International Journal of Practice-Based Learning in Health and Social Care最新文献_第5页

Establishment of an Innovative Telehealth Speech and Language Therapy Placement as a Rapid Response to COVID-19: Sharing the Learning 建立快速应对COVID-19的创新型远程医疗语音和语言治疗实习:分享学习经验

International Journal of Practice-Based Learning in Health and Social Care Pub Date : 2021-08-11 DOI: 10.18552/ijpblhsc.v9i2.738

Rena Lyons, Laura Loftus, Margaret Rodden, Siobhan Ward Lynch, Sonya Gaffney, Brid McAndrew

{"title":"Establishment of an Innovative Telehealth Speech and Language Therapy Placement as a Rapid Response to COVID-19: Sharing the Learning","authors":"Rena Lyons, Laura Loftus, Margaret Rodden, Siobhan Ward Lynch, Sonya Gaffney, Brid McAndrew","doi":"10.18552/ijpblhsc.v9i2.738","DOIUrl":"https://doi.org/10.18552/ijpblhsc.v9i2.738","url":null,"abstract":"The aim of this evaluation was to explore practice educators’ and speech and language therapy (SLT) students’ experiences of a rapid response telehealth placement in response to the COVID-19 pandemic in order to inform quality improvement. In March 2020, public health restrictions were imposed across Ireland in efforts to ‘flatten the curve’ in response to the COVID-19 pandemic. All placements were cancelled. According to an Irish Association of Speech and Language Therapists survey in April 2020, 47% of SLTs were redeployed to swabbing and contact tracing roles, and many remain redeployed seven months later. This redeployment, along with strict public health measures in clinical sites, significantly reduced the availability of clinical placements. A rapid response was required to enable students to develop clinical competencies. Although telehealth has been used to deliver speech and language therapy in other countries, it had not been used routinely in service provision in Ireland. In this article, we outline how we built on existing partnerships with practice educators, both on- and off-site, to design a much-needed telehealth placement. We explored educators’ and students’ experiences using an online focus group and online survey respectively. The evaluations of practice educators were positive in that despite their initial apprehension, they reported that this placement provided valuable learning opportunities for students while also providing benefits for clients. They also reported some technological and sustainability challenges. The students also evaluated this placement positively with 83.3% of respondents rating the placement as ‘excellent ‘and 16.7% rating it as ‘good’. All stakeholders valued this learning experience.","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41872745","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Co-Designing Innovative Practice-Based Education for Speech Pathology Students 共同设计言语病理学学生创新实践教育

International Journal of Practice-Based Learning in Health and Social Care Pub Date : 2021-08-04 DOI: 10.18552/ijpblhsc.v9i2.746

S. Kamper, A. Dario, Melina Waibel, David O'Connor, E. Bourne

引用次数: 2

NAEP Conference 2020: ‘Whose placement is it anyway?’ NAEP会议2020:“它到底是谁的位置?””

International Journal of Practice-Based Learning in Health and Social Care Pub Date : 2021-06-15 DOI: 10.18552/ijpblhsc.v9i1.762

(NAEP) National Association of Educators in Practice

引用次数: 1

Introduction to the COVID-19 Special Issue 新冠肺炎特刊简介

International Journal of Practice-Based Learning in Health and Social Care Pub Date : 2021-06-08 DOI: 10.18552/IJPBLHSC.V9I1.755

M. Bartlett, S. Howden, Alison Jones, L. Martindale

引用次数: 0

Speech Pathologists’ Perceptions of the Impact of Student Supervision 语言病理学家对学生监督影响的感知

International Journal of Practice-Based Learning in Health and Social Care Pub Date : 2020-10-21 DOI: 10.18552/ijpblhsc.v8i2.549

E. Bourne, L. McAllister, B. Kenny, K. Short

{"title":"Speech Pathologists’ Perceptions of the Impact of Student Supervision","authors":"E. Bourne, L. McAllister, B. Kenny, K. Short","doi":"10.18552/ijpblhsc.v8i2.549","DOIUrl":"https://doi.org/10.18552/ijpblhsc.v8i2.549","url":null,"abstract":"Qualitative studies have described clinician perspectives on student placements. These studies highlight likely contributors to placement shortages, but little is documented in speech pathology (SP). This article describes SP clinician perceptions of student impact/s on their clinical and other work tasks, stress levels and time management, and explores factors that may contribute to these perceptions of their experience. Interpretive description was selected to analyse public health sector SP clinician online survey responses. Open-ended questions explored clinician perceptions of student impact on specified components of their work as well as any other aspects clinicians identified. Thirty-four SP clinicians with varying caseloads and experience levels responded. Clinicians perceived that students can positively or negatively impact their clinical and non-clinical activities. Many also identified negative impacts on their stress levels. Some commented on differing impacts for patients and other colleagues. Collective themes of Clinician, Supervision Practices, Workplace, and Student are presented in a model of potential influences on the experience of student impact. SP clinicians perceived that experience of student impact is varied and complex. Influences are likely to be multi-factorial and further research is needed in a range of contexts to guide clinicians, managers and universities in supporting SP student clinical placements.","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48740783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Dietetic Students’ Attitudes to and Knowledge of Working with Older People 营养学学生对与老年人一起工作的态度和知识

International Journal of Practice-Based Learning in Health and Social Care Pub Date : 2020-06-02 DOI: 10.18552/ijpblhsc.v8i1.559

M. Mackenzie, Connie Mcaulay

{"title":"Dietetic Students’ Attitudes to and Knowledge of Working with Older People","authors":"M. Mackenzie, Connie Mcaulay","doi":"10.18552/ijpblhsc.v8i1.559","DOIUrl":"https://doi.org/10.18552/ijpblhsc.v8i1.559","url":null,"abstract":"Across the world, people are living longer but not necessarily healthier lives. Healthcare professionals will need to be prepared to work with older people, recognising that, at all stages of the lifespan, attention to nutrition and other health behaviours can impact positively on wellbeing. This study examined the attitudes, knowledge and future career preferences of pre-registration dietetic students in the United Kingdom towards working with older people. A questionnaire, based on the validated Palmore Facts on Aging Quiz and adapted to a UK population, was sent to the fifteen universities which provide dietetic courses in the UK approved by the Health and Care Professions Council (HCPC). Responses were received from thirteen universities, and, of the estimated 1250 students, 285 questionnaires were completed (response rate 23%) with the predominant demographic being 91% female, and 86% undergraduate degree type. The mean knowledge score was higher in postgraduate vs. undergraduate students (69.6% vs. 65.2%; p [less than] 0.011). A weak positive correlation (rs = 0.155) was found between number of placement weeks carried out and knowledge score (p [less than] 0.01). Care of the elderly was the least preferred of five specialities, and 65-plus was the fourth preferred age group out of five. A greater focus should be placed on the delivery of aging education and placement experiences in dietetic courses to increase the number of graduate dietetic students who have positive work preferences towards older adults.","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45176864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Replacing Physiotherapy Student Clinical Education Time with Simulation - The Clinical Educators’ Experience 以模拟代替物理治疗学生临床教学时间——临床教育工作者的体会

International Journal of Practice-Based Learning in Health and Social Care Pub Date : 2020-06-02 DOI: 10.18552/ijpblhsc.v8i1.554

Julia Blackford, J. Alison, L. McAllister, G. Nisbet

引用次数: 0

Students’ Perceptions of Simulation-Based Learning in Speech Pathology: A Pilot Study 语言病理学学生对模拟学习的认知:一项初步研究

International Journal of Practice-Based Learning in Health and Social Care Pub Date : 2020-06-02 DOI: 10.18552/ijpblhsc.v8i1.558

A. Penman, Annie J. Hill, S. Hewat, Nerina Scarinci

{"title":"Students’ Perceptions of Simulation-Based Learning in Speech Pathology: A Pilot Study","authors":"A. Penman, Annie J. Hill, S. Hewat, Nerina Scarinci","doi":"10.18552/ijpblhsc.v8i1.558","DOIUrl":"https://doi.org/10.18552/ijpblhsc.v8i1.558","url":null,"abstract":"Due to increased student numbers and workforce limitations, speech pathology students have fewer opportunities to develop skills in working with adult populations in traditional clinical placements. Using simulation-based learning has proven to be advantageous in other disciplines. The use of simulation to develop clinical skills in speech pathology range of practice areas, including speech, language and swallowing in adults, has been less well researched. The aim of this study was to investigate students' overall perceptions about simulation-based learning, particularly their confidence related to specific clinical skills and perceived anxiety about working with adult clients. Six final year speech pathology students enrolled in either a 4-year undergraduate or 2.5-year masters program participated in this research. Students engaged in five simulation-based learning activities across one day. Purposefully developed pre- and post- surveys were completed to explore students' anxiety levels and perceptions of confidence regarding clinical skills across domains of foundation knowledge, case history, assessment, intervention, interaction and clinical reasoning, and anxiety levels. The Satisfaction with Simulation Experience (SSE) Scale was completed post-simulation experience. Students also participated in a focus group discussion following the simulation experience. Student median ratings of clinical skills improved from pre- to post-simulation across the six domains. All students reported that the simulation-based learning experience was valuable and reported increased levels of confidence and enhanced preparedness for their clinical placements. Findings from this study suggested that students value simulation-based learning and future research should explore learning outcomes from a longer, more intensive simulation program.","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47975104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Capturing Debriefing and Enhancing Reflection within Simulated Clinical Learning Environments 在模拟临床学习环境中捕捉汇报并加强反思

International Journal of Practice-Based Learning in Health and Social Care Pub Date : 2020-06-02 DOI: 10.18552/ijpblhsc.v8i1.565

M. Wareing, J. England, D. Mathew, Carla Ball, A. Willetts, Jane Kemp, K. Clifford, A. Thompson, Ian J. Dove, L. Adams

{"title":"Capturing Debriefing and Enhancing Reflection within Simulated Clinical Learning Environments","authors":"M. Wareing, J. England, D. Mathew, Carla Ball, A. Willetts, Jane Kemp, K. Clifford, A. Thompson, Ian J. Dove, L. Adams","doi":"10.18552/ijpblhsc.v8i1.565","DOIUrl":"https://doi.org/10.18552/ijpblhsc.v8i1.565","url":null,"abstract":"This article presents findings from an evaluation of a new A3-size learner notes sheet designed for use by healthcare students engaging in clinical simulation and clinical skills sessions. The notes sheet consists of an adapted form of the SBAR (situation, background, assessment, response) tool, whilst capturing post-simulation oral debriefing provided by a facilitator. Additionally, the Driscoll (2007) model is used to provide students with an opportunity to reflect on their engagement in clinical simulation. Two cohorts of students, who engaged in separate simulation sessions, completed the A3 sheet. The study featured 33 midwifery and 21 operating department practitioner (ODP) students undertaking a simulation. Documentary analysis was undertaken to identify the depth of reflective writing of both groups of students. Midwifery student participants reflected on their experiences of simulation at a slightly deeper level than their ODP counterparts. All students adhered to the structure of the notes sheet when receiving their briefing from the facilitator and when asked to write their reflective accounts. This study has sought to explore an under-researched area of clinical simulation: the extent to which healthcare students can utilise reflection when engaging with a clinical scenario within a simulated learning environment.","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46743119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Physiotherapy Students’ and Practice Educators’ Experiences of Using Placements Passports: A Tool to Enhance Collaboration on Placement 物理治疗学生和实践教育者使用实习护照的经验：一种加强实习合作的工具

International Journal of Practice-Based Learning in Health and Social Care Pub Date : 2020-06-02 DOI: 10.18552/ijpblhsc.v8i1.540

Sarah-Jane Ryan, Jane Morris

{"title":"Physiotherapy Students’ and Practice Educators’ Experiences of Using Placements Passports: A Tool to Enhance Collaboration on Placement","authors":"Sarah-Jane Ryan, Jane Morris","doi":"10.18552/ijpblhsc.v8i1.540","DOIUrl":"https://doi.org/10.18552/ijpblhsc.v8i1.540","url":null,"abstract":"Integral to physiotherapy students’ study are their practice placements. Placements form a mandatory part of students’ programmes of study. Practice learning is seen as an essential component of the curricula and as such is a key element of the students’ learning and development. The UK health service, which continues to provide the majority of practice learning opportunities for healthcare students, is experiencing unprecedented demand on services. Practice educators are reporting increasing pressure to maintain service provision whilst trying to support students in the practice setting. To maximise learning on placement, the placement passport was developed. This aims to support a more collaborative approach to the student’s learning in practice, by promoting a partnership between the practice educator and the student, and by encouraging and enabling the students to develop their skills of self-evaluation and self-directed learning, but also giving the practice educator the opportunity to try to tailor the experience to the student’s needs and wants. This study aims to explore students’ and practice educators’ experiences of using a placement passport in physiotherapy education. Five students and four practice educators attended one-off focus groups to explore their experiences. Findings suggested that the passport is a tool to support collaborative approaches to students’ learning, helping students and practice educators to bridge the gap between academia and the reality of practice. It also provided both with the opportunity to begin early dialogue around the students’ and practice educators’ expectations of the practice placement while acknowledging prior learning and development.                                                                                                                                  ","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":"8 1","pages":"31-46"},"PeriodicalIF":0.0,"publicationDate":"2020-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://publications.coventry.ac.uk/index.php/pblh/article/download/540/779","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147888841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1