Practice education: A snapshot from <scp>A</scp>ustralian university programmes

Gustafsson, Louise; Brown, Ted; McKinstry, Carol; Caine, Anne-Maree

doi:10.1111/1440-1630.12337

Cited by 18 publications

(21 citation statements)

References 32 publications

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“…[18][19][20] Because there is a reported rising scarcity of clinical placements in healthcare, any growth and commitment to educating future professionals is commendable. 2,3,10 Customised survey response data As shown in Fig. 2 nine overarching themes emerged from the thematic review of survey response data.…”

Section: Trending Placement Allied Health Staff University Program mentioning

confidence: 99%

“…Therefore, the demand for allied health clinical placements will continue to increase due to growth in university health programs and cohort numbers. 2,3 The capacity of public health services to support placement demand has been a topic of discussion within services and across stakeholder groups responsible for the professional learning of pre-entry students. 2,[4][5][6] It is well recognised that commitments to clinical education at a national and state government level, innovation in clinical placement provision and support and recognition for clinical educators all contribute to the capacity of health services to meet increasing placement demand.…”

Section: Introductionmentioning

confidence: 99%

“…2,7,8 However, attention is now being turned to the range of factors that contribute to the sustainability of clinical placement education. 3,7,9,10 The Clinical Education Workload Management Initiative was formed in 2009 following a Queensland Government Ministerial Taskforce on Clinical Education and Training, and was provided for within an industrial agreement (Health Practitioners (Queensland Health) Certified Agreement (No. 1), first negotiated in 2007, then renegotiated in 2011 and again in 2016 as the Health Practitioners and Dental Officers (Queensland Health) Certified Agreement (No.…”

Section: Introductionmentioning

confidence: 99%

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Allied health pre-entry student clinical placement capacity: can it be sustained?

McBride

Fitzgerald

Costello

et al. 2020

Aust. Health Review

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Objective Meeting the demand for clinical placements in an environment of increasing university cohort growth and changes in health service delivery models is challenging. This paper describes the outcomes of a quality review activity designed to gain key stakeholder perspectives on the enablers and barriers to sustaining effort to placement provision and reports on: (1) measures used to determine the effect of a jurisdiction-wide initiative in clinical education for five allied health professions; (2) outcomes of data related to key factors affecting placement supply and demand; and (3) qualitative perspectives from management, workforce and university stakeholders on placement sustainability. Methods This study reviewed clinical placement, staff full-time equivalent numbers, university program and student cohort data for five allied health professions from 2013 to 2016. In addition, qualitative response data from key stakeholder surveys was analysed thematically. Results In the study period, the rate of growth in placement offers did not match that of university program student numbers and full-time equivalent staff numbers. All stakeholders agreed that sustaining placement provision is enabled by collaboration, continuation of management support for dedicated clinical education staff, a focus on clinical education capacity building activities, outcome data reporting and statewide profession-specific governance, including leadership positions. Collaborations and networks across health and education sectors were reported to enhance efficiency, minimise duplication, streamline communication and support information and resource sharing within and across professions and stakeholders, ultimately sustaining placement provision. Identified barriers to sustainability centred on resourcing and the continued increasing demand for placements. Conclusion Sustaining pre-entry student placements requires stakeholder flexibility and responsiveness and is underpinned by collaboration, information and resource sharing. Dedicated clinical education positions were highly valued and seen as a key contributor to placement sustainability. What is known about the topic? The increasing demand for student placements and strategies used to enhance placement capacity are well known. To date, there have been limited studies investigating cross-sectoral trends and health service enablers and barriers to sustaining responses to placement demand. What does this paper add? This paper describes outcomes of a clinical placement capacity building initiative within public health services, developed from a unique opportunity to provide funding through an industrial agreement. It presents key allied health staff and university partner perspectives on enablers to sustaining placement supply in an environment of increasing placement demand. What are the implications for practitioners? This paper demonstrates that key enablers for the sustainability of placement provision are collaboration between university and health sectors, continuation of management support for dedicated clinical education staff, outcome data reporting and statewide profession-specific governance and leadership. It supports current practices of profession-specific and interprofessional clinical education resource and strategy development and the sharing of expertise for sustained placement provision.

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Section: Trending Placement Allied Health Staff University Program mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Allied health pre-entry student clinical placement capacity: can it be sustained?

McBride

Fitzgerald

Costello

et al. 2020

Aust. Health Review

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“…PASS for Placement provides opportunities for occupational therapy students in all year levels to develop their preparedness for practice education, supplementing core and existing teaching activities. It is not designed to address increasing staff-student ratios, or is it specifically for 'at risk' students (Gustafsson et al, 2016;Hammond et al, 2010). Unlike PASS programmes previously reported by other health disciplines (Hammond et al;Ross & Cameron, 2007;Secomb, 2008;Sole et al, 2012;Williams et al, 2014), PASS for Placement is not subject specific.…”

Section: Pass For Placementmentioning

confidence: 99%

“…Dawson, van der Meer, Skalicky and Cowley (2014) reported there was a need for "interventions to support greater bodies of more diverse students at financially constrained tertiary institutions" (p. 612). A number of authors have identified the value of peer learning (Gustafsson et al, 2016;Martin & Edwards, 1998;Price & Whiteside, 2016;Sevenhuysen, Nickson, Farlie, Raitman & Keating, 2013;Tai, Haines, Canny & Molloy, 2014) and this study explores whether peer assisted learning models can be applied to preparing students for practice education.…”

Section: Introductionmentioning

confidence: 99%

Peer Assisted Study Sessions (PASS) preparing occupational therapy undergraduates for practice education: A novel application of a proven educational intervention

Larkin

Hitch

2018

Aus Occup Therapy J

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Background/aim With rapid growth in occupational therapy education programmes across Australia and a corresponding increase in demand for placements, there is a need to ensure that students are well prepared for practice education. An occupational therapy education programme at a Victorian university introduced a specific Peer Assisted Study Sessions (PASS) programme to develop students’ preparedness for practice education, supplementing core and existing teaching activities. The aim of this study was to explore the experiences of occupational therapy students, including their perception of its impact on learning and preparation for practice education. Methods Using a phenomenological approach, semi‐structured interviews were undertaken with 15 students who participated in PASS for Placement, 2 of whom were the student leaders. Interviews were transcribed verbatim and thematically analysed. Results Seven themes emerged from the data: a safe environment; skill development; one of us; feeling connected; student‐centred and student‐led; different motivations; and learning through leading. Students were positive about the impact of the programme on their confidence and readiness for practice education. Student leaders also reported that it contributed to the development of leadership skills and overall levels of confidence regarding practice education. Conclusions This study supports the use of PASS to promote practice education preparedness, as there were positive outcomes for both students and student leaders. However, it indicates that participation in such programmes should be voluntary rather than mandatory. This study addresses a clear gap both in current practice and research, describing the application of a proven educational intervention in a new and innovative way. It is the first reporting of the use of PASS to support the preparation of students for practice education in any health discipline and subject to feasibility studies, could be adopted more broadly by disciplines beyond health, where work integrated learning is a mandatory element of the education programme.

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