Clinical Academic Partnership

Hegge, Marge; Bunkers, Sandra Schmidt; Letcher, Deb; Craig, Gloria P.; Klawiter, Ruth; Olson, Roberta K.; Tschetter, Lois; Winterboer, Venita J.

doi:10.1097/nne.0b013e3181ced854

Cited by 7 publications

(1 citation statement)

References 17 publications

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“…Simulation in physiotherapy education offers a safe and controlled environment for students to practice and enhance their clinical skills, thereby ensuring patient safety and fostering increased con dence in real-life patient interactions . Globally, educators in physiotherapy face challenges in meeting the demand for clinical placements to adequately prepare students for their professional roles due to the mismatch between the need for and availability of clinical placements (Hegge et al, 2010).…”

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Current Educational Practice in Physiotherapy Simulation-Based Education: A Scoping Review Protocol v1

Qaiser Choudhary

2024

Preprint

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Background: Simulation-Based Education (SBE) is an educational technique that can provide a structured and individualised approach to skill development in physiotherapy students. A recent scoping review by Stockert et al. (2022) highlighted the widespread use of simulation in various content areas and settings for preregistration physiotherapy education. However, there was limited information available on the elements of simulation delivery and the curriculum frameworks that were chosen to design SBE to address the needs of the learners. Objectives: This scoping review aims to map research undertaken in the area of SBE in physiotherapy education according to the following objectives: (1) to delineate adherence to all elements of best practice for curriculum development guided by the Thomas and Kern framework, (2) identify the skills and competencies taught in simulation, (3) describe the details to operationalise SBE including pre-briefing and debriefing activities, amount of task practice, attributes of educators, and the types of simulator used (such as peer role-playing, simulated patients, or manikins) and its alignment with simulation activities. Methods: Arksey & O’Malley’s scoping review methodology, refined by Levac et al. (2010) and Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR), will guide the conduct of this scoping review. Studies will be identified from the review by Stockert et al. (2022), which will be updated by a search of four databases (Ovid MEDLINE, CINAHL, Web of Science, and ERIC) between March 2022 to August 2023. Title and abstract of the search results will be screened, and full-text articles of those meeting the eligibility criteria will be retrieved. A charting form will be developed a priori, in line with the review's objectives. Conclusion: The insights gained from this review will inform educators, curriculum developers, and healthcare professionals in designing and implementing SBE programs for physiotherapy students to enhance the learning experience and foster the acquisition of competencies.

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confidence: 99%

Current Educational Practice in Physiotherapy Simulation-Based Education: A Scoping Review Protocol v1

Qaiser Choudhary

2024

Preprint

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Supervision models in physiotherapy practice education: student and practice educator evaluations

Barrett

Belton

Alpine

2019

Physiotherapy Theory and Practice

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Dedicated educational units

et al. 2012

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N urses, as the largest aggregate of healthcare providers, are in a crucial position to enhance the quality and safety of contemporary healthcare. 1 The knowledge and expertise needed to deliver safe, high-quality care begins at the undergraduate level. Unfortunately, undergraduate nursing educational models haven't been substantially reformed for decades, and the need to redesign nursing education for quality and safety is of paramount concern to the nursing discipline. 2 The dedicated education unit (DEU) evolved as an academic-service partnership model with the potential to enhance the relevance and authenticity of undergraduate nursing clinical experiences. The DEU model involves a restructuring of the partnerships among hospital leaders, direct care nurses, nursing faculty, and nursing students. In the nursing units utilized for this study, college and university nursing faculty are integrated and physically available for oversight, and direct care nurses provide direct supervision and direction of student learning. Each direct care nurse accepts a patient assignment in partnership with two nursing students. Direct care nurses role model and support contemporary nursing practice for the students; faculty role model and support theoretical integration and evidence. The organizational change involved in implementing the DEU, including changing the role of the direct care nurse, requires careful management planning and implementation. 3 Temporary drops in patient satisfaction with the onset of the DEU may occur as direct care nurses expand their roles and duties.Current evidence supports that the DEU experience is beneficial to nursing students, nursing faculty, and nurse preceptors. 4-15 However, little evidence and documentation exist to guide nurse managers and hospital nurse leaders regarding the relationship between the implementation of nursing DEU units and patient satisfaction over time.In this healthcare environment of rising costs, sustainability of the DEU model will be achieved only if additional outcomes can support a financial return on investment and a positive impact on the quality of the patient-care experience. MethodFour nursing DEU units and four matched comparison units were selected from two affiliated, urban tertiary care hospitals in the Northeastern United States (two DEU and two comparison units in each hospital). Comparison units are referred to as "traditional" by welcoming nursing students and faculty but don't involve direct care nurses in educating the students. The traditional nursing units were chosen by a committee of master'sprepared nursing educators employed within the hospitals for the similarities in nurses' ages, patient acuity, and admitting diagnosis.Using the nursing care unit as the level of analysis, nurse sensitive patient satisfaction scores were obtained from the second quarter of 2008 to present. Scores included overall satisfaction,

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Clinical Academic Partnership

Cited by 7 publications

References 17 publications

Current Educational Practice in Physiotherapy Simulation-Based Education: A Scoping Review Protocol v1

Current Educational Practice in Physiotherapy Simulation-Based Education: A Scoping Review Protocol v1

Supervision models in physiotherapy practice education: student and practice educator evaluations

Dedicated educational units

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