Feedback and clinical practice improvement: A tool to assist workplace supervisors and students

Abstract

In work integrated learning, students may report difficulties applying theory learned at university to clinical practice. One contributing factor may be students' inability to engage in meaningful reflection and self-correcting behaviours. This paper reports the evaluation of a tool, process and resources developed to assist students to reflect on feedback and engage in self-assessment. Students were assisted to develop self-assessment skills by reflecting on, and engaging with feedback from previous workplace experiences to develop goals, learning outcomes and strategies to improve performance with mostly positive results. A secondary aim was to identify common learning strategies or barriers that impacted on student outcomes. Four themes emerged from the qualitative data: 1) preparing for clinical learning, 2) relationships and engagement levels, 3) shared awareness and, 4) developing clinical practice. Overall students felt the tool assisted them to narrow their attention on what needed to be improved. While supervisors believed the tool helped them to focus on specific needs of each student. Common barriers to clinical practice improvement related to a lack of opportunity in some settings, and lack of staff willingness to support students to achieve identified goals. Students and supervisors found the use of the tools beneficial and assisted students to demonstrate a greater understanding of how to apply feedback received to support their learning in the clinical environment.

Interdisciplinary interprofessional education using an online learning environment called values exchange: A qualitative investigation

“…The third theme was preparing for the clinical environment, which relates to students' preparation for clinical placements in the healthcare setting via effective learning employed in their academic programme. In allied health courses, workplace integrated learning is conducted across each year of students' degrees in order to build up hands on experience 31 . However, students embarking on their first clinical rotations with no prior field experience can feel overwhelmed with the unknown, and disparity exists between theoretical knowledge and its application in practice 31 .…”

“…In allied health courses, workplace integrated learning is conducted across each year of students' degrees in order to build up hands on experience 31 . However, students embarking on their first clinical rotations with no prior field experience can feel overwhelmed with the unknown, and disparity exists between theoretical knowledge and its application in practice 31 . In order to mitigate these gaps and to prepare healthcare students for situations they may encounter in the clinical environment, online resources and simulations of workplaces have been created to facilitate learning prior to embarking on placements.…”

“…31 However, students embarking on their first clinical rotations with no prior field experience can feel overwhelmed with the unknown, and disparity exists between theoretical knowledge and its application in practice. 31 In order to mitigate these gaps and to prepare healthcare students for situations they may encounter in the clinical environment, online resources and simulations of workplaces have been created to facilitate learning prior to embarking on placements. Vx was used as an online tool to mimic a complex case scenario that required interprofessional collaboration situated in an in-depth thought-provoking environment.…”

Evaluation of a virtual placement for mental health nursing students: a pilot study

“…Weekly reflective sessions were an integral part of the virtual placement. To enhance the benefit of the reflections, it may be helpful to include practice assessors or supervisors, who can be positive role models and encourage critical thinking abilities and confidence (Calleja et al , 2015).…”

Issues with health student pre-placement clinical compliance: A mixed methods study

“…A review of the literature reveals a plethora of research investigating factors related to clinical placement, such as preparation of students (McClure and Black, 2013;Neilsen et al, 2013), support for students (Henderson et al, 2012;Killam & Heerschap, 2013), clinical assessments (Calleja et al, 2016;Plakht et al, 2013), and the students' experience (Foster et al, 2015;Henderson et al, 2012;Myall et al, 2008). Nonetheless, the literature failed to adequately identify issues specifically related to nursing students' ability to navigate and complete their PCMR, successfully.…”