Insights Gained from an Online Journal Club for Fieldwork Educators

Ellington, Allison

doi:10.1080/07380577.2017.1408166

Cited by 3 publications

(1 citation statement)

References 14 publications

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“…To ensure CI effectiveness, CE faculty not only desire education designed to strengthen mentoring 38,39 and patient management skills 35,40 but also prefer instruction that is setting specific and differentiated by CI experience level. 26,27,41 Other academic supports, such as certificates of service, guest lecture opportunities, library access, research opportunities, and tuition vouchers are valued but time constraints limit use and their ability to advance CE remains unknown.…”

Section: Supports For Clinical Education Facultymentioning

confidence: 99%

An Exploration of Support for Clinical Education Partners

George,

Gallivan,

Both

et al. 2024

JOPTE

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Introduction. Effective academic–clinical partnerships require a greater understanding of how academic programs can best support clinical education (CE) faculty. This study aimed to determine resources and support that clinical partners need. Review of Literature. As the number of physical therapist (PT) programs, cohort sizes, and CE weeks have risen, so has demand for CE sites. Conversely, staffing reductions, increased administrative duties, and rising productivity expectations have decreased the time available for clinical instruction. To promote a successful CE experience, there must be a renewed understanding of CE faculty needs. Subjects. Clinical education faculty affiliated with any of the 8 contributing programs from the Ohio–Kentucky Consortium participated in survey research (n = 24) and subsequent interview (n = 4) and focus group (n = 6) research. Methods. Constructivist grounded theory design was used to explore the needs of CE faculty. Academic and clinical partners developed the initial survey and used survey results to establish interview questions. The investigators iteratively assessed data saturation and clarity of results of coded survey, interview, and focus group data to determine whether the study's aims of identifying CE faculty needs had been met. Results. The aggregated results yielded 5 main themes of Director of Clinical Education support for CE faculty needs: student readiness for CE experience; effective academic–clinical partner communication; collaborative management of exceptional students; judicious standardization of CE processes; and provision of CE faculty development resources. Discussion and Conclusion. Clinical education faculty have noted challenges that affect their ability to mentor students. They want academic programs to be more collaborative and proactive with communication, resources, and support. Future research should address aids and barriers to proactive communication, resource provision, and academic–clinical partner collaboration.

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Section: Supports For Clinical Education Facultymentioning

confidence: 99%

An Exploration of Support for Clinical Education Partners

George,

Gallivan,

Both

et al. 2024

JOPTE

View full text Add to dashboard Cite

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Occupational therapy students’ experiences and perceptions of journal club participation

Helgøy,

Bonsaksen,

Mørk

2024

Scandinavian Journal of Occupational Therapy

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Online Journal Clubs to Enhance Fieldwork Educator Competency in Support of Student Experiential Learning

Ellington

Janes

2020

The American Journal of Occupational Therapy

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Importance: Fieldwork educators receive little or no formal training for student supervision and have sought inexpensive, flexible, online options for role-specific continuing education. Objective: To investigate the use of online journal clubs to enhance fieldwork educator role competency. Design: Mixed-methods study with a prospective cohort design; 5-wk intervention with 6-mo follow-up. Setting: Online asynchronous message board system distributed to fieldwork educators affiliated with two occupational therapy programs. Participants: Academic fieldwork coordinators from two universities facilitated online journal clubs for fieldwork educators. Fourteen fieldwork educators participated in the 5-wk journal club, which included reading an article, engaging in online discussion, and creating a personal application plan. Results: Participants demonstrated strong engagement in the online journal club. Postsurvey results revealed strong and positive feedback related to ease of use, relevance of learning, and satisfaction with the experience. At the 6-mo follow-up, 11 of the 14 participants reported implementing a new strategy to support the fieldwork education process, and all reported that the strategy had been helpful. Conclusions and Relevance: The use of an online journal club was effective as a method for sharing evidence about the fieldwork educator role and supporting knowledge translation. What This Article Adds: Online journal clubs can be an effective tool for providing role-specific training in diverse practice settings and parts of the country.

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Insights Gained from an Online Journal Club for Fieldwork Educators

Cited by 3 publications

References 14 publications

An Exploration of Support for Clinical Education Partners

An Exploration of Support for Clinical Education Partners

Occupational therapy students’ experiences and perceptions of journal club participation

Online Journal Clubs to Enhance Fieldwork Educator Competency in Support of Student Experiential Learning

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