Characteristics of student preparedness for clinical learning: clinical educator perspectives using the Delphi approach

Abstract

BackgroundDuring clinical placements, clinical educators facilitate student learning. Previous research has defined the skills, attitudes and practices that pertain to an ideal clinical educator. However, less attention has been paid to the role of student readiness in terms of foundational knowledge and attitudes at the commencement of practice education. Therefore, the aim of this study was to ascertain clinical educators’ views on the characteristics that they perceive demonstrate that a student is well prepared for clinical learning.MethodsA two round on-line Delphi study was conducted. The first questionnaire was emailed to a total of 636 expert clinical educators from the disciplines of occupational therapy, physiotherapy and speech pathology. Expert clinical educators were asked to describe the key characteristics that indicate a student is prepared for a clinical placement and ready to learn. Open-ended responses received from the first round were subject to a thematic analysis and resulted in six themes with 62 characteristics. In the second round, participants were asked to rate each characteristic on a 7 point Likert Scale.ResultsA total of 258 (40.56%) responded to the first round of the Delphi survey while 161 clinical educators completed the second (62.40% retention rate). Consensus was reached on 57 characteristics (six themes) using a cut off of greater than 70% positive respondents and an interquartile deviation IQD of equal or less than 1.ConclusionsThis study identified 57 characteristics (six themes) perceived by clinical educators as indicators of a student who is prepared and ready for clinical learning. A list of characteristics relating to behaviours has been compiled and could be provided to students to aid their preparation for clinical learning and to universities to incorporate within curricula. In addition, the list provides a platform for discussions by professional bodies about the role of placement education.

The ‘Gift Exchange’: a metaphor for understanding the relationship between educator commitment and student effort on placement

“…These findings are supported by those of a recent large online Delphi study, conducted in Australia, exploring clinical educators' perspectives on students' preparedness for practice-based learning in occupational therapy, physiotherapy and speech and language therapy. This research identified among other things, the importance of students' willingness to actively engage by being curious and asking questions, responding to requested tasks, being enthusiastic and taking responsibility for their own learning (Chipchase et al 2012). Developing these ideas further, this paper aims to theorise and promote understanding of how such student engagement motivates practice educators and energizes the student-educator relationship.…”

Fieldwork Educators' Perspectives: Professional Behavior Attributes of Level II Fieldwork Students

“…Jensen and Daniel (2010) noted that fieldwork educators were more hesitant to accept level II fieldwork students due to concerns about the unprofessional behaviors of students. Chipchase et al (2012) In separate studies, Gutman et al (1998) as well as James and Musselman (2006) determined that errors in student professional behaviors could influence the fieldwork experience. Both studies emphasized the need for students to self-reflect on behaviors and the education process as suggested in Fidler's (1996) …”

“…Fieldwork educators have high professional expectations of their students (Chipchase et al, 2012;Garrett & Schkade, 1995;Jensen & Daniel, 2010;Steward, 2001;Vogel, Grice, Hill, & Moody, 2004). However, the literature on this topic revealed inconsistent definitions of professional behaviors (Breines, 1988;Steward, 2001) yet affirmed that professional behaviors are critical for fieldwork requirements (Holmes & Scaffa, 2009) and success (Gutman, McCreedy, & Heisler, 1998;James & Musselman, 2006).…”

Are dietetics educators' attitudes to assessment a barrier to expanding placement opportunities? Results of a Delphi study

“…These expert assessors were invited to participate in round one of the Delphi survey via an email link and were sent two reminders over a one month period from the initial invitation. It was predicted that two rounds of the data collection would achieve consensus based on similar work in the practice area …”