Predictors of professional placement outcome: cultural background, English speaking and international student status

Attrill, Stacie; McAllister, Sue; Lincoln, Michelle

doi:10.1007/s40037-016-0289-x

Cited by 23 publications

(24 citation statements)

References 22 publications

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“…In this study, the language difficulties that may occur among students with immigrant backgrounds were found to affect patient work, mentoring, and/or the patient care work environment, as well as situations related to mentoring. Strengthening students' language skills is important to successful mentoring (Mikkonen et al 2017) as well as good academic performance (Attrill et al 2016). Other common challenges identified in this study were related to mentoring practices, which subsequently impact student learning outcomes.…”

Section: Discussionmentioning

confidence: 86%

Healthcare educators’ experiences of challenging situations with their students during clinical practice: A qualitative study

Karjalainen

Juntunen

Kuivila

et al. 2021

Nordic Journal of Nursing Research

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During clinical practice, students become acquainted with the key work tasks associated with their professions. Students need more support from healthcare educators during clinical practice learning, particularly in challenging situations. This study aimed to describe healthcare educators’ experiences of challenging situations during clinical practice placements. A qualitative study design was used to collect data through interviews with ten healthcare educators from two higher education institutions. The data were analyzed with inductive content analysis. The SRQR reporting guidelines were used to improve the transparency of the study. Educator reactions commonly involved emotional, goal-oriented and pedagogical support towards their students. The interviewed educators felt that mentors – when facing a challenging situation during clinical practice – are tasked with creating an atmosphere that supports student learning. Students faced challenges that were related to self-evaluation, goal-oriented activities, and their attitudes towards feedback. The building of a safe clinical learning environment involves collaboration between students, their clinical mentors and educators.

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Section: Discussionmentioning

confidence: 86%

Healthcare educators’ experiences of challenging situations with their students during clinical practice: A qualitative study

Karjalainen

Juntunen

Kuivila

et al. 2021

Nordic Journal of Nursing Research

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“…, Harrison and Ip ) as they must develop the professional competencies required of all students whilst also enacting acculturative adjustments related potentially to new language, cultural and educative environments (Attrill et al . , Harrison and Ip ). This increases the cognitive load and demands on IS to understand and enact workplace learning and adds complexity for educators to facilitate successful placements for IS (Attrill et al .…”

Section: Introductionmentioning

confidence: 97%

International students in professional placements: supervision strategies for positive learning experiences

Attrill

Lincoln

McAllister

2019

Intl J Lang & Comm Disor

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Background Professional placements are critical elements of speech–language pathology qualifying programmes that can be complex learning environments for international students. Students are supported by placement educators who facilitate their developing skills and competencies for professional practice in these placements. However, strategies that facilitate international students’ learning in placements have not been identified. Aims To identify strategies that are reported by speech–language pathology international students and placement educators to facilitate positive learning experiences and competency development in practice placements. Methods & Procedures This study used an exploratory research design to gather data from four focus groups with international students and five focus groups with placement educators. Thematic analysis was used to identify strategies, and these were interpreted using two theories of learning. Outcomes & Results Four themes were identified that described international students’ placement experiences and learning. For each theme, strategies were identified that placement educators can practically and responsively implement with international students to enable positive placement learning experiences. Conclusions & Implications These strategies support international students to manage acculturative adjustments for the cultural and learning requirements of placements that may facilitate their successful participation, and provide structure to reduce their cognitive load. However, strategies to develop communication skills for practice were less feasible. Through fostering positive placement experiences, these strategies may also facilitate opportunities for educators and international students to share intercultural skills and knowledge that may be transferable to practice.

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“…The transition to studying in a foreign context is not easily negotiated [8], with linguistic and cultural issues identified as the greatest challenges for international healthcare education [9 -11]. These challenges could affect students' performance and place them at risk of achieving poor placement outcomes [12].…”

Section: Introductionmentioning

confidence: 99%

Occupational therapy practice education: A perspective from international students in the UK

Law

Masterson-Ng

Pollard

2021

Scandinavian Journal of Occupational Therapy

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Background: Numbers of international students enrolling on occupational therapy (OT) courses in Western institutions have increased. Previous examination of these students' experience of practice education is limited.Objective: To explore the opportunities and challenges experienced by international students in OT practice education.Methods: This study adopted a phenomenological approach, recruiting six individuals from three UK universities. Data from semi-structured interviews was given thematic analysis for result interpretation.Results: Participants identified learning OT in the workplace, working in a multidisciplinary team and personal and professional development as practice education opportunities. Language difficulties, differences in communication styles, multiple cultural differences and unfamiliarity with the National Health Service (NHS) were the main challenges. Good practice educators and supportive team members were the main contributors to positive placement experiences.Conclusions: Participants gained knowledge and skills from practice education that existing healthcare literature suggests they are expected to attain. Several challenges were highlighted regarding participation in practice education. The findings reveal a need to enhance practice educators' skills in supervising international students. Universities are recommended to invest time and resources in supporting the learning needs of these students.Significance: This the first study presenting international students views on OT pre-registration practice placements in the UK.

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Predictors of professional placement outcome: cultural background, English speaking and international student status

Cited by 23 publications

References 22 publications

Healthcare educators’ experiences of challenging situations with their students during clinical practice: A qualitative study

Healthcare educators’ experiences of challenging situations with their students during clinical practice: A qualitative study

International students in professional placements: supervision strategies for positive learning experiences

Occupational therapy practice education: A perspective from international students in the UK

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