Differentiating Fieldwork Settings: Matching Student Characteristics to Demands

Kemp, Erika; Crabtree, Jeffrey L.

doi:10.1080/07380577.2018.1491084

Cited by 5 publications

(4 citation statements)

References 14 publications

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“…The students in our study reported having clinical preceptors who modeled flexibility and adaptability facilitated their ability to demonstrate the same characteristics. Clinical preceptors highly value these characteristics in students as well and have reported these were among the important characteristics for students to possess for successful clinical education experiences 27 …”

Section: Discussionmentioning

confidence: 99%

“…Clinical preceptors highly value these characteristics in students as well and have reported these were among the important characteristics for students to possess for successful clinical education experiences. 27 Second, students reported their readiness was fostered by clinical preceptors who exhibited excellent verbal communication skills. For example, students reported that routinely communicating with the clinical preceptor before a patient session helped them develop a framework with which to predict and plan for multiple elements of the patient encounter including communication strategies, prioritised examination, patient education and intervention needs and individualised discharge considerations.…”

Section: Implication For Preceptorsmentioning

confidence: 99%

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What students say to be ready for acute care: Implications for preceptors

Oldenburg,

Hake,

Rindflesch

2023

The Clinical Teacher

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BackgroundStudent readiness for clinical education experiences is an important variable for clinical preceptors. Readiness has been reported from the viewpoints of clinicians, academic faculty, clinical preceptors, employers and novice graduate physical therapists. Perspectives from physical and occupational therapy students could better prepare preceptors in the acute care setting.ApproachThematic analysis was conducted following the approach described by Braun and Clarke. The purpose of this study was to describe physical and occupational therapy student perceptions of readiness for full‐time acute care clinical education experiences. Twenty‐one physical and occupational therapy students in process of completing full‐time clinical education experiences at a large academic medical centre were qualitatively interviewed in small groups. A two‐stage iterative process of thematic inquiry was used to induce themes about student readiness for full‐time acute care clinical experiences. Transcription, coding and thematic analysis were completed. Students also completed a one‐time questionnaire with demographic and learner characteristic scales.FindingsParticipants were on average 26.4 years old, predominantly female and White, and had completed one full‐time clinical education experience prior to participation. Four major thematic categories of student readiness for acute care clinical experiences emerged: (1) mindset and willingness; (2) knowledge and experience; (3) communication and collaboration; and (4) planning and prioritising.ImplicationsStudents report their readiness is facilitated by preceptors who can model flexibility, foster communication that promotes clinical reasoning, implement an orientation to the acute care culture and learning resources and scaffold roles and responsibilities to aid professional authority.

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Section: Discussionmentioning

confidence: 99%

Section: Implication For Preceptorsmentioning

confidence: 99%

What students say to be ready for acute care: Implications for preceptors

Oldenburg,

Hake,

Rindflesch

2023

The Clinical Teacher

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“…For example, Kemp and Crabtree (2018) investigated the match between student characteristics and demands of practice education settings. The top six characteristics and abilities practice educators rated that occupational therapy students needed to demonstrate to be successful on placements were time management, communication with supervisor when help was needed, overall professional behavior, ability to make change based upon supervisor's feedback, flexibility with schedule changes, and organizational skills (Kemp and Crabtree 2018). Hills et al (2016) delved into Generation Y students' views and preferences about the provision of feedback during practice education.…”

Section: Clinical and Practice Education: Evidence From The Student P...mentioning

confidence: 99%

Practice Education in Occupational Therapy: Current Trends and Practices

Isbel

Brown

et al. 2021

Clinical Education for the Health Professions

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Practice education is critical in the occupational therapy profession as it is the time when students have the opportunity to apply the theory and skills acquired in a classroom environment to a practice setting. It is seen as an opportunity to allow students to develop critical thinking, to be resilient learners, and become ethical practitioners. This chapter describes key aspects of practice education in occupational therapy including the evidence supporting practice education, the competencies involved in successful practice education, practice reasoning during practice education, the quality of practice education, evaluation of practice education, and future trends and directions.

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“…Sin embargo, hay autores que sugieren que la asignación de los estudiantes a los dispositivos debería contemplar el repertorio de habilidades de las que disponen y que puede adecuarse mejor a unos contextos laborales que a otros. En este sentido apoyan que el valor de que los coordinadores de prácticas combinen las habilidades personales y profesionales de los estudiantes con las demandas de configuración antes de las asignaciones a los recursos (Kemp & Crabtree, 2018), algo que según Gangaway & Stancanelli (2007) ayudaría a disminuir la ansiedad y el estrés que se puede experimentar durante las experiencias de prácticas.…”

Section: Introductionunclassified