The impact of the COVID-19 pandemic on physiotherapy education meant that innovative responses were needed quickly. This paper describes a scholarly approach to changes within an entry-level ...physiotherapy program where one of its clinical placements was replaced with a fully online unit during 2020, as well as exploring the experiences of students who completed this newly developed online unit.
A mixed methods approach was used. Sixteen of a possible 31 students responded to an online survey comprising quantitative and open-ended questions.
The majority of participants were satisfied with the unit and reported that: the unit helped them to learn valuable skills; feedback from educators was helpful; and that they were able to apply to future contexts. Small numbers of students were more ambivalent about the use of online media and tools including discussion boards, the workload and being part of a learning community.
The online unit described in this research is evidence that non-traditional forms of clinical education might also address clinically important learning outcomes, provide sustainable options and alleviate some of the stresses that both tertiary providers and healthcare settings endure. However, these types of placement experiences require a paradigm shift from educators, the profession, accrediting bodies and even future students.
In recent decades, increased midwifery university places have been offered to address midwifery workforce shortages. As a result, more graduate midwives entered the workforce, in turn leading to more ...midwifery students precepted by novice midwives when on professional placement. It is not known whether this more junior midwifery workforce impacts student experience.
To explore undergraduate midwifery students' experiences with novice and expert midwifery preceptors, and to identify the benefits and challenges of working with novice and expert preceptors, from the perspective of undergraduate student midwives.
This study used a qualitative descriptive approach. Nineteen third/fourth-year Bachelor of Nursing/Bachelor of Midwifery (Honours) students attended six focus groups (ranging from 2 to 5 participants). Data were analysed thematically.
Three overarching themes were identified: ‘Building relationships’; ‘Teaching and learning’; and ‘Improvements to professional placement’. Benefits and challenges existed with both novice and expert preceptors. Importantly, feeling welcomed and receiving critical feedback were identified.
The student/preceptor relationship is based upon feeling welcomed, and relatability, and is developed more easily with novice preceptors. Expert preceptors provide insightful and valuable feedback and are more able to actively teach. Novice preceptors' consolidation of practice can impact student learning opportunities. Including students in decision-making aids development of critical thinking. Allocation practices which address student learning needs will improve the student professional practice experience.
Midwifery students benefit from working with midwifery preceptors of all experience levels. Translating the findings from this project into preceptorship training programs for midwives will improve student satisfaction and outcomes.
This study aims to analyze exam anxiety among vocational school students in professional placement based on gender. This is a quantitative research that uses descriptive and comparative methods and a ...sample of 115 individuals selected through proportional random sampling technique. Data is obtained using an instrument of exam anxiety and were analyzed descriptively by determining mean, standard deviation, and percentage. To determine the difference in anxiety among vocational school students, the t-test technique with analyzed Independent Samples Test was used. The results showed that exam anxiety was generally in the low and high categories in male and female students, respectively. Also, there was a significant difference between students in the professional placement of male and female students.
Since the mid-1970s, youth employment has become a political issue, an election issue and a particular focus of public policy. Over the last 45 years, successive governments have come up with ever ...more innovative schemes to improve young people's access to employment. But what are the long-term trends in terms of supporting working-class young people into employment? What forms do they take in practice?
The use of self-help techniques by career counseling and training centers reveals two things: the effects of a framing that psychologizes subjects for one, and for the other, the evolution of demands ...made upon those who use these centers. They impose work on the self, which makes a young person’s psyche the activating lever preferred by professionals. On one hand, the use and appropriation of these activities reveal a thinking that favors the liberation of young people as characterized by various forms of internal changes and “improved well-being.” On the other hand, this mobilization of techniques of the self also reveals this approach to career integration as oriented toward psychologizing and reponsibilising each young person for their own individual situation.
Abstract
In Australia, schools and faculties of education are mandated to abide by a policy requiring preservice teachers (pst s), to complete supervised professional placement (pe) in schools. The ...pe are drawn upon to meet the assessment criteria for degree completion. Two strategies are reported that supported individuals and education institutions to meet policy requirements while in lockdown. First, technology was used to overcome the challenge of providing pe for hundreds of pst s by supporting online learning experiences. In the second, visual technologies were used to support pst s to meet the needs of an assessment criterion. Findings indicate that innovative solutions to challenges with pe and related assessments at the university can be mobilized in a short time frame using visual technologies. Further findings indicate that, in unprecedented times, policies developed for use in different contexts can be met with innovative collaborative efforts with a focused goal that transcend seemingly insurmountable challenges.
Aims
To offer a rough guide to a quality rural/remote interprofessional educational activity.
Context
Australian remote and rural interprofessional undergraduate placements offered in Modified Monash ...Model 3‐6 locations.
Approach
Biggs' triple P framework from the interprofessional educational literature and Allport's contact hypothesis are used to describe map, and explore the educational dimensions and positive elements, of a quality rural/remote interprofessional educational activity.
Conclusion
Delivery of a quality interprofessional educational activity requires attention to all dimensions of the activity with acknowledgement of the value of the remote or rural contexts. Interprofessional learning requires constructive alignment and positive contact conditions to ensure a quality and sustained experience.
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.
Abstract This study evaluated indicators of needs and processes in a social skills program for unemployed people with physical disabilities. The needs assessment - measured via self-reporting ...instruments - indicated the importance of preparing participants for job interviews and improving some social skills related to work, which would serve as a basis for the definition of the program’s objectives. The skills developed in the program were as follows: civility, feedback, communication, empathy, offering help, citizenship, assertiveness, dealing with criticism, problem solving, job interview performance, and expressing positive feelings. For the process evaluation, the program’s sessions were filmed and analyzed using indicators such as task performance. This study showed the importance of planning a program that considers the characteristics of the participants and of continuously monitoring its application to ensure the suitability of the intervention and the achievement of its objectives.
Resumen El presente estudio evaluó indicadores de necesidades y proceso en un programa de habilidades sociales para personas con discapacidad física y desempleadas. La evaluación de necesidades, medida por instrumentos de autoinforme, señaló la importancia de preparar los participantes para entrevistas de empleo y mejorar algunas habilidades sociales relacionadas con el trabajo, sirviendo como base para la definición de los objetivos del programa. Las habilidades desarrolladas en el programa fueron: civilidad, feedback, comunicación, empatía, ofrecer ayuda, ciudadanía, asertividad, lidiar con críticas, solución de problemas, desempeño en entrevistas de empleo y expresión de sentimiento positivo. Para evaluación de proceso, las sesiones del programa fueron filmadas y analizadas mediante un registro que contenía indicadores como el desempeño en las tareas. Este estudio mostró la importancia de planear un programa considerando las características de los participantes y controlando su aplicación para garantizar la adecuación de la intervención y el alcance de sus objetivos.
Resumo Este estudo avaliou indicadores de necessidades e de processo em um programa de habilidades sociais para pessoas com deficiência física, desempregadas. A avaliação de necessidades, mensurada por meio de instrumentos de autorrelato, indicou a importância de preparar os participantes para entrevistas de emprego e de aprimorar algumas habilidades sociais relacionadas ao trabalho, servindo como base para a definição dos objetivos do programa. As habilidades desenvolvidas no programa foram: civilidade, feedback, comunicação, empatia, oferecer ajuda, cidadania, assertividade, lidar com críticas, resolução de problemas, desempenho em entrevista de emprego e expressão de sentimento positivo. Para a avaliação de processo, as sessões do programa foram filmadas e analisadas por meio de um registro que continha indicadores como desempenhos nas tarefas. Este estudo mostrou a importância de planejar um programa considerando as características dos participantes e monitorar continuamente sua aplicação para garantir a adequação da intervenção e o alcance de seus objetivos.
PDF
