International Journal of Practice-Based Learning in Health and Social Care最新文献_第6页

Perceptions, Competencies and Motivation for Study Choice: Occupational Therapy and Social Work Student Perspectives 学习选择的认知、能力和动机:职业治疗和社会工作学生的观点

International Journal of Practice-Based Learning in Health and Social Care Pub Date : 2020-06-02 DOI: 10.18552/ijpblhsc.v8i1.519

S. Tétreault, Carine Bétrisey, Alida Gulfi, Camille Brisset, N. Kühne, Yvan Leanza, W. Arts

{"title":"Perceptions, Competencies and Motivation for Study Choice: Occupational Therapy and Social Work Student Perspectives","authors":"S. Tétreault, Carine Bétrisey, Alida Gulfi, Camille Brisset, N. Kühne, Yvan Leanza, W. Arts","doi":"10.18552/ijpblhsc.v8i1.519","DOIUrl":"https://doi.org/10.18552/ijpblhsc.v8i1.519","url":null,"abstract":"Caring for others is one of the most important attributes for individuals who want to be occupational therapists or social workers. Students are not necessarily aware of the challenges and responsibilities of the helping relationship. Deeper insights are needed into these aspects in order to train and prepare students to become competent, work-ready professionals. This study therefore aimed to describe student beliefs about their chosen profession, the competencies they perceived were most important to develop, and their motivators for their choice of profession. In this explorative study, 51 first-year students from occupational therapy (22 students) and social work (29 students) participated in individual semi-structured interviews. The interviews were transcribed and analysed thematically. Although participants had difficulty defining their future profession, they agreed it was all about helping people. A range of competencies was identified, such as establishing interpersonal relationships, sensitivity to difference, communication, flexibility, and teamwork. Differences emerged according to the chosen profession, such as creativity and imagination for occupational therapy students, and administrative skills and the desire to effect change for social work students. Concerning the choice of profession, most participants wanted to help others and engage in human relationships. Diversity and variety of tasks were also attractive elements of both professions. From the beginning of the program, educational institutions should describe more clearly occupational therapy and social work, so that students can develop a realistic vision of their future profession.","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":"68347363","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

Book Review Stephen Billett, Jennifer Newton, Gary Rogers, Christy Noble (Eds.): Augmenting Health and Social Care Students’ Clinical Learning Experiences: Outcomes and Processes 书评Stephen Billett，Jennifer Newton，Gary Rogers，Christy Noble（编辑）：增强健康和社会护理学生的临床学习体验：结果和过程

International Journal of Practice-Based Learning in Health and Social Care Pub Date : 2020-06-02 DOI: 10.18552/ijpblhsc.v8i1.677

L. Meyer

引用次数: 9

Capturing the Real Impact of Clinical Academics in Practice 在实践中捕捉临床学术的真正影响

International Journal of Practice-Based Learning in Health and Social Care Pub Date : 2019-12-13 DOI: 10.18552/ijpblhsc.v7i2.647

J. Coad, J. Manning, E. Mills, C. Semple, B. Johnston, A. Mcmahon

{"title":"Capturing the Real Impact of Clinical Academics in Practice","authors":"J. Coad, J. Manning, E. Mills, C. Semple, B. Johnston, A. Mcmahon","doi":"10.18552/ijpblhsc.v7i2.647","DOIUrl":"https://doi.org/10.18552/ijpblhsc.v7i2.647","url":null,"abstract":"The Clinical Academic Careers Framework proposes an over-arching structure to develop the clinical academic workforce whose activities have patient benefit within a clear UK programme. Traditionally this has centred on professionals from medicine and dentistry, but in the last ten years has developed into a more inclusive career framework for non-medical health professions which includes Nurses, Midwives and Allied Health Professionals (NMAHPs) and Healthcare Scientists (HCSs) that provide NHS services. As such, it is reported that clinical academic NMAHPs and HCSs can contribute to the generation and translation of new knowledge to help improve outcomes and experiences for patients. In this article, we explore key issues relating to the impact of clinical academic NMAHPs and HCSs on clinical practice in a UK context, as well as some measurements of impact, including the value and limitations of currently used metrics (such as Key Performance Indicators, or KPIs). We report that measuring the learning in practice of this novel role will need to include smart metrics alongside a person-centred approach. We share four national case studies, all of which are drawn from clinical academic researchers from different UK settings to show the real variety and differences in roles. We argue that this is the key both to learning in practice about this role, and to witnessing the real differences clinical academics make.","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43392852","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: 10

The DINARC© Toolkit - Clinical Academic Research Capacity-Building and Post-Doctoral Development for Nurses, Midwives and Allied Health Professionals (NMAHP) DINARC©工具包-护士、助产士和联合卫生专业人员的临床学术研究能力建设和博士后发展（NMAHP）

International Journal of Practice-Based Learning in Health and Social Care Pub Date : 2019-12-12 DOI: 10.18552/ijpblhsc.v7i2.645

H. Iles-Smith, S. Ersser

{"title":"The DINARC© Toolkit - Clinical Academic Research Capacity-Building and Post-Doctoral Development for Nurses, Midwives and Allied Health Professionals (NMAHP)","authors":"H. Iles-Smith, S. Ersser","doi":"10.18552/ijpblhsc.v7i2.645","DOIUrl":"https://doi.org/10.18552/ijpblhsc.v7i2.645","url":null,"abstract":"The challenges of developing nurses, midwives and AHPs (NMAHPs) as clinical academics (CA) have received international attention. Balancing clinical practice and academic pursuit, often where managers are unfamiliar with academic career requirements, is one such challenge; however, the current literature provides limited developmental guidance. The aim of this article is to describe the DINARC © (Dissemination, Implementation, Networking, Active Research and Clinical practice) Toolkit, a continuous practice development aide for NMAHPs who are in the early post-doctoral phase of a clinical academic career (CAC). We identified five DINARC © elements, through evidence review and synthesis, as requisites for supporting the progression of a CAC. An ‘expert reference group’ (CAs, academic supervisors and nurse leaders) advised and assisted in development of the DINARC © concept. A Practitioner Research Plan and Mentor–Mentee Discussion Guide was developed and applied within a large metropolitan UK university teaching hospital; this was designed to identify the essential elements required to successfully navigate a CAC pathway. Early feedback from practitioners and managers suggests that DINARC © aids CAs in navigating an early CAC and offers guidance for managers. Further application and evaluation of DINARC © is now required by those developing a CAC. Implications for practice: DINARC © is a resource to guide practitioners’ CAC development with the goal of integrating and strengthening clinically-based NMAHP research activities, with related improvements in patient care. We believe that DINARC © has wider relevance as a useful tool, worthy of testing internationally.","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49465107","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: 9

Expectations and Understanding of Learning in Practice: Student Speech and Language Therapists’ and Practice Educators’ Perspectives of Learning 实践中学习的期望与理解:学生语言治疗师与实践教育者的学习视角

International Journal of Practice-Based Learning in Health and Social Care Pub Date : 2019-07-31 DOI: 10.18552/IJPBLHSC.V7I1.502

K. Davies, Fiona Kevan, E. Ormerod

{"title":"Expectations and Understanding of Learning in Practice: Student Speech and Language Therapists’ and Practice Educators’ Perspectives of Learning","authors":"K. Davies, Fiona Kevan, E. Ormerod","doi":"10.18552/IJPBLHSC.V7I1.502","DOIUrl":"https://doi.org/10.18552/IJPBLHSC.V7I1.502","url":null,"abstract":"Research in speech and language therapy education has focussed on investigating models of clinical placements, rather than how learning is optimised in practical settings. A distinction has been made in practice-based learning in medical education between ‘capability’ and ‘competency’, urging educators to prioritise learning that enables problem solving and application of theory. We know little about student speech and language therapists’ (SLTs) and educators’ perception and expectations of clinical learning in placement and how this relates to capability. We investigated student SLTs’ and educators’ beliefs and experiences of successful learning in clinical settings and how they perceived their learner/educator roles using a qualitative study. Data was gathered from 28 students and educators using individual interviews and focus groups. The data was investigated using thematic analysis. Educators see their role as facilitators, developing core skills such as clinical reasoning, understanding professional identity and gaining independence. Some educators see this as a co-learning model, creating opportunities for their own learning. Students’ conceptions change during clinical placements, from focussing on their own development to seeking to understand the client’s perspective as well as identify needs, and respond with well-reasoned options for intervention. Aiming to equip SLT learners to be capable professionals, able to apply skills of clinical reasoning, is considered a core skill for SLT educators. Developing models for clinical placements informed by understanding how students learn to become capable could enhance the readiness of student SLTs to enter professional practice.","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45614164","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

Promoting Transition Resilience through Personal Development Planning: An Evaluation of the Perspectives of Preparation for Transition of Final-Year Undergraduate Nursing Students 通过个人发展规划促进过渡弹性：护理本科生最后一年过渡准备视角的评估

International Journal of Practice-Based Learning in Health and Social Care Pub Date : 2019-07-31 DOI: 10.18552/IJPBLHSC.V7I1.513

J. Leigh, A. Darvill

{"title":"Promoting Transition Resilience through Personal Development Planning: An Evaluation of the Perspectives of Preparation for Transition of Final-Year Undergraduate Nursing Students","authors":"J. Leigh, A. Darvill","doi":"10.18552/IJPBLHSC.V7I1.513","DOIUrl":"https://doi.org/10.18552/IJPBLHSC.V7I1.513","url":null,"abstract":"The experience of transition is of concern to newly registered nurses entering the world of work, and to those seeking to prepare, recruit and retain such nurses. This paper evaluates a final year preparation for role transition module from the perspectives of final year student nurses. Focus groups and one to one interviews were carried out at three distinct points in time, after the module assessments and after each of the three clinical placements in the final year. Braun and Clarke’s inductive thematic analysis was used to analyse the data with four themes emerging: impact/relevance of the personal development plan; development of self; role of the mentor; and transition resilience/taking control. These four themes were then applied to Kirkpatrick’s model of evaluation, providing a deductive or theoretical framework for analysing and evaluating the outcomes of the module. \u0000Preparation for transition and the development of resilience have been identified as a potential solution associated with the negative experiences and challenges of transition. Resilience is an essential attribute that enables nurses to make sense of their experiences of transition and manage the stress of the work place. Creating transition focused personal development plans to guide learning in the final year enabled the participants to take responsibility for their own learning and with the support from a good mentor, participants were able to understand that feeling nervous about transition was normal. This in turn enhanced their confidence, promoting ‘transition resilience’ as opposed to feelings and experiences associated with the more traditional concept of transition or reality shock. \u0000Key Words: role transition, transition resilience, transition module, reality shock, transition focused personal development plan","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44606896","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: 2

From Trepidation to Transformation: Strategies Used by Occupational Therapy Students on Role-Emerging Placements 从蜕变到蜕变：职业治疗专业学生在角色扮演上的策略

International Journal of Practice-Based Learning in Health and Social Care Pub Date : 2019-07-31 DOI: 10.18552/IJPBLHSC.V7I1.508

Channine Clarke, Richard de-Visser, G. Sadlo

{"title":"From Trepidation to Transformation: Strategies Used by Occupational Therapy Students on Role-Emerging Placements","authors":"Channine Clarke, Richard de-Visser, G. Sadlo","doi":"10.18552/IJPBLHSC.V7I1.508","DOIUrl":"https://doi.org/10.18552/IJPBLHSC.V7I1.508","url":null,"abstract":"To prepare graduates for the diverse practice contexts in which they may work in the future, roleemerging placements are increasingly being used within curricula. Literature highlights the benefits and challenges of such placements but there has been little research to examine how students manage and overcome these challenges. Interpretative phenomenological analysis (IPA) was used to gain a deeper understanding of how five MSc pre-registration occupational therapy students coped with the challenges of undertaking a role-emerging placement. Interviews were carried out and analysed using IPA guidelines. The students utilised personal attributes, reflection, supervision, communities of practice, peer support and experiential learning to help them cope with, and overcome, the placement challenges. This enabled them to take ownership of their own learning and development, leading to positive placement outcomes. We conclude that students need to be encouraged to use and develop a range of strategies to overcome challenges of role-emerging placements. The findings build on existing accounts of students’ experiences of role-emerging placements by providing deeper insights into the strategies they use to help them manage such placements successfully. Recommendations for further research are highlighted. Suggestions for placement preparation to facilitate students’ coping strategies are made.","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42975775","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: 5

University Teachers’ Perceptions of Screening Students’ Communication Skills: A Case Study from Speech Pathology 大学教师对筛选学生沟通技巧的认知:来自言语病理学的个案研究

International Journal of Practice-Based Learning in Health and Social Care Pub Date : 2019-07-31 DOI: 10.18552/IJPBLHSC.V7I1.509

Robyn Johnson, A. Purcell, E. Power, K. Thomson

{"title":"University Teachers’ Perceptions of Screening Students’ Communication Skills: A Case Study from Speech Pathology","authors":"Robyn Johnson, A. Purcell, E. Power, K. Thomson","doi":"10.18552/IJPBLHSC.V7I1.509","DOIUrl":"https://doi.org/10.18552/IJPBLHSC.V7I1.509","url":null,"abstract":"Excellent communication and interpersonal skills are necessary for allied health professionals to provide effective care/treatment and underpin the practice-based competencies allied health students must develop. Communication skills of first year speech pathology (SP) students are screened at the major Australian metropolitan university where this study took place. Final year students screen their first year peers as part of their practice-based education experience. Although this identifies first year students with communication difficulties, the perceived value to university teachers (academics and practice educators) has not been investigated. This study described university staff perceptions of screening the communication skills of first year SP students. The qualitative, descriptive design included two focus groups. The dataset was analysed thematically. The analysis revealed the staff perception of value in screening communication skills to inform student support. Two sub-themes contributing to this perception were ‘purpose of the screener’ and ‘content and administration of the screener’. Both staff groups strongly valued the screening process, stating that it is positive and useful. A similar screening process could identify first year students from a range of health fields with less skilled communication, who may require additional support to achieve competency.","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45540400","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

Ethics in Professional Practice: An Education Resource for Health Science Students 职业实践中的伦理学：健康科学专业学生的教育资源

International Journal of Practice-Based Learning in Health and Social Care Pub Date : 2019-07-31 DOI: 10.18552/IJPBLHSC.V7I1.552

B. Kenny, K. Thomson, Amanda Semaan, L. Di Michele, N. Pollard, M. Nicole, Y. Jimenez, L. McAllister

{"title":"Ethics in Professional Practice: An Education Resource for Health Science Students","authors":"B. Kenny, K. Thomson, Amanda Semaan, L. Di Michele, N. Pollard, M. Nicole, Y. Jimenez, L. McAllister","doi":"10.18552/IJPBLHSC.V7I1.552","DOIUrl":"https://doi.org/10.18552/IJPBLHSC.V7I1.552","url":null,"abstract":"Ethical practice is a core health science graduate attribute yet ethical reasoning is rarely explicitly taught during professional placements. Our aim was to design an educational resource for health science students to 1) engage students in the topic of ethics and 2) facilitate their skills to identify, manage and communicate ethical issues during professional placements. The Ethics in Professional Practice (EPP) resource was developed using collaborative design-based research by an interprofessional, Work Integrated Learning team. We drew upon Barab and Squire’s (2004) approach, with cycles of design, analysis, redesign and feedback informing resource development. The EPP resource comprises five video case studies that reflect ethical issues from diverse professional practice environments and include perspectives from students, clinical educators, clients and caregivers. The student is cast as a central character who must decide what actions may be taken to resolve ethical conflict. Complementary ethics education resources include reflective questions, guides to ethical reasoning and goal-setting resources. The resource was implemented with a cohort of 15 graduate-entry exercise physiology students and 59 undergraduate speech pathology students from the University of Sydney. Student feedback was utilised to inform resource redesign. Findings indicated that students valued the authentic ethics scenarios but experienced challenges when navigating online learning activities. Redesign focussed on enhancing interactive design features and improving accessibility of learning activities. This project achieved our goals to address ethical sensitivity, reasoning, communication and goals for future ethical practice.","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46163782","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: 2

Utility of the Occupation-Centered Intervention Assessment for Occupational Therapy Level I Fieldwork 以职业为中心的干预评估在职业治疗一级实地工作中的应用

International Journal of Practice-Based Learning in Health and Social Care Pub Date : 2019-07-31 DOI: 10.18552/IJPBLHSC.V7I1.510

Nora Frigo, Emiliy Hanneman, Adrianne Kashale, Margaret Sutton, E. Wright, Vanessa D. Jewell

{"title":"Utility of the Occupation-Centered Intervention Assessment for Occupational Therapy Level I Fieldwork","authors":"Nora Frigo, Emiliy Hanneman, Adrianne Kashale, Margaret Sutton, E. Wright, Vanessa D. Jewell","doi":"10.18552/IJPBLHSC.V7I1.510","DOIUrl":"https://doi.org/10.18552/IJPBLHSC.V7I1.510","url":null,"abstract":"This study examined the utility of the Occupation-Centered Intervention Assessment (OCIA) among occupational therapy students and their perceptions of the use of an occupation-centered approach to design interventions during level I fieldwork. Twenty-five students completed training on the OCIA, used the tool on level 1 fieldwork, and then completed a post-test survey containing closed and open-ended questions. Content analysis was used to analyze open-ended questions. Descriptive statistics was used to analyze quantitative data. Overall, students (N=25) found the OCIA to be a beneficial tool to utilize during fieldwork experiences to recognize and develop interventions from an occupation-centered approach. Currently the Occupational Therapy Practice Framework and models of practice are the primary tools available for student reflection for intervention design. The findings of this study supported the need for a reflection tool to aide in the development and implementation of occupation-centered reasoning during fieldwork experiences.","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43017231","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: 5