy perspectives - were enabled in this mahi, due to the work of Carolyn Kenny. Having developed an INDIGENOUS theory in music therapy, Carolyn Kenny emphasises the role of connectedness of each aspect and idea of sacred “space” and “place” within the music therapy session, (Kenny, (1989, 2006), Music and Life - In The Field of Play). My own personal identity as a respectful PASIFIKA woman, and child migrant who learnt Te Reo Māori, history of Tāngata Whenua, Māoritanga, and kapa hāka on Whaiora Marāe, Otara South Auckland, 1970s - enabled the incorporation of the framework of the fale tele metaphor to represent the “personhood of the Client” and their relationships with aiga/family-whānau, medical teams/staff, community workers, as well as myself - in order to illustrate my findings. These showed that clients invariably somehow communicated and expressed a yearning for their home, had strong emotions of displacement away from home; seemed highly motivated to participate and “join in” musicking sessions due to the presence of their kin; or because they had a clear personal goal during sessions to reach a recovery stage that would facilitate their return as soon as possible to a spouse, parent, siblings, children, or to the space and place that represented “home.” Data was collected from clinical notes, assessment reviews, client reports, reflective journal. Deductive secondary analysis was used for coding from which five key themes emerged as being important in the FWCMT, and are further described in the music therapy methods, strategies and activities in a clinical vignette. Of the eight clients, the 167 music therapy sessions which I facilitated, only 43 sessions included the physical presence of family-whānau. Findings are listed as: (1) The spiritual, psychotherapeutic, physiological health and well-being of the client; (2) The internal space – of the participant; (3) Maintaining the dignity of all – participants, family-whānau; (4) Boundaries: The collaborative external space – visiting family-whānau, the interdisciplinary teams and staff carers who became the ‘institutional family-whānau,’ or extended whānau of the client; (5) The rhythmic foundation of the client – innate musical self, external structures, influences and rhythm found in whenua and cosmos which supports the rhythmical structures of the musical, cultural self.</p>

How was a family-whānau centred music therapy approach, demonstrated within a student music therapist’s clinical placement, at a rehabilitation clinic for adults with an acquired brain injury?

<p>Abstract This project explores how the family-whānau centred music therapy approach was demonstrated, by a student music therapist on clinical placement, within a rehabilitation centre for adults with traumatic brain injuries. Parallel links between the Samoan fale tele metaphor of health and family-whānau centred approaches within music therapy perspectives - were enabled in this mahi, due to the work of Carolyn Kenny. Having developed an INDIGENOUS theory in music therapy, Carolyn Kenny emphasises the role of connectedness of each aspect and idea of sacred “space” and “place” within the music therapy session, (Kenny, (1989, 2006), Music and Life - In The Field of Play). My own personal identity as a respectful PASIFIKA woman, and child migrant who learnt Te Reo Māori, history of Tāngata Whenua, Māoritanga, and kapa hāka on Whaiora Marāe, Otara South Auckland, 1970s - enabled the incorporation of the framework of the fale tele metaphor to represent the “personhood of the Client” and their relationships with aiga/family-whānau, medical teams/staff, community workers, as well as myself - in order to illustrate my findings. These showed that clients invariably somehow communicated and expressed a yearning for their home, had strong emotions of displacement away from home; seemed highly motivated to participate and “join in” musicking sessions due to the presence of their kin; or because they had a clear personal goal during sessions to reach a recovery stage that would facilitate their return as soon as possible to a spouse, parent, siblings, children, or to the space and place that represented “home.” Data was collected from clinical notes, assessment reviews, client reports, reflective journal. Deductive secondary analysis was used for coding from which five key themes emerged as being important in the FWCMT, and are further described in the music therapy methods, strategies and activities in a clinical vignette. Of the eight clients, the 167 music therapy sessions which I facilitated, only 43 sessions included the physical presence of family-whānau. Findings are listed as: (1) The spiritual, psychotherapeutic, physiological health and well-being of the client; (2) The internal space – of the participant; (3) Maintaining the dignity of all – participants, family-whānau; (4) Boundaries: The collaborative external space – visiting family-whānau, the interdisciplinary teams and staff carers who became the ‘institutional family-whānau,’ or extended whānau of the client; (5) The rhythmic foundation of the client – innate musical self, external structures, influences and rhythm found in whenua and cosmos which supports the rhythmical structures of the musical, cultural self.</p>

Removing Ableist Barriers in Nursing Education: Clinical Essential Requirements

The current approach to clinical placement training for nurses excludes students with disabilities. The purpose of this article is to introduce a four-step model for nursing programs to identify clinical essential requirements – specific skills and competencies students must gain during placement. Engaging this four-step model will allow educators to identify how essential requirements can be achieved in a variety of ways, and thus can involve accommodations. It will also allow for the identification of which essential requirements cannot be accommodated and must be demonstrated in a prescribed manner due to impacting the nature or integrity of the task. Analyzing clinical essential requirements using this framework will create a consistent and defensible method to determine the flexibility or inflexibility of clinical tasks. The framework provided requires a collaborative process including key experts, nursing students and nurses with disabilities to comprehensively address the challenges clinical environments pose to inclusiveness.

Clinical placement models for undergraduate health professions students: a scoping review

Background Clinical learning is fundamental to undergraduate health professions students. There are several calls for the transformation of health professions education, which have direct implications on clinical learning. Clinical placement models provide structure to clinical learning. Therefore, this scoping review could contribute to supporting curriculum transformation to enhance learning in the clinical environments for undergraduate health professions students. Objectives This scoping review identified the characteristics of research evidence related to mapping the purpose, methodologies used, outcomes, and specific recommendations associated with clinical placement models in undergraduate health professions education. Design A scoping review method was used in this study. A search string developed from the title of the review was used to search online databases to identify research published between January 2000 and March 2020. Results Forty-eight articles reporting on ten clinical placement models were included in this review. The majority of these articles originated from Australia and predominantly report on nursing. The aims of these articles aligned with the evaluation of the implementation of a clinical placement model. Seven categories of outcomes of the clinical placement models are reported namely, relationships, influence, environment, facilitation, inputs, knowledge scores, and student perceptions. Conclusions As clinical learning is fundamental to undergraduate health professions education, clinical placement models should prioritise the development of competence among undergraduate students. Insights into outcomes reported in literature could guide educators in fostering optimal learning in students who may then be able to influence community health outcomes positively.