Purpose: This study aims to offer guidance to lecturers and undergraduate midwifery students in using reflective practice and to offer a roadmap for academic staff accompanying undergraduate midwifery students on international clinical placements. Design: Drawing on reflection within the Constructivist Theory, the Gibbs Reflective Cycle (GRC) provides opportunities to review experiences and share new knowledge by working through five stages—feelings, evaluation, analysis, conclusion and action plan. Findings: The reflections of the midwifery students in this study provide insight into expectations prior to leaving for international placement, practical aspects of what local knowledge is beneficial, necessary teaching and learning strategies and the students’ cultural awareness growth. Implications: The analysis and a reflective approach have wider implications for universities seeking to improve preparations when embarking on an international clinical placement. It can also inform practices that utilise reflection as an impetus to shape midwifery students to be more receptive to global health care issues.
{"title":"Using reflection. Mentoring midwifery students in India","authors":"Glenda Hawley, A. Tuckett","doi":"10.33966/hepj.3.2.14253","DOIUrl":"https://doi.org/10.33966/hepj.3.2.14253","url":null,"abstract":"Purpose: This study aims to offer guidance to lecturers and undergraduate midwifery students in using reflective practice and to offer a roadmap for academic staff accompanying undergraduate midwifery students on international clinical placements. Design: Drawing on reflection within the Constructivist Theory, the Gibbs Reflective Cycle (GRC) provides opportunities to review experiences and share new knowledge by working through five stages—feelings, evaluation, analysis, conclusion and action plan. Findings: The reflections of the midwifery students in this study provide insight into expectations prior to leaving for international placement, practical aspects of what local knowledge is beneficial, necessary teaching and learning strategies and the students’ cultural awareness growth. Implications: The analysis and a reflective approach have wider implications for universities seeking to improve preparations when embarking on an international clinical placement. It can also inform practices that utilise reflection as an impetus to shape midwifery students to be more receptive to global health care issues. ","PeriodicalId":119792,"journal":{"name":"Health Education in Practice: Journal of Research for Professional Learning","volume":"158 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133903610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
PurposeWritten feedback on research-related writing is an important educational component of novice researcher development. Limited evidence exists to inform effective written feedback, particularly in relation to research reports by novice researchers. The aim of this narrative literature review was to explore supervisor and novice researcher perspectives on the provision of written feedback, particularly in the context of their evolving supervisory relationship. MethodsA systematic search of peer-reviewed journals in educational and health databases was undertaken for the terms ‘written feedback’ and ‘research report’, from January 2001 to August 2020. Identified literature was critiqued for methodological quality. Findings were coded, grouped and described as themes. Next, the themes and their parts were applied to the development of a two-part written feedback checklist that includes separate but related recommendations for supervisors and novice researchers.FindingsFrom 35 included papers, the four main themes that related to written feedback on research reports by novice researchers were: the emotional impact of receiving or giving written feedback; written feedback in the supervisory power dynamic; communicating written feedback; and the content and structure of written feedback. The changing nature and complexity of factors associated with written feedback from research supervisors reflected the transition from a supervisory relationship to a peer relationship. The checklist developed from the synthesised data is intended to provide guidance for supervisors and students about their respective and shared responsibilities within a supervisory relationship. ImplicationsIncreased awareness of the characteristics, roles and impact of written feedback will assist supervisors of novice researchers to provide effective written feedback, and for students to effectively utilise written feedback. Progression of written feedback throughout the supervisory period is proposed as a means of transitioning from a teacher-student to a peer researcher relationship.
{"title":"Giving and receiving written feedback on research reports: a narrative review and guidance for supervisors and students","authors":"K. Duncanson, D. Schmidt, Emma L Webster","doi":"10.33966/hepj.3.2.14767","DOIUrl":"https://doi.org/10.33966/hepj.3.2.14767","url":null,"abstract":"PurposeWritten feedback on research-related writing is an important educational component of novice researcher development. Limited evidence exists to inform effective written feedback, particularly in relation to research reports by novice researchers. The aim of this narrative literature review was to explore supervisor and novice researcher perspectives on the provision of written feedback, particularly in the context of their evolving supervisory relationship. MethodsA systematic search of peer-reviewed journals in educational and health databases was undertaken for the terms ‘written feedback’ and ‘research report’, from January 2001 to August 2020. Identified literature was critiqued for methodological quality. Findings were coded, grouped and described as themes. Next, the themes and their parts were applied to the development of a two-part written feedback checklist that includes separate but related recommendations for supervisors and novice researchers.FindingsFrom 35 included papers, the four main themes that related to written feedback on research reports by novice researchers were: the emotional impact of receiving or giving written feedback; written feedback in the supervisory power dynamic; communicating written feedback; and the content and structure of written feedback. The changing nature and complexity of factors associated with written feedback from research supervisors reflected the transition from a supervisory relationship to a peer relationship. The checklist developed from the synthesised data is intended to provide guidance for supervisors and students about their respective and shared responsibilities within a supervisory relationship. ImplicationsIncreased awareness of the characteristics, roles and impact of written feedback will assist supervisors of novice researchers to provide effective written feedback, and for students to effectively utilise written feedback. Progression of written feedback throughout the supervisory period is proposed as a means of transitioning from a teacher-student to a peer researcher relationship. ","PeriodicalId":119792,"journal":{"name":"Health Education in Practice: Journal of Research for Professional Learning","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114463630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:Purpose:Over the past two decades, the discipline of Paramedicine has seen expediential growth as it moved from a work-based training model to that of an autonomous profession grounded in academia. With limited evidence-based literature examining assessment in paramedicine, this paper aims to describe student and academic views on the preference for OSCE as an assessment modality, the sufficiency of pre-OSCE instruction, and whether or not OSCE performance is a perceived indicator of clinical performance.Design/Methods:A voluntary, anonymous survey was conducted to examine the perception of the reliability and validity of the Objective Structured Clinical Examination (OSCE) as an assessment tool by students sitting the examination and the academics that facilitate the assessment. Findings:The results of this study revealed that the more confident the students are in the reliability and validity of the assessment, the more likely they are to perceive the assessment as an effective measure of their clinical performance. The perception of reliability and validity differs when acted upon by additional variables, with the level of anxiety associated with the assessment and the adequacy of feedback of performance cited as major influencers. Research Implications:The findings from this study indicate the need for further paramedicine discipline specific research into assessment methodologies to determine best practice models for high quality assessment.Practical Implications:The development of evidence based best practice guidelines for the assessment of student paramedics should be of the upmost importance to a young, developing profession such as paramedicine.Originality/Value: There is very little research in the discipline specific area of assessment for paramedicine and discipline specific education research is essential for professional growth.Limitations:The principal researcher was a faculty member of one of the institutions surveyed. However, all data was non identifiable at time of data collection. Key WordsParamedic; paramedicine; objective structured clinical examinations; OSCE; education; assessment.
{"title":"The use of the objective structured clinical examination (OSCE) in a practice-based health discipline: Academic and student experience in paramedicine","authors":"A. Bell, J. Kelly, P. Lewis","doi":"10.33966/hepj.3.2.14225","DOIUrl":"https://doi.org/10.33966/hepj.3.2.14225","url":null,"abstract":"Abstract:Purpose:Over the past two decades, the discipline of Paramedicine has seen expediential growth as it moved from a work-based training model to that of an autonomous profession grounded in academia. With limited evidence-based literature examining assessment in paramedicine, this paper aims to describe student and academic views on the preference for OSCE as an assessment modality, the sufficiency of pre-OSCE instruction, and whether or not OSCE performance is a perceived indicator of clinical performance.Design/Methods:A voluntary, anonymous survey was conducted to examine the perception of the reliability and validity of the Objective Structured Clinical Examination (OSCE) as an assessment tool by students sitting the examination and the academics that facilitate the assessment. Findings:The results of this study revealed that the more confident the students are in the reliability and validity of the assessment, the more likely they are to perceive the assessment as an effective measure of their clinical performance. The perception of reliability and validity differs when acted upon by additional variables, with the level of anxiety associated with the assessment and the adequacy of feedback of performance cited as major influencers. Research Implications:The findings from this study indicate the need for further paramedicine discipline specific research into assessment methodologies to determine best practice models for high quality assessment.Practical Implications:The development of evidence based best practice guidelines for the assessment of student paramedics should be of the upmost importance to a young, developing profession such as paramedicine.Originality/Value: There is very little research in the discipline specific area of assessment for paramedicine and discipline specific education research is essential for professional growth.Limitations:The principal researcher was a faculty member of one of the institutions surveyed. However, all data was non identifiable at time of data collection. Key WordsParamedic; paramedicine; objective structured clinical examinations; OSCE; education; assessment.","PeriodicalId":119792,"journal":{"name":"Health Education in Practice: Journal of Research for Professional Learning","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114148237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Given the significant mental health issues affecting our paramedics, there exists an urgent need to promote positive mental health and well-being among future cohorts of student paramedics. This study investigated the preparedness of student paramedics for the mental health challenges of the profession and explored the coping strategies used by experienced paramedics.The study was conducted in two parts. Part A comprised of two surveys which were developed and administered to 16 course coordinators and 302 students of the 16 accredited undergraduate paramedicine courses across Australia and New Zealand. The survey aimed to identify the perceived need for preparation within the curriculum. In addition, the anticipations, confidence and fears of student paramedics, Course Coordinators and paramedics were also collected as a means to explore the preparedness through self-evaluation, reflection and discussion.Part B included twenty semi-structured interviews with experienced paramedics, from Australia and New Zealand. The interviews were conducted to gain an understanding of their experiences and the mental health coping strategies they employed, as well as capture the advice they would give to student paramedics. Results from the interviews were validated by three focus groups comprised of six paramedics each, representative of the geographic spread.Results suggest there is widespread recognition for the need to include preparation for the mental health challenges of the profession, within accredited undergraduate paramedic courses, with 100% of course coordinators and 97% of students recognising this need.The interviews with paramedics provided valuable insights into the experiences and strategies used to aid the survival of the paramedics throughout their careers. Within the interviews, 70% of participants expressed a sincere love for the paramedic role, and 70% identified black humour as the coping strategy most used by themselves and colleagues. In addition, extensive advice was given to students based upon the paramedics’ lived experiences. This advice comprised of three themes; support, health and the profession. These findings were mapped against the aims of Australia’s current Mental Health Policy to provide evidence-based and policy-informed guidelines for the integration of positive mental health strategies into undergraduate paramedicine curricula.Preparing student paramedics for the mental health challenges of the profession could be advantageous. One way to achieve this is through the inclusion of key content within the undergraduate curriculum by utilising the relatable data collected on anticipation, confidence, fears and the advice offered by the veteran paramedics can be integrated. These lived experiences are highly credible and an opportunity for veterans to contribute positively to the future of paramedicine.
{"title":"Preparing student paramedics for the mental health challenges of the profession by using the wisdom of the experienced","authors":"L. Holmes, N. Ciccone, L. Cohen, R. Brightwell","doi":"10.33966/hepj.3.2.14131","DOIUrl":"https://doi.org/10.33966/hepj.3.2.14131","url":null,"abstract":"Given the significant mental health issues affecting our paramedics, there exists an urgent need to promote positive mental health and well-being among future cohorts of student paramedics. This study investigated the preparedness of student paramedics for the mental health challenges of the profession and explored the coping strategies used by experienced paramedics.The study was conducted in two parts. Part A comprised of two surveys which were developed and administered to 16 course coordinators and 302 students of the 16 accredited undergraduate paramedicine courses across Australia and New Zealand. The survey aimed to identify the perceived need for preparation within the curriculum. In addition, the anticipations, confidence and fears of student paramedics, Course Coordinators and paramedics were also collected as a means to explore the preparedness through self-evaluation, reflection and discussion.Part B included twenty semi-structured interviews with experienced paramedics, from Australia and New Zealand. The interviews were conducted to gain an understanding of their experiences and the mental health coping strategies they employed, as well as capture the advice they would give to student paramedics. Results from the interviews were validated by three focus groups comprised of six paramedics each, representative of the geographic spread.Results suggest there is widespread recognition for the need to include preparation for the mental health challenges of the profession, within accredited undergraduate paramedic courses, with 100% of course coordinators and 97% of students recognising this need.The interviews with paramedics provided valuable insights into the experiences and strategies used to aid the survival of the paramedics throughout their careers. Within the interviews, 70% of participants expressed a sincere love for the paramedic role, and 70% identified black humour as the coping strategy most used by themselves and colleagues. In addition, extensive advice was given to students based upon the paramedics’ lived experiences. This advice comprised of three themes; support, health and the profession. These findings were mapped against the aims of Australia’s current Mental Health Policy to provide evidence-based and policy-informed guidelines for the integration of positive mental health strategies into undergraduate paramedicine curricula.Preparing student paramedics for the mental health challenges of the profession could be advantageous. One way to achieve this is through the inclusion of key content within the undergraduate curriculum by utilising the relatable data collected on anticipation, confidence, fears and the advice offered by the veteran paramedics can be integrated. These lived experiences are highly credible and an opportunity for veterans to contribute positively to the future of paramedicine.","PeriodicalId":119792,"journal":{"name":"Health Education in Practice: Journal of Research for Professional Learning","volume":"1998 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116919499","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Welcome to the 3rd Volume, 1st Issue of Health Education in Practice: Journal of Research for Professional Learning This is my first editorial. Let me thank David Schmidt for keeping everything in order and working beyond his call of duty in these difficult times. I do hope he will continue to work with us and bring in his corporate memory to provide ongoing support and leadership to the Journal. I would also like to thank Mark Parton who has provided his expertise in a copyediting capacity and has been critical to the behind the scenes work of the journal. This issue reflects the philosophy of HETI – Interprofessional care and education. The first paper by Simon Holliday and colleagues is about prescribing for chronic pain which is a major issue in our community. They have shown how to provide a multifaceted pain management program and how the General Practitioners can be upskilled. Triage nurses have to be efficient and effective in running our emergency rooms. Thawley and colleagues have done a survey of educational needs of triage nurses and have come up with some interesting suggestions to improve patient safety and outcomes. For optimum patient care, we need allied health professionals who are fit to practice. Farlie and colleagues have explored strategies for this. Simulation training is the way we prepare students for the future in many curricula. Ryall et al explore MASK-ED for physiotherapy students to make simulation more authentic. We look forward to their next paper on this protocol. I do hope in these challenging times, you are all keeping well, both physically and mentallyAs somebody said, ask your colleagues, what matters to you and not what is the matter with you. We are all together, in this difficult COVID times.
{"title":"From the Editor-in-Chief","authors":"K. Nair","doi":"10.33966/hepj.3.1.14713","DOIUrl":"https://doi.org/10.33966/hepj.3.1.14713","url":null,"abstract":"Welcome to the 3rd Volume, 1st Issue of Health Education in Practice: Journal of Research for Professional Learning This is my first editorial. Let me thank David Schmidt for keeping everything in order and working beyond his call of duty in these difficult times. I do hope he will continue to work with us and bring in his corporate memory to provide ongoing support and leadership to the Journal. I would also like to thank Mark Parton who has provided his expertise in a copyediting capacity and has been critical to the behind the scenes work of the journal. This issue reflects the philosophy of HETI – Interprofessional care and education. The first paper by Simon Holliday and colleagues is about prescribing for chronic pain which is a major issue in our community. They have shown how to provide a multifaceted pain management program and how the General Practitioners can be upskilled. Triage nurses have to be efficient and effective in running our emergency rooms. Thawley and colleagues have done a survey of educational needs of triage nurses and have come up with some interesting suggestions to improve patient safety and outcomes. For optimum patient care, we need allied health professionals who are fit to practice. Farlie and colleagues have explored strategies for this. Simulation training is the way we prepare students for the future in many curricula. Ryall et al explore MASK-ED for physiotherapy students to make simulation more authentic. We look forward to their next paper on this protocol. I do hope in these challenging times, you are all keeping well, both physically and mentallyAs somebody said, ask your colleagues, what matters to you and not what is the matter with you. We are all together, in this difficult COVID times.","PeriodicalId":119792,"journal":{"name":"Health Education in Practice: Journal of Research for Professional Learning","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131660229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ruth White, C. Hayes, A. Boyes, Sandra Fitzgerald, H. Rajappa, C. Paul
Background. Local chronic non-cancer pain guidance recommends that general practitioners should consider opioid deprescribing and referral to multidisciplinary healthcare providers for behaviourally based treatments. We designed a training package called AIMM (Assess, Inform, Manage and Monitor) to reinforce this stewardship.Aim. To identify whether participation in AIMM training effectively aligned clinicians’ attitudes with local guidance for treating chronic non-cancer pain.Design and setting. In 2014–15, the AIMM training was tested using a pre–post-test non-randomised design at two sites in NSW, Australia. The primary outcome measure was an 11-item, study-specific, pain attitude questionnaire (PAQ).Method. Step one of AIMM training involved online completion of the PAQ and review of a specialist pain website. Step two involved attendance at two face-to-face, two-hour interactive workshops led by pain experts who addressed opioid deprescribing and switching to broader care. A repeat PAQ survey was completed at the conclusion of the second workshop.Results. Nineteen participants attended the workshops, including general practitioners (n = 7), nurses (n = 5), exercise physiologists (n = 2), a dietitian (n = 1), community pharmacists (n = 2) and psychologists (n = 2). Significant shifts in six attitudes occurred, including prescribing less pain medication, greater emphasis on social reconnection, increasing planned activity and adopting anti-inflammatory nutrition (p < .05). Responses to the item regarding expectations of a positive recovery was not aligned with local guidance and no significant attitudinal change was found. Four other attitudes were aligned with local guidance at baseline and did not change during the study.Conclusions. Online information and face-to-face training can achieve a change in healthcare provider attitudes towards non-pharmacological treatment of chronic non-cancer pain. Further work is needed to assess whether attitudinal changes are maintained and translate into behavioural change.
{"title":"Training primary care providers in opioid deprescribing and chronic pain management based on local guidance: a pre–post study of attitude change","authors":"Ruth White, C. Hayes, A. Boyes, Sandra Fitzgerald, H. Rajappa, C. Paul","doi":"10.33966/HEPJ.2.1.13209","DOIUrl":"https://doi.org/10.33966/HEPJ.2.1.13209","url":null,"abstract":"Background. Local chronic non-cancer pain guidance recommends that general practitioners should consider opioid deprescribing and referral to multidisciplinary healthcare providers for behaviourally based treatments. We designed a training package called AIMM (Assess, Inform, Manage and Monitor) to reinforce this stewardship.Aim. To identify whether participation in AIMM training effectively aligned clinicians’ attitudes with local guidance for treating chronic non-cancer pain.Design and setting. In 2014–15, the AIMM training was tested using a pre–post-test non-randomised design at two sites in NSW, Australia. The primary outcome measure was an 11-item, study-specific, pain attitude questionnaire (PAQ).Method. Step one of AIMM training involved online completion of the PAQ and review of a specialist pain website. Step two involved attendance at two face-to-face, two-hour interactive workshops led by pain experts who addressed opioid deprescribing and switching to broader care. A repeat PAQ survey was completed at the conclusion of the second workshop.Results. Nineteen participants attended the workshops, including general practitioners (n = 7), nurses (n = 5), exercise physiologists (n = 2), a dietitian (n = 1), community pharmacists (n = 2) and psychologists (n = 2). Significant shifts in six attitudes occurred, including prescribing less pain medication, greater emphasis on social reconnection, increasing planned activity and adopting anti-inflammatory nutrition (p < .05). Responses to the item regarding expectations of a positive recovery was not aligned with local guidance and no significant attitudinal change was found. Four other attitudes were aligned with local guidance at baseline and did not change during the study.Conclusions. Online information and face-to-face training can achieve a change in healthcare provider attitudes towards non-pharmacological treatment of chronic non-cancer pain. Further work is needed to assess whether attitudinal changes are maintained and translate into behavioural change.","PeriodicalId":119792,"journal":{"name":"Health Education in Practice: Journal of Research for Professional Learning","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124637115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduction: the case for changeThere are increasing mental health issues among young people, including higher education students. Millennial students face unique challenges with attention, critical thinking and managing stress. In addition, allied health students engage in multiple placements where they need to interact with real people in real time whilst being evaluated in assessment and treatment strategies. Some universities have been using wellness programs and mindfulness strategies to support student mental health across campuses for some time. However, as allied health students face unique challenges, there is a need for a particular focus on wellness at an individual allied health course level. The curriculum in allied health courses is determined by accreditation bodies and is comprehensive with little space for additional information. It is possible for short activities to be embedded in tutorials and the authors argue a focus on wellness is vital for the future allied health workforce.Methodology for pilot projectThis project used questionnaires to investigate student perceptions of a short program of activities to promote wellness and mindfulness in third year speech pathology students who were also engaging in clinical placements.Results and discussionStudents were positive about the activities, developed their own wellness plan and learnt new strategies to manage their mental health at university and in their future careers.Future directionsThis short program could easily be adapted in other allied health courses.
{"title":"Wellness in Allied Health students: the case for change","authors":"A. Lewis, A. Kirkman, L. Holmes","doi":"10.33966/HEPJ.2.1.13447","DOIUrl":"https://doi.org/10.33966/HEPJ.2.1.13447","url":null,"abstract":"Introduction: the case for changeThere are increasing mental health issues among young people, including higher education students. Millennial students face unique challenges with attention, critical thinking and managing stress. In addition, allied health students engage in multiple placements where they need to interact with real people in real time whilst being evaluated in assessment and treatment strategies. Some universities have been using wellness programs and mindfulness strategies to support student mental health across campuses for some time. However, as allied health students face unique challenges, there is a need for a particular focus on wellness at an individual allied health course level. The curriculum in allied health courses is determined by accreditation bodies and is comprehensive with little space for additional information. It is possible for short activities to be embedded in tutorials and the authors argue a focus on wellness is vital for the future allied health workforce.Methodology for pilot projectThis project used questionnaires to investigate student perceptions of a short program of activities to promote wellness and mindfulness in third year speech pathology students who were also engaging in clinical placements.Results and discussionStudents were positive about the activities, developed their own wellness plan and learnt new strategies to manage their mental health at university and in their future careers.Future directionsThis short program could easily be adapted in other allied health courses.","PeriodicalId":119792,"journal":{"name":"Health Education in Practice: Journal of Research for Professional Learning","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115332457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Welcome to Volume 2 of Health Education In Practice: Journal of Research for Professional Learning. As the journal enters its second year we look to the future of health education, with a focus on equipping our health workers for the future challenges facing the health workforce.
{"title":"From The Editor","authors":"David Schmidt","doi":"10.33966/hepj.2.1.13516","DOIUrl":"https://doi.org/10.33966/hepj.2.1.13516","url":null,"abstract":"Welcome to Volume 2 of Health Education In Practice: Journal of Research for Professional Learning. As the journal enters its second year we look to the future of health education, with a focus on equipping our health workers for the future challenges facing the health workforce.","PeriodicalId":119792,"journal":{"name":"Health Education in Practice: Journal of Research for Professional Learning","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132959088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Denise Edgar, J. Brinton, B. Burgess, V. David, M. Glass, Lynda Horning
Clinical Nurse and Midwifery Consultants (CNC/CMCs) play an important role within NSW Health Services. They are required to function within five domains of practice: clinical service and consultancy, clinical leadership, research, education, and clinical services planning and management. This study engaged with one Health District’s current CNC/CMC network members with a view to informing the development of a strategy for career and succession planning. One hundred CNC/CMCs were invited to participate in an online survey and in one of three focus groups. The survey explored: the participants’ demographics, their educational pathways prior to and during the role, the relationship of this education to the five domains of CNC/CMC practice, their priorities for their own future education needs, the education priorities they suggested for other aspiring CNC/CMCs, and who was mentoring into their role. The focus group added further clarity to the survey data. The survey was completed by 61% of invitees and 19% attended the focus groups. The findings identified an experienced workforce, with 25% of CNC/CMCs intending to leave over the next five years, yet only 20% mentoring others. Nearly half (47%) of the participants held or were working towards a Master’s degree. A third of these Master’s degrees were considered by the participants to support knowledge in all five of the CNC/CMCs’ domains of practice, in comparison to only 11% of graduate certificates. The focus-group participants expressed the view that the Master’s qualification supported them to meet the domains of the CNC/CMC role, and suggested that aspiring CNC/CMCs should aim for this level of education. When considering their own personal educational needs, the CNC/CMCs prioritised service planning and management and research, but they felt that aspiring CNC/CMCs should prioritise the development of clinical knowledge, followed by clinical leadership.Article submitted: 21/6/18Article accepted: 10/1/19Publish date: 15/2/19
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