Clinical education of occupational therapy students: Reluctant clinical educators

Witt, Patricia de; Rothberg, A. D.; Bruce, Judith

doi:10.17159/2310-3833/2015/v45n3/a6

Cited by 6 publications

(5 citation statements)

References 20 publications

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“…There was inconsistency in what was taught in the classroom and what clinical staff at healthcare settings communicated. In a study by De Witt et al, [29] clinicians involved in education of occupational therapy students felt that they were not adequately prepared to teach undergraduate students and feared judgement by the students. Talberg and Scott [25] conceded that lack of preparedness emerges when what is taught in the classroom does not translate into clinical practice.…”

Section: Discussionmentioning

confidence: 99%

Physiotherapy clinical education at a South African university

Chetty

Maddocks

Cobbing

et al. 2018

AJHPE

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Section: Discussionmentioning

confidence: 99%

Physiotherapy clinical education at a South African university

Chetty

Maddocks

Cobbing

et al. 2018

AJHPE

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“…Similar feelings were expressed by clinicians involved in supervision of occupational therapy students, who felt that they had not been suitably prepared and were anxious about judgement by students. [36] There was a perceived preparedness of physiotherapists who had experience in supervision of students during clinical elective rotations with students from other SA tertiary institutions during their vacation, as well as exposure to communityservice physiotherapists at the respective healthcare facilities. Furthermore, a preclinical supervision workshop offered to supervising physiotherapists appeared to offer them respite in their perception of unpreparedness.…”

Section: Enablersmentioning

confidence: 99%

Physiotherapists’ perception of a community-based primary healthcare clinical education approach to undergraduate learning

Blose

Chemane

Chetty

et al. 2019

AJHPE

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The dynamic transitions in healthcare systems globally necessitate the training of healthcare professionals who are responsive to the needs of the community that they serve to ensure quality and relevance of care. [1] Undergraduate clinical education is therefore critical for the development of socially competent graduates who are equipped with technical skills and insight to function purposefully within these changing social and health contexts. [2] Students' clinical competence, proficiency and aptitude are core to their clinical education and training, which should be rooted in a competency-based undergraduate programme. [3-5] In South Africa (SA), the gaping disparity in health provision between the over-accessed public health facilities and well-resourced private healthcare settings prompted government to introduce the National Health Insurance (NHI), with the incorporation of the primary healthcare (PHC) approach. [6,7] NHI is a government funding model that ensures disenfranchised communities access to quality healthcare. Through NHI, PHC has proposed re-engineering focused on prevention of diseases, promotion of health and ensuring availability of rehabilitative services at community level. PHC is a strategy to ensure that healthcare services are available in resource-scarce communities, but the uptake in healthcare systems nationally remains poor. [8] Innovative approaches of actualising the implementation of the ideal PHC model are necessary to influence the disparity in public v. private healthcare in SA. [8] Perpetuating the vision for NHI, the University of KwaZulu-Natal (UKZN) College of Health Sciences (CHS), in collaboration with the KwaZulu-Natal (KZN) Department of Health (DoH), embarked on the roll-out of community-based training within a PHC (CBTPHC) approach. [9] UKZN adopted this approach to equip health science students with the necessary skills to serve communities in dire need of healthcare. For the purpose of this article, we refer to this method of training as decentralised clinical training (DCT). This study focused on the discipline of physiotherapy within the CHS at UKZN, which offers a 4-year undergraduate degree programme with a professional qualification (Bachelor degree). There is a greater theoretical bias in years 1 and 2, with a deliberate shift to clinical training and competency development in years 3 and 4 of study. Intake varies between 50 students in year 1 and up to 55 students in the final year, depending on the throughput of students during the programme. For 2017, final-year students were introduced to the DCT framework in which they were placed at urban, rural and peri-urban sites in KZN Province, where they were predominantly under the care and supervision of physiotherapy clinicians at the respective settings. The facilities provided them with clinical exposure to neurological, cardiopulmonary and neuromusculoskeletal conditions and communitybased rehabilitation. Each physiotherapy student spent 5 weeks at 4 of the clinical sites, 2 of 6 newly introduced settings t...

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“…This attitude is conducive to an effective student-educator relationship and a welcoming learning environment [ 3 , 20 ]. This positive approach contrasts studies describing clinicians’ reluctance to take students or the motivator being predominantly one of duty [ 21 , 22 ]. Early career occupational therapists being motivated to educate students is encouraging for supporting the profession’s growth.…”

Section: Discussionmentioning

confidence: 75%

What are the experiences, preparation, and support needs of early career clinical educators within an Australian tertiary health service?: a qualitative study

Stirling,

Fitzgerald,

Moores

et al. 2024

BMC Med Educ

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Background There is increasing demand for professional practice placement opportunities, supported by health professional educators, to enable future health workforce development. Early career health professionals performing the educator role is one strategy that can help meet this demand. However, there is a need to consider how best to prepare and support early career health professionals to become educators. This study aimed to explore the experiences and perspectives of early career occupational therapy clinical educators including their preparation and support needs. Methods Semi-structured interviews were completed with ten early career occupational therapists who had supervised their first or second student on a professional practice placement. The participants worked within an Australian tertiary hospital and health service in various clinical settings. Interviews were completed within six weeks of placement completion and lasted approximately one hour. They were recorded and transcribed verbatim and reflexive inductive thematic analysis was undertaken to identify key themes. Results Ten occupational therapists, who had been working for an average of two years and two months, consented to participate. Initially, participants expressed mixed emotions about taking on the clinical educator role. They then described their adjustment to the role responsibilities, challenges encountered, and the development of the educator-student relationship. Participants found that the experience of supervising a student enhanced their educator, clinical, and professional skills and confidence. The important support elements of tailored educator preparation, placement design, and timely access to relevant resources and experienced staff were identified. Conclusions This study demonstrated how early career health professionals can possess desirable educator attributes, such as enthusiasm for taking on the role and cultivating collaborative learning relationships with their students. The experience of being an educator also presents a professional development opportunity for early career health professionals. Insights gained about the specific preparation and support needs of early career clinical educators warrant consideration by organisations and staff involved in the provision of student professional practice placements. Overall, this study’s findings signify the importance of engaging and investing in early career health professionals to support student clinical education and to develop our current and future healthcare workforce.

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Clinical education of occupational therapy students: Reluctant clinical educators

Cited by 6 publications

References 20 publications

Physiotherapy clinical education at a South African university

Physiotherapy clinical education at a South African university

Physiotherapists’ perception of a community-based primary healthcare clinical education approach to undergraduate learning

What are the experiences, preparation, and support needs of early career clinical educators within an Australian tertiary health service?: a qualitative study

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