Weighing up the benefits and challenges of hosting physiotherapy student placements in private practice; a qualitative exploration

Forbes, Roma; Dinsdale, Alana; Dunwoodie, Ruth; Birch, Stephen; Brauer, Sandra G.

doi:10.1080/09593985.2020.1799461

Cited by 8 publications

(7 citation statements)

References 29 publications

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“…Staff gained professional development and job satisfaction from supporting student placements and perceived that value extended to the wider profession of nursing and midwifery by strengthening the future workforce. These findings align with previous research on the experiences of rural preceptors and health service staff more generally, which also found that teaching roles were rewarding for staff involved in clinical education 15,17,[27][28][29][30][31][32] and also provide important opportunities for professional development. 33 Similarly, previous research supports that health service staff enjoy learning from students 16,29,30 in particular, the contemporary knowledge and skills that students provide.…”

Section: Discussionsupporting

confidence: 89%

“…Workload associated with supporting students was perceived, overall, to decrease over the placement duration. Although the impact of providing placements for nursing and midwifery students in rural settings has not been previously explored, there is evidence from the literature on allied health and medical placements which indicates that workload associated with supporting placements decreases and students' contribution to care increases over the placement duration 32,36,37 . There is benefit in further research further exploring the interrelation and relative importance of the range of factors identified which can influence staff workload associated with supervision of students.…”

Section: Discussionmentioning

confidence: 99%

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The impact of rural nursing and midwifery clinical placements from the perspective of health service staff

Walker

Forbes

2022

Australian J Rural Health

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Objective: To explore the impact of providing nursing and midwifery student placements from the perspective of regional, rural and remote health service staff involved in hosting students.Setting: Hospital and health services across regional, rural and remote southern Queensland. Participants: Thirty-six nursing and midwifery staff working in clinical and/ or management roles who were direct clinical supervisors of students or in leadership positions with responsibility for overseeing and supporting clinical placements. Design: Semi-structured interviews exploring the experiences and perspectives of nursing and midwifery health service staff who support student placements. Data were subject to thematic analysis. Results: Five key themes were identified as follows: (a) bringing new ideas and perspectives, (b) opportunities for development, (c) supporting the future rural workforce (d) impacts on workload and productivity and (e) strategies for balancing supervision. Conclusion:The results indicate that there are a range of perceived benefits and challenges of providing nursing and midwifery student placements within regional, rural and remote settings. The findings also indicate that there are opportunities to further support rural health services to optimise the positive impacts and mitigate the challenges of providing placements. To do so requires collaboration between health services and education providers to allocate students appropriately to health services and support health service staff. K E Y W O R D Sclinical education, clinical placement, health workforce, nursing and midwifery, rural health | INTRODUCTIONOngoing shortages of nursing and midwifery professionals persist within rural and remote settings despite increases in the nursing workforce nationally in Australia. 1,2 Despite these shortages, nursing and midwifery comprise a significant proportion of the Australian rural health workforce 3 and as such, comprise a large proportion of placements for health professional students. 4How to cite this article: Walker C, Forbes R. The impact of rural nursing and midwifery clinical placements from the perspective of health service staff.

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Section: Discussionsupporting

confidence: 89%

Section: Discussionmentioning

confidence: 99%

The impact of rural nursing and midwifery clinical placements from the perspective of health service staff

Walker

Forbes

2022

Australian J Rural Health

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“…18,19 Despite growth in the number of CE sites during this time, 22 multiple factors negatively affected CE provision: inadequate staffing levels, requests for longer CE experiences, decreased CI availability, social distancing restricting space for students, and travel restrictions reducing access to professional development and on-site support from academic programs. 13,14,20,[23][24][25] Furthermore, although PT administrators value CE conceptually, patient care demands and rising productivity standards challenge resource allocations previously supporting CE. 14 Many SCCEs are not afforded dedicated administrative time to manage CE programming.…”

Section: Challenges For Clinical Education Facultymentioning

confidence: 99%

Section: Review Of Literaturementioning

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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“…Whilst most clinical education is completed in public hospitals (Dean et al, 2009;Health Workforce Australia, 2014), workforce data show 72% of physiotherapists work in the private sector and the majority of clinicians work in settings other than a hospital (Australian Government, 2019). Not surprisingly, feedback from industry highlights graduates as not being ready for practice within the private sector (Wells et al, 2021;Davies et al, 2016;Kent et al, 2015) and recent research has investigated capacity building within physiotherapy programmes, as well as benefits to employers, students and patients in providing private sector placements (Forbes et al, 2022;Chia et al, 2022;Peiris et al, 2022;Lawton et al, 2021a, b). In the last decade, increasing recognition of the need for knowledge, skills and attributes beyond discipline specific competency within physiotherapy graduates to successfully navigate the ever-evolving modern healthcare system has also prompted the development of the extended masters, or Doctor of Physiotherapy degree.…”

Section: Factors Affecting Work Readiness In Australia 681mentioning

confidence: 99%

The factors affecting work readiness during the transition from university student to physiotherapist in Australia

Lawton,

Pacey,

Jones

et al. 2024

HESWBL

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PurposeWork readiness is an important aspect of the transition from higher education to professional practice. The purpose of this study was to explore the perceptions of work readiness of individuals transitioning into physiotherapy practice in Australia and identify any association with personal, education and work factors.Design/methodology/approachPurpose-built surveys were distributed to final-year students and graduates of physiotherapy programmes nationally. Work readiness was measured using the recently validated Work Readiness Scale for Allied Health Professionals 32 (WRS-AH32), which captures the following four domains: Practical Wisdom, Interpersonal Capabilities, Personal Attributes and Organisational Acumen. The surveys also included personal, education and work data. Work readiness was expressed as percentages for total work readiness and within each domain. Independent t-tests were used to examine the influence of personal, education and work factors on work readiness.Findings176 participant responses were analysed (84 students and 92 graduates). Total work readiness was 80% [standard deviation (SD)8], with Practical Wisdom the highest scoring domain (91%, SD8) and Personal Attributes the lowest scoring domain (65%, SD14). Considering overall work readiness, individuals reporting some psychological symptoms scored lower than asymptomatic individuals [mean difference 7% (95% confidence interval (CI) 4 to 9)] and final-year students scored less than graduates [mean difference 3% (95%CI 0 to 5)].Practical implicationsAll stakeholders, including individuals, universities and employers, need to consider further strategies to develop aspects of work readiness, particularly within the domain of Personal Attributes and those with psychological symptoms.Originality/valueThis study demonstrates that physiotherapy students and graduates perceive themselves to be well prepared to transition to the workforce.

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Weighing up the benefits and challenges of hosting physiotherapy student placements in private practice; a qualitative exploration

Cited by 8 publications

References 29 publications

The impact of rural nursing and midwifery clinical placements from the perspective of health service staff

The impact of rural nursing and midwifery clinical placements from the perspective of health service staff

An Exploration of Support for Clinical Education Partners

The factors affecting work readiness during the transition from university student to physiotherapist in Australia

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