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1
Borrallo-Riego, Álvaro, Eleonora Magni, Juan Antonio Jiménez-Álvarez, Vicente Fernández-Rodríguez, and María Dolores Guerra-Martín. "Health Sciences Students’ Perceptions of the Role of the Supervisor in Clinical Placements." International Journal of Environmental Research and Public Health 18, no. 9 (April 21, 2021): 4427. http://dx.doi.org/10.3390/ijerph18094427.
Повний текст джерелаАнотація:
The supervision of clinical placements is essential to achieving a positive learning experience in the clinical setting and which supports the professional training of those being supervised. The aim of this study was to explore health sciences students’ perceptions of the role of the supervisor in the supervision of clinical placements. A quantitative methodology was used, administering a previously validated questionnaire, by means of an expert panel and a pre-test, to 134 students from the Faculty of Nursing, Physiotherapy and Podiatry at the University of Seville (Spain). The analysis of variables was carried out by means of a data matrix. The results revealed a statistically significant difference in the perception of placement supervision depending on the degree, with Nursing producing the highest degree of affirmation in the variables studied and the greatest satisfaction with placement supervision; in contrast, Physiotherapy produced the greatest dissatisfaction and the lowest degree of affirmation. The study and analysis of these perceptions facilitates the collection of relevant information in order to formulate actions that help to improve the supervision experience during placements. They also allow a greater understanding of what factors most influence the experience of supervision during clinical placements.
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Chui, Wing Hong. "First practice placement." Journal of Practice Teaching and Learning 9, no. 2 (December 20, 2012): 10–32. http://dx.doi.org/10.1921/jpts.v9i2.398.
Повний текст джерелаАнотація:
This paper presents the findings of a small-scale study examining the expectations and anxieties of social work students regarding supervision for fieldwork instruction. A cohort of students in their first year of a postgraduate programme for professional training was questioned about their aspirations and anxieties as they approached their first period of practice placement assessment. Their responses were wide-ranging and varied, and shed light on what they wanted from their supervisors and supervision. Students” concerns related to supervision as a vehicle for compliance and performance issues rather than as a purveyor of culture and values for social work. It is viewed by the respondents as an important site of learning and development whose opportunities for promoting self-awareness and the skills of critical reflection must be safeguarded. This paper argues for the importance of listening to students in order to shape the delivery and mode of fieldwork supervision, and posits supervision as a means of fostering notions of social work values that are prerequisite for practice.
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Testa, Doris. "School social work: A school-based field placement." Aotearoa New Zealand Social Work 23, no. 4 (July 8, 2016): 14–25. http://dx.doi.org/10.11157/anzswj-vol23iss4id146.
Повний текст джерелаАнотація:
This article addresses the placement of social work students in a non-traditional social work setting: the Victorian Catholic primary school. Considering the different elements of field education placements, this article discusses how a field education placement was purpose- fully structured to guide the social work student through the process of integrating theory and practice. Drawing on qualitative and quantitative data, the article describes the structure of the placement and how respondents viewed the success or otherwise of the orientation activities, opportunities to integrate theory with practice, the development of practice skills, supervision and the development of school/university partnerships. The data indicated that a purposefully structured placement which provides students with a variety of learning opportunities and which is supported by clearly focused supervision are key contributors to the success of school-based field education placements.
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Moseley, Jamie, Michael Hellawell, Claire Graham, and Alison Briggs. "Evaluation of a large group supervision model in a university student-led physiotherapy clinic." British Journal of Healthcare Management 28, no. 3 (March 2, 2022): 61–67. http://dx.doi.org/10.12968/bjhc.2021.0098.
Повний текст джерелаАнотація:
Background/Aims Clinical placements are a crucial aspect of training for student healthcare professionals, but the traditional 1:1 student–staff placement ratio puts a strain on placement capacity. This study evaluated a large group supervision model in physiotherapy in a university setting, looking at the student placement experience and patient outcomes. Methods The effectiveness of the supervision model was assessed using several indicators: student satisfaction, student performance, patient satisfaction and clinic contribution to placement capacity. Both students (n=34) and patients (n=85) filled out surveys to measure their satisfaction, and the results of the National Student Survey were also analysed in relation to the clinic and the wider physiotherapy course. Results Both patients and students reported high levels of satisfaction with the clinic and the placement model, with students noting the usefulness of the clinic in preparing them for work and increasing their employability. Summative assessment scores were also high. Overall, the clinic was able to provide 15–25% of the course's placement capacity per block. Conclusions The large group supervision model is just as effective, if not more so, than traditional placement models in terms of both capacity and quality, with very positive feedback from both students and patients. This method of training should be considered and researched further in other healthcare education contexts.
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Hay, Kathryn, Neil Ballantyne, and Karin Brown. "Hic sunt dracones: Here be dragons! Difficulties in mapping the demand for social work placements in New Zealand." Journal of Practice Teaching and Learning 13, no. 1 (February 21, 2015): 24–43. http://dx.doi.org/10.1921/jpts.v13i1.808.
Повний текст джерелаАнотація:
Anecdotal evidence suggests that the growth in demand for social work field placements in New Zealand is outstripping supply and impacting on placement quality. However, to date, no systematic study of placement demand or supply in New Zealand has been published. Our study sought to identify the number of students placed during 2012, their placement setting (government or non-government), whether they were supervised by a Registered Social Worker (RSW), and whether they had on-site supervision. It combined secondary analysis of the annual reports of recognised programmes to the Social Workers Registration Board with a survey of seven tertiary institutions. We found that students placed in government settings were three times more likely to experience on-site supervision by an RSW, but that the majority of placements were in non-government settings. The study also uncovered significant problems with the integrity of the annual report data collected and recommendations for improvements are outlined in this article.
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Pettys, Gregory L., Patrick T. Panos, Shirley E. Cox, and Kim Oosthuysen. "Four models of international field placement." International Social Work 48, no. 3 (May 2005): 277–88. http://dx.doi.org/10.1177/0020872805051705.
Повний текст джерелаАнотація:
English Twenty-one US social work programs with international placements were surveyed to assess: information about participating students; screening processes; student preparations; and supervision. Four models of international placements were identified: independent, neighbor, on-site and exchange. The information is provided to assist programs in developing international placements. French Vingt-et-un programmes de travail social américains offrant des stages internationaux ont été examinés pour avoir une idée des étudiants qui y participent, des procédures de sélection, des préparatifs pour les étudiants, et de la supervision. Quatre modèles des stages internationaux ont été identifiés: indépendant, voisinant, sur place et échange. Des informations sont fournies pour aider dans le développant des stages internationaux. Spanish Se encuestaron veintiún programas de trabajo social en Estados Unidos dotados con colocaciones internacionales para las prácticas de campo. Se evaluó: 1) la información acerca de los estudiantes participantes, 2) el proceso de selección, 3) la preparación de los estudiantes, y 4) la supervisión. Se identificaron cuatro modelos de colocación internacional: independiente, vecino, doméstico (on-site) y de intercambio. La información se dirige a asistir en el desarrollo de colocaciones de prácticas internacionales.
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Lulai, Rebecca, and Mark DeRuiter. "Supervision : The New Clinical Supervisor: Tools for the Medical Setting." Perspectives on Administration and Supervision 22, no. 3 (October 2012): 85–90. http://dx.doi.org/10.1044/aas22.3.85.
Повний текст джерелаАнотація:
Placement of graduate student clinicians in medical environments continues to serve as an ongoing challenge for many universities. This article addresses five questions, proposed by clinical supervisors, with focus on maintaining productivity while a student is present. Specific emphasis is given to preparations that can occur before the student arrives at the practicum location. The authors provide practical suggestions and templates in the appendices.
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Cant, Robyn, Colleen Ryan, Lynda Hughes, Elise Luders, and Simon Cooper. "What Helps, What Hinders? Undergraduate Nursing Students’ Perceptions of Clinical Placements Based on a Thematic Synthesis of Literature." SAGE Open Nursing 7 (January 2021): 237796082110358. http://dx.doi.org/10.1177/23779608211035845.
Повний текст джерелаАнотація:
Introduction Clinical placements are a mandatory component of nursing students’ education internationally. Despite clinical education being a key to nursing students’ achievement of nursing competencies, few studies have reviewed students’ narratives to describe their experiences of learning during clinical placement. Such studies may be important in offering a deeper insight into clinical learning experiences than quantitative surveys. Methods A systematic thematic synthesis of qualitative studies between 2010 and June 2020 was conducted. English language studies that offered a thematic analysis of undergraduate nursing students’ experiences of learning during placement were sought. A search was made of five databases PubMed, Ovid Medline, CinahlPlus, SCOPUS, and Google Scholar. The study was guided by the ENTREQ statement for enhancing transparency in reporting the synthesis of qualitative research. Results Twenty-seven qualitative studies were included in the review. A thematic synthesis showed over 100 themes and subthemes across the studies. A cluster analysis revealed positive elements and others that were seen in the studies as a barrier (hindrance) to clinical learning. Positive elements included supportive instructors, close supervision, and belonging (in the team). Unsupportive instructors, a lack of supervision and not being included were seen as a hindrance. Three key overarching themes that could describe a successful placement were revealed as “Preparation,” “Welcomed and wanted” and “Supervision experiences”. A conceptual model of clinical placement elements conducive to nursing students’ learning was developed to enhance understanding of the complexities associated with supervision. The findings and model are presented and discussed. Conclusion The conceptual model presents positive elements that influence students’ clinical placement experiences of learning. This model may provide a framework to guide professional development programs and strategies to support students and supervisors alike, an important step forward in moving beyond the current clinical placement rhetoric.
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Suganda, Nia, Arif Nugroho, and Rahmi Mulyasih. "Implementasi Kebijakan Pengawasan Pelaksana Penempatan Tenaga Kerja Indonesia Swasta (PPTKIS) di Dinas Tenaga Kerja dan Transmigrasi Provinsi Banten (Studi Pada Kabupaten Serang)." Jurnal Ilmu Administrasi Negara ASIAN (Asosiasi Ilmuwan Administrasi Negara) 8, no. 01 (March 2, 2020): 1–8. http://dx.doi.org/10.47828/jianaasian.v8i01.25.
Повний текст джерелаАнотація:
This study aims to find out how the Implementation of the Implementation Policy for the Implementation of Private Indonesian Manpower Placement (PPTKIS) in the Banten Province Manpower and Transmigration Office (Study in Serang District) and what are the supporting and inhibiting factors in supervising the Supervision of the Implementation of Private Indonesian Manpower Placement ( PPTKIS) in the Banten Province Manpower and Transmigration Office (Study in Serang District). In this study using descriptive qualitative. With the research location in the Banten Province Manpower and Transmigration Office in Serang District Supervision, data collection techniques used interviews, observation, and documentation. This study uses the widodo theory (2018) 4 (four) public policy supervision factors, namely: (1) Actors controlling the implementation of policies, (2) Standard operating control procedures, (3) Financial resources and equipment, (4) Scheduling of Control Implementation. From the results of research using Widodo's theory (2018) Supervision on PPTKIS has not been running optimally because there is no synergy between internal control and external control actors, the agency also has no control schedule, the socialization is quite good but there are still complaints from the community. .
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Vågstøl, U., S. Kaland, I. Folgerø, M. Cogorno, E. Langedal, and A. Eldøy. "Supervision in clinical placement: qualifications and needs." Physiotherapy 102 (November 2016): e157. http://dx.doi.org/10.1016/j.physio.2016.10.184.
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Diack, Lesley, Kathrine Gibson, Kim Munro, and Alison Strath. "Experiences of Supervision at Practice Placement Sites." Education Research International 2014 (2014): 1–6. http://dx.doi.org/10.1155/2014/764519.
Повний текст джерелаАнотація:
Background. Whilst placement supervision and clinical education programmes are of significant value in shaping the behaviours of undergraduate healthcare students, appropriate provisions which are efficacious to the learner are somewhat lacking, particularly for students studying on UK MPharm programmes.Objectives. To explore and explain the value of placement supervision to the personal development and employability of undergraduate pharmacy students.Methods. Students participated in a week long community pharmacy pilot programme, a result of a collaborative effort between the School of Pharmacy and Life Sciences and a small consortium of community pharmacies. Students and stakeholders were asked to evaluate their experiences via separate questionnaires which had been developed to elicit views and attitudes.Key Findings. Feedback from students and stakeholders towards the experience was overwhelmingly positive with multiple benefits being reported. Of particular prominence was the emphasis in student feedback on the value of placement supervision to their professional and personal development. Findings were indicative of a development in clinical practice proficiencies, core skills, and improvement in decision-making practice.Conclusions. The benefits of clinical supervision to the professional and personal development of MPharm students are well documented, although attracting professional pharmacy supervisors is proving a problematic task for educational providers in the UK.
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McCafferty, Paul. "Group supervision for social work students on placement." Journal of Practice Teaching and Learning 5, no. 3 (December 26, 2012): 55–72. http://dx.doi.org/10.1921/jpts.v5i3.315.
Повний текст джерелаАнотація:
Partnership Care West is a voluntary organisation that contracts with the Northern Ireland Social Care Council (NISCC) to provide ten placements for social work students. NISCC is a statutory organisation, with responsibility for registering and regulating social care/work, improving standards in education and training and standardising practice in Northern Ireland NISCC (2003).The students attend the practice learning centre and are then given placements in voluntary sector sites established by the centre. Traditionally, the students were supervised on a one to one basis using the long arm approach. In recent years however, the centre has developed a model for supervising these students in groups.Building on my positive experience of conducting group supervision and to further my knowledge, skills and values in this area, I recently undertook an international comparison with the School of Social Work in Haifa Israel. This School has an already well established model for supervising students in groups and I hoped that I could learn something to help me develop my model further. I would like to thank Nava Arkin at the University of Haifa for her willingness to take part in this comparison and for her encouragement throughout. This article aims to outline my findings of the comparison and outline the theoretical constructs that make international comparisons in social work possible.
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Rittner, Barbara. "Children on the Move: Placement Patterns in Children's Protective Services." Families in Society: The Journal of Contemporary Social Services 76, no. 8 (October 1995): 469–77. http://dx.doi.org/10.1177/104438949507600803.
Повний текст джерелаАнотація:
The author reviewed placement patterns in 447 systematically selected case records of abused and neglected children residing with either parents or relatives and under the supervision of children's protective services (CPS). Children of color had more kinship and shelter placements. Despite high levels of care and protection provided by relatives, supervision of children continued because CPS workers were concerned that noncustodial parents might reabuse the children. Workers expressed apprehensions that if they failed to predict and prevent reabuse, they would be blamed by the agency as well ashy the media and public demanding to know why the system failed.
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Joiner, Adam B., Shamsa Mahmood, Samuel P. Dearman, and Sarah Maddicott. "Foundation trainees and changes in career intentions." Australasian Psychiatry 26, no. 1 (October 30, 2017): 98–101. http://dx.doi.org/10.1177/1039856217737882.
Повний текст джерелаАнотація:
Objectives: To understand whether foundation trainees change their career intentions during psychiatry placements and explore what factors influence such changes. Methods: Over a two-year period, foundation trainees completed questionnaires at the beginning, middle and end of their four-month placement. There were two questions, the first as to how likely they were to pursue a career in psychiatry and the second openly asked them to elaborate on their reasons. Results: Twenty-one out of 41 eligible trainees returned all three questionnaires. The number of trainees ‘highly likely’ to choose psychiatry increased over the four-month period, from 4.5% to 19%. The number of trainees ‘highly unlikely’ to choose psychiatry decreased, from 27.3% to 9.5%. An increasingly positive intention towards a psychiatry career appeared to relate to enjoyment of the placement and the quality of supervision. The most common reason for not choosing psychiatry was a pre-existing interest in another specialty. Conclusions: Undertaking a psychiatry placement during the foundation programme continues to increase the likelihood of a positive attitude towards psychiatry as a career. The findings of our study suggest good practice in providing foundation placements in psychiatry includes identifying medical school experience, enjoyment, quality weekly supervision and mindful experiential design of placements.
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Mackenzie, Lynette, and Gjyn O'Toole. "Profile of 1 year of fieldwork experiences for undergraduate occupational therapy students from a large regional Australian university." Australian Health Review 41, no. 5 (2017): 582. http://dx.doi.org/10.1071/ah16006.
Повний текст джерелаАнотація:
Objective Fieldwork experience is a significant component of many health professional education programs and affects future practice for graduates. The present study used self-reported student data to produce a profile of undergraduate student placement experiences. Methods Cross-sectional surveys exploring placement location, setting and client types, models of supervision, interventions and financial costs were completed by students following each placement. Data were analysed using descriptive analysis. Results Placements were predominantly conducted outside capital cities (69.8%; n = 184), with 25.8% (n = 68) in rural settings. Students experienced predominantly public health in-patient settings and community settings, with only 15% experiencing private settings. Conclusions The placement profile of undergraduate occupational therapy students appeared to be consistent with workforce reports on occupational therapy professional practice. What is known about the topic? Fieldwork experienced by health professional students is critical to preparing new graduates for practice. Although the World Federation of Occupational Therapy provides guidance on what is required for occupational therapy fieldwork experience, little is known about what students actually experience during their fieldwork placements. What does this paper add? The present study is the first to document the range of fieldwork experienced by occupational therapy students in one program over 1 year, and provides the basis for comparison with other occupational therapy programs, as well as other disciplines nationally and internationally. What are the implications for practitioners? Occupational therapy students experienced few opportunities in private practice or speciality services, and had mostly one-on-one supervision. To provide a future workforce that is able to address the changing health system, it is vital that students are exposed to a range of fieldwork experiences and supervision styles that replicate the demands of future practice.
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Killick, Campbell. "DipSW students’ satisfaction with practice teaching on their first placement." Journal of Practice Teaching and Learning 6, no. 1 (December 20, 2012): 39–56. http://dx.doi.org/10.1921/jpts.v6i1.316.
Повний текст джерелаАнотація:
This research report explores the influence of specific elements of the practice teaching role on students’ experience of placement learning. The findings provide a valuable insight at a time when placement learning is being reviewed.The entire population of first placement students in Northern Ireland (approximately 240) was surveyed using a short questionnaire. 149 Questionnaires were returned providing a response rate of 62.5%.Students did not indicate any strong preference for long-arm or singleton practice teaching identifying strengths and weaknesses specific to each model. There was some evidence that these two models provide distinctly different forms of placement learning. Students seemed to value well organised support groups but attitudes to group supervision were mixed. Supervision style seemed to be influenced by practice teacher gender and model of supervision. The practice teacher/ student gender mix and the age and experience of the student were found to influence the placement experience.
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Laugaland, Kristin Alstveit, Marianne Thorsen Gonzalez, Brendan McCormack, Kirsti-Iren Skovdahl, Åshild Slettebø, Stephen Billett, and Kristin Akerjordet. "Improving quality in clinical placement studies in nursing homes (QUALinCLINstud): the study protocol of a participatory mixed-methods multiple case study design." BMJ Open 10, no. 10 (October 2020): e040491. http://dx.doi.org/10.1136/bmjopen-2020-040491.
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IntroductionImproved quality in clinical supervision and assessment of student nurses in nursing home clinical placements is vitally important to effective recruitment and preparation for this healthcare sector. Knowledge regarding supervision and assessment practices within these settings is limited. Also, knowledge of evolving e-learning tools on the quality and effectiveness of these educational practices seems to be absent.Methods and analysisThe aim of the “Improving quality in clinical placement studies in nursing homes” (QUALinCLINstud) study is to develop and evaluate how a web-based programme can optimise supervision, assessment and learning during nursing home placements. The study applies a participatory, mixed-methods case study design, organised in four work packages (WPs). WP1 will explore how the nurse education institution address the quality of student nurses’ clinical placements in nursing homes. In WP2, clinical supervision and assessment practices will be explored, and described from multiple stakeholder perspectives. In WP3, based on the findings from WP1 and WP2, a web-based pedagogical supervision and assessment programme will be developed through a developmental co-productive process between nurse education institutions, practice settings and student nurses. In WP4, the web-based programme will be pilot-tested and evaluated through a mixed-methods approach. A range of data collection procedures will be used throughout the project, for example, questionnaires, interviews, observations and workshops.Ethics and disseminationThe ethical conduct of the study is approved by the Norwegian Centre for Research Data (2018/61309 and 489776). The results will be disseminated through scientific articles, three PhD theses, presentations at national and international conferences, and through publicly accessible trade journals and newspapers. The results will generate knowledge to inform supervision and assessment practices in nursing home placements. Moreover, the study will generate knowledge concerning the developmental process of a web-based supervision and assessment programme, and the value of e-learning tools applied in clinical nursing education.
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McCafferty, Paul. "Group supervision for social work students on placement." Journal of Practice Teaching and Learning 5, no. 3 (January 1, 2003): 55–72. http://dx.doi.org/10.1921/17466105.5.3.55.
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Saxton, Judy, and Peter Ashworth. "The Workplace Supervision of Sandwich Degree Placement Students." Management Education and Development 21, no. 2 (July 1990): 88. http://dx.doi.org/10.1177/135050769002100205.
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Saxton, Judy, and Peter Ashworth. "The Workplace Supervision of Sandwich Degree Placement Students." Management Education and Development 21, no. 2 (July 1990): 133–49. http://dx.doi.org/10.1177/135050769002100210.
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Cleak, Helen, and Debra Smith. "Student Satisfaction with Models of Field Placement Supervision." Australian Social Work 65, no. 2 (June 2012): 243–58. http://dx.doi.org/10.1080/0312407x.2011.572981.
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Cleak, Helen, and Ines Zuchowski. "Mapping Social Work Field Education in the 21st Century: A National Survey of the Australian Context." British Journal of Social Work 50, no. 2 (December 4, 2019): 427–46. http://dx.doi.org/10.1093/bjsw/bcz151.
Повний текст джерелаАнотація:
Abstract Field education is a key curriculum component in social work programmes and students identify their placement as central to their transition to practice. Globally, changes in higher education, increasing the complexity of practice and an increasingly diverse student body, are challenging field education programmes to meet these professional and resource challenges. This article reports on Australian research which surveyed social work field education programmes in relation to staffing, supervision and other developments shaping social work field education. Twenty-four field education coordinators of thirty social work programmes completed the survey and the findings highlighted worrying trends including increasing student to staff ratio, insufficient social worker supervised placements, increased placements with external (off-site) supervision and employment of casual staff to undertake core tasks such as supervision and liaison. The results provide important benchmarking evidence which will resonate with the wider international social work education context.
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Dennis, Diane, Lora Cipriano, Ginny Mulvey, Stephanie Parkinson, Alan Reubenson, and Anne Furness. "Observational Study Exploring the Efficacy and Effectiveness of a New Model of Peer-Assisted Simulation-Based Learning Clinical Placement." International Journal of Environmental Research and Public Health 19, no. 8 (April 8, 2022): 4505. http://dx.doi.org/10.3390/ijerph19084505.
Повний текст джерелаАнотація:
(1) Background: Immersive simulation-based learning is relevant and effective in health care professional pre-licensure training. Peer-assisted learning has reciprocal benefit for the learner and the teacher. A fully simulated model of fieldwork placement has been utilised at Curtin University since 2014, historically employing full-time faculty supervisors. Due to the COVID-19 pandemic in 2020, traditional clinical placement availability diminished. (2) Methods: This mixed-methods prospective observational study aimed to translate the existing faculty-led placement for penultimate-year physiotherapy students to a peer-taught model, thereby creating new teaching placements for final-year students. Final- and penultimate-year physiotherapy students undertook the fully simulated fieldwork placement either as peer learners or peer teachers. The placement was then evaluated using four outcome measures: The ‘measure of quality of giving feedback scale’ (MQF) was used to assess peer learner satisfaction with peer-teacher supervision; plus/delta reflections were provided by peer teachers and faculty supervisors; student pass/fail rates for the penultimate-year physiotherapy students. (3) Results: For 10 weeks during November and December 2020, 195 students and 19 faculty participated in the placement. Mean MQF scores ranged from 6.4 (SD 0.86) to 6.8 (SD) out of 7; qualitative data reflected positive and negative aspects of the experience. There was a 4% fail rate for penultimate-year students for the placement. Results suggested that peer learners perceived peer-led feedback was of a high quality; there were both positives and challenges experienced using the model. (4) Conclusions: Physiotherapy students effectively adopted a peer-taught fully simulated fieldwork placement model with minimal faculty supervision, and comparable clinical competency outcomes.
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Mahlan. "VARIABEL-VARIABEL YANG MEMPENGARUHI SEMANGAT KERJA PEGAWAI NEGERI SIPIL PADA SATUAN POLISI PAMONG PRAJA PROVINSI KALIMANTAN TIMUR." Jurnal Administrative Reform 6, no. 4 (January 22, 2019): 165. http://dx.doi.org/10.52239/jar.v6i4.1918.
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Writing and research, including the type of causal research comparative quantitative approach performed on Civil Service Police Unit of East Kalimantan Province, aims to validate the hypothesis posed, or the relationship of influence between the variables of leadership, work environment, work culture, communication, supervision employment, compensation and placement on morale of civil servants at the municipal police Prov. Kaltim and to know which one is more dominant variable, using quantitative methods of correlation. Based on the results of research conducted by a few conclusions that there is a relationship of influence between the variables of leadership, work environment, work culture, communication, supervision of work, compensation, and placement on morale in a real and proven to significantly that, the variables that influence significantly to increase employee morale is monitoring the work.Keyword: leadership, work environment, work culture, communication, supervision of work, compensation, placement
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Vassos, Sevi, Louise Harms, and David Rose. "The Value of Mixing It Up: Student Experiences of a Multi-Modal Approach to Supervision on Placement." British Journal of Social Work 49, no. 5 (November 30, 2018): 1274–95. http://dx.doi.org/10.1093/bjsw/bcy105.
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AbstractOne-to-one supervision has been widely acknowledged in the social work literature as the gold-standard approach in field education. However, the sustainability of this approach has been challenged in recent decades amidst the managerial mandates permeating both education and health/human service sectors. Universities and placement organisations have experimented with alternative supervision approaches in response to these contextual pressures, although the research on these alternatives is limited at this point. In an attempt to contribute to the emerging research base, this article reports on a three-year trial of a multi-modal supervision approach involving the systematic application of individual and collective supervision modes within each student placement. The study explored the supervision experiences of 128 Master of Social Work students participating in the multi-modal supervision trial across five health networks in Melbourne, Australia. The study adopted a mixed-methods research design involving surveys followed by interviews. The findings suggest that, although one-to-one supervision is integral, students value the combination of one-to-one and collective supervision, provided that supervision content is student-centred; and that inter-personal trust and mutual engagement imbue the supervisory process. Ultimately, the study points to the importance of both content and relationships in the supervisory process, irrespective of the supervision mode employed.
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Bøe, Siri Vestby, and Jonas Debesay. "The Learning Environment of Student Nurses During Clinical Placement: A Qualitative Case Study of a Student-Dense Ward." SAGE Open Nursing 7 (January 2021): 237796082110523. http://dx.doi.org/10.1177/23779608211052357.
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Introduction Ensuring the quality of clinical placements has long been a challenge in nursing education. This is partly due to a growing aging population requiring health services, and an increased need for nursing workforce. Both in Norway and internationally, there is a rise in the use of student-dense models, wherein several students are placed together on the same ward at the same time where the supervision of the students is the collective responsibility of the nurses. Objective The aim of this study was to explore factors that promote or inhibit learning in a student-dense ward when used as a model for clinical placement in hospitals. We examined how clinical placement is experienced in a student-dense ward, as well as how learning is facilitated. Methods A qualitative case study design was used to capture the learning environment on the student-dense ward in a comprehensive way. We used focus group interviews, in-depth interviews, and observations with students and employees at a major hospital in Norway. Results Our findings showed that the orientation days and the teaching activities in student-dense wards, the feedback students receive, the clinical facilitator's role and the student community were factors that had particular importance for good learning environments in this placement model. Conclusions To ensure the quality of clinical placements, more attention should be paid to these factors in the planning, organization, and facilitation of new and existing student-dense wards. It is paramount to provide students with thorough written feedback and to secure the clinical facilitators with enough time to conduct student supervision when organizing clinical placement as student-dense wards.
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Reese, Robert J., Federico Aldarondo, Charlotte R. Anderson, Seong-Jik Lee, Thomas W. Miller, and Deborah Burton. "Telehealth in clinical supervision: a comparison of supervision formats." Journal of Telemedicine and Telecare 15, no. 7 (October 2009): 356–61. http://dx.doi.org/10.1258/jtt.2009.090401.
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Nine counselling psychology students were enrolled in a 12-week pilot practicum (i.e. a work placement) for either one hour of course credit (six students) or three hours (three students). Group supervision was provided both in-person and by videoconferencing. Each trainee completed a measure evaluating their satisfaction with supervision (Supervisory Satisfaction Questionnaire, SSQ) and the supervisory relationship (Supervisory Working Alliance Inventory – Trainee Version, SWAI-T). The student's self-efficacy was also tracked during the semester (Counselling Self-Estimate Inventory, COSE). Trainees rated their satisfaction with videoconferencing similarly to the in-person format. The supervisory relationship also did not appear to be affected by the videoconferencing format. The COSE scores indicated that the students increased in counsellor self-efficacy by the end of the semester. Trainees reported that their supervisory needs were met and believed that videoconferencing was a viable format for supervision, although such a format still needed to be augmented by in-person contact. Providing better access to supervision and professional support using technology is one step towards improving health care in rural areas.
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Blakely, Christine, Jessica Rigg, Katherine Joynson, and Sara Oldfield. "Supervision Models in a 2:1 Acute Care Placement." British Journal of Occupational Therapy 72, no. 11 (November 2009): 515–17. http://dx.doi.org/10.4276/030802209x12577619071181.
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Yang, Kizzy, Gillian Nisbet, and Lindy McAllister. "Students’ Experiences and Perceptions of Interprofessional Supervision on Placement." International Journal of Practice-based Learning in Health and Social Care 5, no. 2 (December 2017): 1–18. http://dx.doi.org/10.18552/ijpblhsc.v5i2.361.
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Randolph, Daniel Lee, Gloria A. Slick, and Lauren Collins. "Development and supervision during practicum placement: A comparative study." Teacher Educator 30, no. 4 (March 1995): 16–24. http://dx.doi.org/10.1080/08878739509555090.
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Knight, Kate H., Viki Whaley, Bex Bailey-McHale, Angela Simpson, and Jonathan Hay. "The long-arm approach to placement supervision and assessment." British Journal of Nursing 31, no. 4 (February 24, 2022): 247. http://dx.doi.org/10.12968/bjon.2022.31.4.247.
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M Malinga, Belinda, Deshini Naidoo, Thavanesi Gurayah, and Pragashnie Govender. "Clinical educator’s experiences of the decentralised training platform for Occupational Therapy students in KwaZulu-Natal, South Africa." African Health Sciences 21, no. 4 (December 14, 2021): 1941–9. http://dx.doi.org/10.4314/ahs.v21i4.53.
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Background: In piloting a shift from traditional practice-based placements to decentralised clinical training (DCT), there was a need to explore the factors that influenced the placement as part of monitoring and evaluation. DCT involves placementto clinical sites away from the higher education institution necessitating changes to supervision strategies utilised.Objective: This study explored the experiences of clinical educators supervising occupational therapy students within this new model during a pilot phase of the DCT programme at one institution in South Africa.Method: The study was located in KwaZulu-Natal province and followed an explorative qualitative design with semi-structured interviews and focus groups with purposively sampled clinical educators (n=11). Data were audio-recorded and thematically analysed.Findings: Two central themes emerged and included the clinical educators’ expectations (organisation factors, role and scope of partners in decentralised training and communication) and experiences (perspectives and value of decentralised training).Conclusion: Decentralised training has considerable potential to contribute to authentic student learning. Improved communication between all stakeholders would assist in enhancing the quality of the learning experiences on such platforms. Students need to be more prepared prior to commencing DCT, and there is a need for more rural placements with a primary health care focus.
Keywords: Decentralised training; clinical educators; service learning.
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Garza, Viviana. "Using the Integrated Developmental Model of Supervision in a Vocational Counseling Setting." Contemporary Research in Disability and Rehabilitation 2, no. 1 (October 4, 2020): 7–14. http://dx.doi.org/10.51734/crdr.v2i1.35.
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This paper proposes a concept of supervision at a vocational counseling setting. Using the Integrated Developmental Model with triadic supervision for trainees employed at YGS Placement Service agency will facilitate client welfare and counselor in training development. Along with supervision comes evaluating and assessing trainees' competence. Using the Counseling Competency Scale, the Supervisee Levels Questionnaire-Revised, and reflective journaling will benefit the supervision experience. Determining the level of development of trainees using the integrated development model is the first step to organize and plan the supervision meetings.
Keywords: integrated developmental model, triadic supervision, vocational counseling, trainee, clinical supervision
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Bezusova, Tatiana Alekseevna, and Tatiana Vasilyevna Richter. "The impact of using the model of research supervising on the formation of research competence in students majoring in education." Science for Education Today 12, no. 2 (May 1, 2022): 92–110. http://dx.doi.org/10.15293/2658-6762.2202.05.
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Introduction. The article investigates the problem of increasing the efficiency of educational process at university with the main focus on supervising students’ research. The purpose of the study is to evaluate the influence of using the model of research supervision on developing research competences of students majoring in education. Materials and Methods. The study is conducted on the basis of theoretical analysis and generalization of scholarly literature on supervising students’ research, experimental methods of educational research, and methods of mathematical statistics for processing empirical data (Wilcoxon test). Results. The authors identified the following components within the research supervision model: choosing the research topic, determining the research methodology; diagnostic materials for identifying the effectiveness of the research investigation (criteria, indicators, levels of results assessment, choosing diagnostic methods); participation in research conferences, seminars, forums, etc.; design of experimental research (formative experiment program, short-term academic placement program); working in the academic library, preparing references and literature reviews; writing research articles). The study has revealed a positive correlation between using the research supervision model and the increase in research competence of students majoring in education. Conclusions. The authors conclude that the use of the model for research supervision improves students' research competence. The obtained results can be used to improve the efficiency of educational process at university.
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Bourne, Elizabeth, Lindy McAllister, Belinda Kenny, and Kate Short. "Speech Pathologists’ Perceptions of the Impact of Student Supervision." International Journal of Practice-based Learning in Health and Social Care 8, no. 2 (October 21, 2020): 1–15. http://dx.doi.org/10.18552/ijpblhsc.v8i2.549.
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Qualitative studies have described clinician perspectives on student placements. These studies highlight likely contributors to placement shortages, but little is documented in speech pathology (SP). This article describes SP clinician perceptions of student impact/s on their clinical and other work tasks, stress levels and time management, and explores factors that may contribute to these perceptions of their experience. Interpretive description was selected to analyse public health sector SP clinician online survey responses. Open-ended questions explored clinician perceptions of student impact on specified components of their work as well as any other aspects clinicians identified. Thirty-four SP clinicians with varying caseloads and experience levels responded. Clinicians perceived that students can positively or negatively impact their clinical and non-clinical activities. Many also identified negative impacts on their stress levels. Some commented on differing impacts for patients and other colleagues. Collective themes of Clinician, Supervision Practices, Workplace, and Student are presented in a model of potential influences on the experience of student impact. SP clinicians perceived that experience of student impact is varied and complex. Influences are likely to be multi-factorial and further research is needed in a range of contexts to guide clinicians, managers and universities in supporting SP student clinical placements.
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Wiebush, Richard G. "Juvenile Intensive Supervision: The Impact on Felony Offenders Diverted from Institutional Placement." Crime & Delinquency 39, no. 1 (January 1993): 68–89. http://dx.doi.org/10.1177/0011128793039001005.
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This article presents the results of a study that examined the 18-month recidivism of juvenile felony offenders who were placed into an intensive supervision program in lieu of commitment to an institution. The study used a quasi-experimental design to compare the outcomes of intensive supervision program (ISP) participants with those of youth who were incarcerated and then released to parole, and with a group of felony offenders who were handled on regular probation. Results show that, although not a panacea, intensive supervision clearly is an effective alternative to incarceration. However, ISP cost-effectiveness is difficult to achieve without large-scale diversion.
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Mooney, Hannah, Michael Dale, and Kathryn Hay. "Quality social work placements for Māori social work students." Aotearoa New Zealand Social Work 32, no. 3 (November 2, 2020): 54–67. http://dx.doi.org/10.11157/anzswj-vol32iss3id769.
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INTRODUCTION: Māori perspectives should be genuinely represented and integrated into social work education to ensure Māori and non-Māori social work students alike are prepared for working effectively in Aotearoa New Zealand. In field education, Māori students may have particular needs and expectations that should be considered by academic staff and placement host organisations. Consequently, the placement experience for Māori students should reflect these needs and expectations.METHOD: As part of a wider research project which aimed to advance the quality of social work placements for Māori and Pasifika students, a hui was undertaken with a roopu (Māori branch) of the Aotearoa New Zealand Association of Social Work (ANZASW) in late 2014. This article focuses on their views of what constitutes a quality placement for Māori social work students. The project explored two key areas: what does a quality placement look like for Māori social work students and what can tertiary institutions do to better support Māori students to have a quality placement?FINDINGS AND CONCLUSIONS: Participants emphasised the usefulness of placement preparedness, clear expectations and open communication prior to, and during, placement. The placement should also be culturally safe and adequately challenge the student. Tertiary providers should support the student’s placement by being in regular face-to-face contact; preparing the student for the placement environment; supporting external cultural supervision; and by critically reviewing their curriculum.
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Cheng, Tak-lai. "How Does Supervision Develop Students’ Professional Identity When Entering the Childcare Workforce?" Journal of Perspectives in Applied Academic Practice 6, no. 2 (September 5, 2018): 3–12. http://dx.doi.org/10.14297/jpaap.v6i2.337.
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This paper aims to evaluate the fieldwork placement of a higher diploma programme in early childhood education at the Hong Kong Institute of Vocational Education (IVE). In response to both academic and statutory requirements associated with education ordinances, students must take sufficient supervised fieldwork placement hours throughout the programme to learn to be a Qualified Kindergarten Teacher (QKT). In current institutional evaluative practices, the corresponding department evaluates fieldwork placement quality based on concerns about student and supervisor performance using questionnaires at the end of the semester. However, the evaluation might lose sight of unanticipated outcomes and its intrinsic value when it is too focused on the predetermined evaluation’s objectives. Guided by a responsive evaluation approach, this paper suggests a new form of evaluation concerning stakeholder perspectives on intrinsic value in the programme. Accordingly, it uses the practical tool RUFDATA to frame the evaluation practices under its key categories, namely, reason, use, focus, data, audience, timing and agency. By drawing empirical data from students who have just completed the programs’ fieldwork placement in spring 2017, this qualitative evaluation investigates how fieldwork supervision develops students’ professional identity to prepare them for entry into the childcare workforce in the last fieldwork placement in the programme.
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Mažionienė, Asta, Vida Staniulienė, and Vitalija Gerikienė. "THE CLINICAL LEARNING ENVIRONMENT: THE ATTITUDE OF UNDERGRADUATE STUDENT NURSES TOWARDS MENTORSHIP AT HOSPITALS IN LITHUANIA." CBU International Conference Proceedings 6 (September 27, 2018): 659–66. http://dx.doi.org/10.12955/cbup.v6.1229.
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The research sought to determine the attitude of student nurses towards their clinical placement: clinical learning environment, communication with supervisor – mentor, and their satisfaction with the recently completed clinical placement. The research was performed by 283 students of the first to third study year from two Northwest regional higher education institutions for nurses in Lithuania. The students have recently completed their clinical placement at regional hospitals. A quantitative descriptive correlational design was used. The research instrument used was the paper version of the CLES (Clinical Learning Environment and Supervision) questionnaire. The research results revealed that more than half of the students were satisfied with their recently completed clinical placement. Their satisfaction was related to the study year. The student nurses were the most positive about the possibility to approach the members of staff during clinical placement and the fact that there were sufficient meaningful learning cases and situations during clinical placement. Clinical placement of the student nurses was supervised and assessed by supervisors – registered nurses (N=133) and ward managers (N=135). The student nurses assessed their personal contribution in clinical placement as good and very good. Those, who specified the highest personal contribution in their clinical placement, assessed the clinical learning environment the best. The most satisfied students were supervised individually during their clinical placements.
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St. John-Matthews, Janice, Charlotte Hobbs, Paul Chapman, David Marsden, Ruth Allarton, Austin Booth, Fiona Martin, Julie Woodley, and Beverley Harden. "Ensuring an Essential Supply of Allied Health Professions (AHP) Placements: Using Crowdsourcing to Develop a National Call to Action." International Journal of Practice-based Learning in Health and Social Care 9, no. 2 (October 27, 2021): 49–62. http://dx.doi.org/10.18552/ijpblhsc.v9i2.732.
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Sustainable growth in the Allied Health Professions (AHP) workforce is an ambition of the United Kingdom’s NHS Long Term Plan. However historically, access to good quality placements has been a barrier to increasing pre-registration training numbers. This article focuses on work carried out by Health Education England (HEE) to gain insights on the impact of the COVID-19 pandemic on capacity. Using a pragmatic, embedded mixed-methods approach, insights were gathered using an online workshop, crowdsourcing, open for two weeks in the summer of 2020. AHP placement stakeholders could vote, share ideas or comment. Descriptive data were extracted, and comments made were analysed using inductive thematic analysis. Participants (N = 1,800) made over 8,500 comments. The themes identified included: diversity of placement opportunity, improved placement coordination, a more joined-up system, supervision models and educator capacity. Alongside considering the challenges to placement capacity, several areas of innovative practice owing to the pandemic were highlighted. Generated insights have shaped the aims and objectives of the Health Education (HEE) pre-registration AHP student practice learning programme for 2020/2021 and beyond. The COVID-19 pandemic has disrupted the delivery of AHP placements. In the absence of face-to-face activities, crowdsourcing provided an online data collection tool offering stakeholders an opportunity to engage with the placement capacity agenda and share learning. Findings have shaped the HEE approach to short-term placement recovery and long-term growth.
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Hay, Kathryn, and Rob Teppett. "Back to the future and back again: Reflections on a student unit." Aotearoa New Zealand Social Work 23, no. 4 (July 8, 2016): 26–33. http://dx.doi.org/10.11157/anzswj-vol23iss4id147.
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Fieldwork placements are a critical component of social work education. During the 1980s student units were a common model for placements across the statutory social work sector in New Zealand. While these units were replaced in the 1990s and 2000s with a more individualistic approach to social work supervision and placement education, the Site Manager of Child Youth and Family Palmerston North initiated the development of a new unit in 2006. A full-time fieldwork educator was employed to work with social work students on placement. Several benefits of the unit were apparent; however, due to reprioritisation within Child Youth and Family, it was disestablished in 2009. This article traces the establishment and the demise of this student unit and offers comment on the perceived effectiveness of the unit for all of the key stakeholders, that is, the students, Massey University and Child Youth and Family.
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Jung, Bonny, Adele Martin, Lynn Graden, and Joyce Awrey. "Fieldwork Education: A Shared Supervision Model." Canadian Journal of Occupational Therapy 61, no. 1 (April 1994): 12–19. http://dx.doi.org/10.1177/000841749406100105.
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This paper describes how McMaster University, Department of Occupational Therapy implemented a shared supervision model during an adult physical health block clinical placement, in two fieldwork settings in Hamilton. Five students were assigned to each of the clinical facilities and spent time with the group supervisors and clinical preceptors to meet their learning needs. The objectives, implementation process, training and orientation process, learning and evaluation process, and outcome of this project are discussed. The shared supervision model appears to be a viable alternative supervision model in fieldwork education.
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Martin, Marion. "How Reflective is Student Supervision? A Study of Supervision in Action." British Journal of Occupational Therapy 59, no. 5 (May 1996): 229–32. http://dx.doi.org/10.1177/030802269605900511.
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Reflective practice has been advocated by authors such as Schön, and Mattingly and Fleming, as a method by which professionals can become more effective. It could also be used during supervision sessions with students on placement as a way of teaching them the skills of occupational therapy. One of the basic assumptions of reflective practice is that there should be an equal and open relationship between supervisor and student. A small study was carried out to investigate the supervision of occupational therapy students on fieldwork. Three pairs of student and supervisor were studied using observation, interviews and analysis of tape recordings of supervision sessions. The results reflect those of similar studies of supervision by Schön and by Fish, namely, that the subjects' espoused theories did not always match their theories-in-use. Supervisors and students alike were not aware that, although they believed in active, student-centred learning, the supervisors were largely in control of the sessions. Students could have been encouraged more to express their feelings and ideas, and could have taken more opportunities to do so. These and similar findings imply that, as practitioners, we need to monitor our own professional performance through action research.
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Tedam, Prospera, and Millicent Munowenyu. "Keeping MANDELA alive: A qualitative evaluation of the MANDELA supervision framework four years on." Journal of Practice Teaching and Learning 14, no. 1 (March 23, 2016): 35–58. http://dx.doi.org/10.1921/jpts.v14i1.883.
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Four years after the development of the MANDELA model by Prospera Tedam, an independent evaluation of its effectiveness was conducted in 2014 with 45 social work students and 6 practice educators. The framework was incorporated into the University of Northampton (UN) Social Work Practice Learning Handbook as a recommended practice placement supervision tool for use by students and practice educators. This article summarises the process, findings and recommendations arising from the evaluation. The project sought to evidence the justification for the model’s continued use in social work practice placements. Though the intended audience for this publication are primarily social work students and practice educators in practice placement settings, the model’s underpinning ethos as a strengths based anti-oppressive tool and its unique attributes as a framework that proactively promotes and permits in-depths discussions on pertinent issues of difference, life experiences, individuality and diversity would be of benefit to any university lecturer and other stake holders in the fields of health and social care. The model can also be adapted and used in field education in countries such as Australia, New Zealand, Canada, South Africa and the USA and in other countries where cultural and ethnic diversity in higher education is resulting in differential experiences and outcomes for students from minority backgrounds.
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Walsh, Joe, Tom Walsh, Ian Timothy Heazlewood, and Mike Climtein. "Critical Reflections and Recommendations Derived from Providing Over 20,000 Hours of Practicum Industry Placements for Tertiary Students in Exercise Science, Sport and Fitness." Asian Journal of Contemporary Education 2, no. 2 (May 23, 2018): 53–59. http://dx.doi.org/10.18488/journal.137.2018.22.53.59.
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More than 30 of the 43 universities in Australia offer an exercise science and/or sport science degree programs. In the Vocational Education and Training (VET) sector, more than 160 Registered Training Organisations offer Australian Government approved fitness training courses. The paper is a self-reflective exercise based upon mentoring placement students from multiple registered course providers from the VET sector fitness strand. Combined with reflection on apparently healthy general population hours for placement students from six Sydney city and one regional New South Wales based universities this represented evaluation of more than 200 students and more than 20,000 placement supervision hours. This observation was based upon student placements conducted over the previous seven years, though a significant proportion of the students surveilled were from the previous 36 months. A number of recommendations were developed that may be relevant not just for health, fitness and exercise and sport science courses, but also may be relevant to industry mentorship across a range of fields.
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Plenty, Jackie, Heidi Dix, and Louise Barley. "Practice Education Network for Social Work (PENSW): Evaluation of an online resource." Journal of Practice Teaching and Learning 14, no. 3 (May 4, 2017): 81–96. http://dx.doi.org/10.1921/jpts.v14i3.1016.
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The Practice Education Network for Social Work (PENSW) is an online resource for networking and sharing knowledge and information that is accessed by all the professionals and partner agencies involved in providing social work placements and supervising social work students at the University of Suffolk (UOS) in the United Kingdom (UK). This research explored the ease with which such networks can be set up, and offers an evaluation from network members. Given limited national resources and the need to provide more localised resources; this evaluation demonstrates the importance of providing an easily accessible virtual space for organisations and professionals to access resources, network, and share best practice. The findings suggest that all social work training programmes should consider providing a localised network to support the social work placement process by ensuring that supervisors of social work students have access to necessary documentation, research, and information so that they can effectively fulfil their roles, and stay connected to the programme provider and other professionals involved in social work student practice placements.Keywords: social work placements; supervision; networking; resources; information sharing; practice education.
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McCulloch, Sarah Jean. "‘Keeping the ‘heart’ in practice: the importance of promoting relationship-based practice in practice learning and assessment’." Journal of Practice Teaching and Learning 17, no. 3 (January 24, 2021): 82–114. http://dx.doi.org/10.1921/jpts.v17i3.1520.
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Abstract: This article will explore the importance of sound relationship-based practice in the supervision and assessment of social work students in practice learning. It will consider the origins of relationship-based practice and explore and analyse the literature and most notable theorists in this area. It will go on to explore the links between attachment theory and relationship-based practice in order to demonstrate its pivotal importance to social work practice. It will draw parallels between good relationship-based practice in the supervision of social work students and the formation of successful and meaningful working relationships between the students and the people they support on placement, giving attention to the theoretical concept of parallel process. It will provide practice examples from student supervision sessions to model how sound relationship-based practice compliments the assessment process with students, and leads to good partnership working and shared goals on placement. By providing practice examples it will demonstrate that good relationship-based practice between student and supervisor can lead to successful outcomes for students on placement which, in turn, can lead to successful outcomes for the people the students go on to support. It will argue that good relationship practice is the basis for all good social work practice and its foundations should be laid early within the practice teaching relationship between supervisor and student. Keywords: relationship-based practice; social work students; practice teaching; supervision; assessment
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Hindi, A., S. Willis, S. Jacobs, and E. Schafheutle. "Cross-sector pre-registration pharmacist placements in general practice in England: lessons from a national evaluation." International Journal of Pharmacy Practice 29, Supplement_1 (March 26, 2021): i40—i41. http://dx.doi.org/10.1093/ijpp/riab015.049.
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Abstract Introduction In 2019/2020, the Pharmacy Integration Fund commissioned delivery of cross-sector pre-registration pharmacist training incorporating 3–6 month placements in general practice (GP). GP placements were managed by Health Education England (HEE) and organised as one (or more) blocks, or as spilt weeks/days across base sector (hospital/community) and GP. Trainees had a pharmacist tutor at base and in GP. Aim to evaluate the implementation of cross-sector pre-registration pharmacy placements in GP in England, and to identify barriers and enablers of a successful placement. Methods A qualitative approach was taken, with case study sites purposively sampled for maximum variation: pharmacy base (hospital/community), number of pre-registration pharmacist trainees in base doing GP placement, length of GP placement, organisation of GP placement and geographical location. With consent, trainees and tutors identified as meeting sampling criteria were emailed invitation letters and participant information sheets. Where the trainee and their tutor(s) agreed to participate, semi-structured telephone interviews were conducted January - July 2020. Questions developed from literature(1, 2) and the HEE handbook were tailored to understanding trainees’ and tutors’ views on the implementation of pre-registration pharmacist placements in GP, including benefits, unintended consequences and impacts. Thematic analysis across sites was undertaken with a focus on exploring inter and intra group themes. Results Thirty-four interviews were completed in 11 study sites (5 GP/hospital; 6 GP/community pharmacy). Trainees and tutors considered GP placements had been successful. Contributing factors were: placement planning (induction, contingency arrangements for cover should GP tutor be unavailable); tutors working together (good communication and collaboration); GP tutor support (regular contact, reflection; identifying learning needs; opportunities for learning); integration of GP placements within training year (specific learning/training activities at base during GP placement); and GP tutors having backing of their organisation to supervise effectively. A lack of these impacted negatively. Trainees completed a wide spectrum of activities and gradually moved from administrative to clinical tasks. They built up confidence to undertake patient-facing activities, with more direct supervision at the beginning moving to indirect supervision using debriefing. Thirteen weeks in GP was considered an appropriate minimum duration by all trainees and tutors; those based in community felt that 26 weeks in GP provided more opportunities for clinical and consultation skills learning. Cross-sector experience facilitated a better understanding of patient pathways and the importance of holistic patient care. All trainees considered working in GP in future but highlighted the lack of a cross-sector GP foundation programme. Base tutors felt the time commitment was comparable to single sector placements. Base and GP tutors felt that a clear set of competencies for GP placements and a broader governance framework would ensure standards and consistency. Conclusion This is the first national evaluation of cross-sector pre-registration pharmacists in general practice placements in England. Sampling as case studies enabled data triangulation and generated a multi-faceted understanding on factors impacting GP placements. A key limitation was the volunteer bias associated with recruitment. Key attributes of a successful pre-registration cross-sector training experience are highlighted and can inform policy reforms including change from pre-registration to foundation year training. References 1. Gray N. Review of Experience of Pre-registration Pharmacist Placements in the General Practice Setting – Final Report. 2019. 2. Jee SD, Schafheutle EI, Noyce PR. Is pharmacist pre-registration training equitable and robust? Higher Education, Skills and Work-Based Learning. 2019;9(3):347–58.
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Røkholt, Gro, Liv-Signe Davidsen, Heidi Ness Johnsen, and Alfhild Dihle. "Studenterfaringer med veiledning og læring knyttet til deltagelse i et kvalitetsforbedringsprosjekt på sykehus med kunnskapsbasert praksis som arbeidsform, -en beskrivende og utforskende studie." Nordisk tidsskrift for helseforskning 16, no. 1 (January 28, 2020): 17. http://dx.doi.org/10.7557/14.5171.
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Student experiences with supervision and learning through participation in a quality improvement evidence-baced practice project in a hospital, -a descriptive and explorative study
A significant part of health care students’ education is provided through clinical placement supervised by practitioners with required education and experience. This study has been conducted to increase knowledge of students’ experiences with supervision and learning related to participation in a quality improvement project in a hospital using evidence-based practice tools. A descriptive and exploratory design with focus group interviews. Data was analysed using qualitative content analysis. Three main themes emerged: changed student role, understanding the importance of keeping professional knowledge updated and need for the facilitation of the clinical placement period. The study showed that supervision helped students become equals of their supervisors and part of the community of practice. The project contributed to students`' coping skills. Integrating evidence-based practice into practice taught students a method of professional knowledge updating and quality improvement.
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Essl, Peggy, Michelle Bellon, and Caroline Ellison. "Preliminary Insights into International Work Integrated Learning (WIL) Placements in Disability and Student Recommendations for Success." Student Success 11, no. 2 (April 14, 2020): 52–59. http://dx.doi.org/10.5204/ssj.v11i2.1447.
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This pilot study explored the experiences of undergraduate students studying disability who undertook a three-week international Work Integrated Learning (WIL) placement in Brunei Darussalam. Presented are the students’ perspectives of the value of the international WIL and its impact on their personal and professional growth. Semi-structured in-depth interviews were conducted and transcripts analysed using a thematic and iterative qualitative approach compatible with phenomenology. Three major themes exploring student experiences emerged: ‘valued experiences’, ‘cultural dissonance’ and ‘personal and professional growth’. Four recommendations relate to ‘selection interviews, comprehensive pre-departure sessions, accommodation, and quality university supervision’. Indicative findings suggest the placement had a valuable and positive impact on the students, increasing their cultural competence and assisting with their personal and professional growth. Additionally, the findings provide further insight on what makes international WIL placements successful and promotes optimal learning.