Pub Date : 2024-01-15DOI: 10.18552/ijpblhsc.v11i2.1046
Lucy Johnston, Jo Hockley, Julie Watson, Susan Shenkin
Care homes care for people with complex needs, supporting them to the end of life and are now being seen as the ‘de facto’ hospice. Reflective debriefing for care home staff has been found to help support staff and provide an educative and communicative function when a resident dies. Pre-COVID-19, one of the authors had been conducting reflective debriefings face-to-face with care home staff but when COVID-19 struck, face-to-face sessions were impossible. An online format was developed with the aim of providing emotional support and practice-based learning in relation to death and dying through reflection. This study assessed the acceptability and feasibility of delivering online supportive conversations and reflective sessions (OSCaRS) on palliative and end of life care to care home staff during the pandemic. A mixed methods study design was undertaken in April to September 2020. Qualitative data comprised of digital recordings of sessions and semi-structured interviews with OSCaRS participants, managers and session facilitators. An online survey was sent to all staff and had a response rate of 12%. Eleven OSCaRS were conducted over ten weeks. Thirty-four staff members attended one or more sessions. Three overarching themes were identified from the data: pressures of working in a pandemic, practicalities of delivering online support and, practice development opportunities. Engaging care home staff in online structured supportive conversations and reflections in relation to death and dying is acceptable, feasible and valuable for providing support with the pressures of working in a pandemic. There is value for OSCaRS to continue as online sessions as they provide care home staff access to practice-based learning and support from professionals and allows specialists based in a range of settings to in-reach into care homes in an efficient way. Future implementation must consider the availability of sufficient devices with cameras to aid participation, timing and frequency of sessions to accommodate staff workflows, the engagement and support of managers and post-session support.
{"title":"A Reflection On: Online Supportive Conversations and Reflection Sessions (OSCaRS): A Feasibility Pilot with Care Home Staff during the Pandemic","authors":"Lucy Johnston, Jo Hockley, Julie Watson, Susan Shenkin","doi":"10.18552/ijpblhsc.v11i2.1046","DOIUrl":"https://doi.org/10.18552/ijpblhsc.v11i2.1046","url":null,"abstract":"Care homes care for people with complex needs, supporting them to the end of life and are now being seen as the ‘de facto’ hospice. Reflective debriefing for care home staff has been found to help support staff and provide an educative and communicative function when a resident dies. Pre-COVID-19, one of the authors had been conducting reflective debriefings face-to-face with care home staff but when COVID-19 struck, face-to-face sessions were impossible. An online format was developed with the aim of providing emotional support and practice-based learning in relation to death and dying through reflection. This study assessed the acceptability and feasibility of delivering online supportive conversations and reflective sessions (OSCaRS) on palliative and end of life care to care home staff during the pandemic. A mixed methods study design was undertaken in April to September 2020. Qualitative data comprised of digital recordings of sessions and semi-structured interviews with OSCaRS participants, managers and session facilitators. An online survey was sent to all staff and had a response rate of 12%. Eleven OSCaRS were conducted over ten weeks. Thirty-four staff members attended one or more sessions. Three overarching themes were identified from the data: pressures of working in a pandemic, practicalities of delivering online support and, practice development opportunities. Engaging care home staff in online structured supportive conversations and reflections in relation to death and dying is acceptable, feasible and valuable for providing support with the pressures of working in a pandemic. There is value for OSCaRS to continue as online sessions as they provide care home staff access to practice-based learning and support from professionals and allows specialists based in a range of settings to in-reach into care homes in an efficient way. Future implementation must consider the availability of sufficient devices with cameras to aid participation, timing and frequency of sessions to accommodate staff workflows, the engagement and support of managers and post-session support.","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":" 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139622241","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}
Pub Date : 2024-01-15DOI: 10.18552/ijpblhsc.v11i2.1001
Lynn Clouder, Jill Thistlethwaite, Linda Martindale, Helen Buchanan
Linda Martindale and Helen Buchanan, members of the editorial team for this Anniversary Issue of the International Journal of Practice-based Learning in Health and Social Care, undertook this interview with Lynn Clouder and Jill Thistlethwaite in May 2023. The interview was transcribed verbatim and subsequently edited for publication. In this, Lynn Clouder and Jill Thistlethwaite first reflect on the journal’s origins, and the gap it filled for publications about practice-based learning across health and social care professions. They discuss how the journal has developed over time, and what their hopes are for the next 10 years as the practice-based learning space continues to evolve and innovate.
{"title":"Pioneering Pathways: Founding Editors’ Perspectives on the 10th Anniversary of the Journal","authors":"Lynn Clouder, Jill Thistlethwaite, Linda Martindale, Helen Buchanan","doi":"10.18552/ijpblhsc.v11i2.1001","DOIUrl":"https://doi.org/10.18552/ijpblhsc.v11i2.1001","url":null,"abstract":"Linda Martindale and Helen Buchanan, members of the editorial team for this Anniversary Issue of the International Journal of Practice-based Learning in Health and Social Care, undertook this interview with Lynn Clouder and Jill Thistlethwaite in May 2023. The interview was transcribed verbatim and subsequently edited for publication. In this, Lynn Clouder and Jill Thistlethwaite first reflect on the journal’s origins, and the gap it filled for publications about practice-based learning across health and social care professions. They discuss how the journal has developed over time, and what their hopes are for the next 10 years as the practice-based learning space continues to evolve and innovate.","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":" 36","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139621653","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}
Pub Date : 2023-04-21DOI: 10.18552/ijpblhsc.v11i1.751
L. Wallis, R. Locke, S. Ryall, B. Harden
Fourteen professions are recognised as AHPs in England representing the third largest workforce in health and care. Although there is a need to significantly grow the AHP workforce in England, recruitment to many AHP courses is an issue. To increase course applications and encourage individuals to choose AHP careers, we need to understand the decision-making process in choosing an AHP career. The aim of this scoping review was to examine the nature and breadth of evidence internationally regarding the motivations for choosing an AHP career as well as any sources of influence and barriers. A comprehensive search identified 61 relevant studies. Findings revealed inconsistency in the evidence base and the literature focused on a select number of professions and countries. No relevant studies were found for three professions. Whilst many motivations and sources of influence were identified, barriers to entering an AHP career were explored less. The opportunity to help people was a key motivation with financially based motivations less important. Personal influences, such as a relative working in healthcare, were the most influential source to choosing this career pathway, media was the least. The main barrier to choosing an AHP career identified was a lack of awareness of the profession. There is a need to further investigate career choice motivations, sources of influence and barriers for all AHPs; gaining this knowledge will help tailor future healthcare career promotion and advice for each profession and assist with overall AHP recruitment.
{"title":"Motivations for choosing an allied health profession career: findings from a scoping review","authors":"L. Wallis, R. Locke, S. Ryall, B. Harden","doi":"10.18552/ijpblhsc.v11i1.751","DOIUrl":"https://doi.org/10.18552/ijpblhsc.v11i1.751","url":null,"abstract":"Fourteen professions are recognised as AHPs in England representing the third largest workforce in health and care. Although there is a need to significantly grow the AHP workforce in England, recruitment to many AHP courses is an issue. To increase course applications and encourage individuals to choose AHP careers, we need to understand the decision-making process in choosing an AHP career. The aim of this scoping review was to examine the nature and breadth of evidence internationally regarding the motivations for choosing an AHP career as well as any sources of influence and barriers. A comprehensive search identified 61 relevant studies. Findings revealed inconsistency in the evidence base and the literature focused on a select number of professions and countries. No relevant studies were found for three professions. Whilst many motivations and sources of influence were identified, barriers to entering an AHP career were explored less. The opportunity to help people was a key motivation with financially based motivations less important. Personal influences, such as a relative working in healthcare, were the most influential source to choosing this career pathway, media was the least. The main barrier to choosing an AHP career identified was a lack of awareness of the profession. There is a need to further investigate career choice motivations, sources of influence and barriers for all AHPs; gaining this knowledge will help tailor future healthcare career promotion and advice for each profession and assist with overall AHP recruitment.","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49346852","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}
Pub Date : 2023-04-21DOI: 10.18552/ijpblhsc.v11i1.945
Lynn Clouder
{"title":"Editorial: The Refreshingly ‘New Normal’ of Practice Education?","authors":"Lynn Clouder","doi":"10.18552/ijpblhsc.v11i1.945","DOIUrl":"https://doi.org/10.18552/ijpblhsc.v11i1.945","url":null,"abstract":"","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47835231","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}
Pub Date : 2023-04-21DOI: 10.18552/ijpblhsc.v11i1.757
James Liddell, Eleanor Izzard, S. Elliott, Georgia Loft
Apprenticeships are becoming an increasingly popular means of training healthcare professionals; providing an opportunity to earn and study simultaneously in order to gain nationally recognised qualifications. However, there is currently a lack of evaluative data on student experience of Occupational Therapy (OT) or Allied Health Professional (AHP) apprenticeship schemes. The aim of this study was to evaluate the perspectives of five apprentices who commenced the Kent Community Health NHS Foundation Trust (KCHFT) OT Apprenticeship in January 2020. A qualitative interpretive approach was utilised to analyse semi-structured interview data. Subsequent thematic analysis identified three key themes from the data: support (peer-support, support from employer, and applying theory to practise), organisation (University, time-management and learning needs), and communication (University, and stakeholder expectations). Findings from this study emphasise the importance of clear communication and management of expectations between stakeholders, effective induction processes, and a commitment to supporting mentors and workplace teams within the clinical arena. Future evaluations should consider the perspectives of other stakeholders within apprenticeship programmes.
{"title":"A Student Evaluation of an Occupational Therapy Apprenticeship","authors":"James Liddell, Eleanor Izzard, S. Elliott, Georgia Loft","doi":"10.18552/ijpblhsc.v11i1.757","DOIUrl":"https://doi.org/10.18552/ijpblhsc.v11i1.757","url":null,"abstract":"Apprenticeships are becoming an increasingly popular means of training healthcare professionals; providing an opportunity to earn and study simultaneously in order to gain nationally recognised qualifications. However, there is currently a lack of evaluative data on student experience of Occupational Therapy (OT) or Allied Health Professional (AHP) apprenticeship schemes. The aim of this study was to evaluate the perspectives of five apprentices who commenced the Kent Community Health NHS Foundation Trust (KCHFT) OT Apprenticeship in January 2020. A qualitative interpretive approach was utilised to analyse semi-structured interview data. Subsequent thematic analysis identified three key themes from the data: support (peer-support, support from employer, and applying theory to practise), organisation (University, time-management and learning needs), and communication (University, and stakeholder expectations). Findings from this study emphasise the importance of clear communication and management of expectations between stakeholders, effective induction processes, and a commitment to supporting mentors and workplace teams within the clinical arena. Future evaluations should consider the perspectives of other stakeholders within apprenticeship programmes.","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47244167","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}
Pub Date : 2023-04-21DOI: 10.18552/ijpblhsc.v11i1.781
Mark Taylor, Elizabeth Folarin, Alex Greenchester
Social Work Teaching Partnerships were developed in 2015 by the Department for Education in England to foster stronger links between social work employers and educators to improve the quality of social work graduates leaving universities. The initiative resulted in practising social workers entering universities in greater numbers to teach social work students. This paper focuses on how two practicing social workers – Elizabeth and Alex - were affected by teaching social work students in a university setting. The paper presents the practitioners’ reflections of teaching and its effects through short vignettes before examining these reflections by drawing on critical social theories. Social work teaching partnerships which encourage practitioners to spend time as social work teachers in the University classroom can produce unanticipated, positive effects for these practitioners. If the university classroom is seen as a “field” (Bourdieu, 1988), it can facilitate social workers to become objects of knowledge for social work students andto themselves. Interacting with students created opportunities for Elizabeth and Alex to reflect on their social work values, knowledge base, role, and practice. By asking unexpected questions in the classroom, students problematize (Foucault, 1984) what it means to be and to practice as a social worker. Consequently, classroom interactions with social work students can lead practitioners to think about how they would like to work. Elizabeth’s and Alex’s reflections of their classroom experiences may also help to inform and strengthen workforce retention policies in social work, as their self-efficacy increased and new possibilities for social work practice emerged.
{"title":"The Impact on Two Practising Social Workers Who Taught Social Work Students in a University Setting","authors":"Mark Taylor, Elizabeth Folarin, Alex Greenchester","doi":"10.18552/ijpblhsc.v11i1.781","DOIUrl":"https://doi.org/10.18552/ijpblhsc.v11i1.781","url":null,"abstract":"Social Work Teaching Partnerships were developed in 2015 by the Department for Education in England to foster stronger links between social work employers and educators to improve the quality of social work graduates leaving universities. The initiative resulted in practising social workers entering universities in greater numbers to teach social work students. This paper focuses on how two practicing social workers – Elizabeth and Alex - were affected by teaching social work students in a university setting. The paper presents the practitioners’ reflections of teaching and its effects through short vignettes before examining these reflections by drawing on critical social theories. Social work teaching partnerships which encourage practitioners to spend time as social work teachers in the University classroom can produce unanticipated, positive effects for these practitioners. If the university classroom is seen as a “field” (Bourdieu, 1988), it can facilitate social workers to become objects of knowledge for social work students andto themselves. Interacting with students created opportunities for Elizabeth and Alex to reflect on their social work values, knowledge base, role, and practice. By asking unexpected questions in the classroom, students problematize (Foucault, 1984) what it means to be and to practice as a social worker. Consequently, classroom interactions with social work students can lead practitioners to think about how they would like to work. Elizabeth’s and Alex’s reflections of their classroom experiences may also help to inform and strengthen workforce retention policies in social work, as their self-efficacy increased and new possibilities for social work practice emerged.","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41848518","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}
Pub Date : 2023-04-21DOI: 10.18552/ijpblhsc.v11i1.794
Elizabeth Anderson, Daniel Kinnair, J. Ford, L. Bleazard, Steve Malcherczyk
The concepts of professionalism including ethical practice, reflection, self-awareness, respect, teamwork and social responsibility are present in the healthcare curriculum but rarely learned in combination. The concepts can be combined when students receive practical experiences on the challenges of delivering health and social care to populations experiencing poverty and disadvantage. We report on work with homeless people in our local communities designed to align social accountability responsibilities with healthcare curricula through a student volunteering project; initially established in a medical school. Using an ethical approach we developed this learning through a staff-student-community partnership. The outcome was learning consisting of theoretical teaching, practice learning and the potential to volunteer. We report on the development phases over several years (2013-2017). The pedagogical evaluation used a sequential mixed methods approach. One hundred and ninety-five student participants scored pre- and post-questionnaires. Of these 75% completed reflective assignments and many went on to volunteer. Twenty of those who volunteered participated in one-to-one interviews. Scored data were analysed statistically and reflective written materials were analysed using content analysis. The interview data were analysed using thematic analysis. The learning was positively experience and students reported changed attitudes and understandings of homelessness. Practice-placements and volunteering further enhanced these insights and student’s perceptions of readiness for clinical practice. This can be described as proto-professionalism. The student-staff-community partnership offers an ethical platform on which to build sustainable local outreach projects. The students gained a deeper appreciation of social injustice for homeless people.
{"title":"Proto-professionalism: Opportunities for student learning and service to homeless people","authors":"Elizabeth Anderson, Daniel Kinnair, J. Ford, L. Bleazard, Steve Malcherczyk","doi":"10.18552/ijpblhsc.v11i1.794","DOIUrl":"https://doi.org/10.18552/ijpblhsc.v11i1.794","url":null,"abstract":"The concepts of professionalism including ethical practice, reflection, self-awareness, respect, teamwork and social responsibility are present in the healthcare curriculum but rarely learned in combination. The concepts can be combined when students receive practical experiences on the challenges of delivering health and social care to populations experiencing poverty and disadvantage. We report on work with homeless people in our local communities designed to align social accountability responsibilities with healthcare curricula through a student volunteering project; initially established in a medical school. Using an ethical approach we developed this learning through a staff-student-community partnership. The outcome was learning consisting of theoretical teaching, practice learning and the potential to volunteer. We report on the development phases over several years (2013-2017). The pedagogical evaluation used a sequential mixed methods approach. One hundred and ninety-five student participants scored pre- and post-questionnaires. Of these 75% completed reflective assignments and many went on to volunteer. Twenty of those who volunteered participated in one-to-one interviews. Scored data were analysed statistically and reflective written materials were analysed using content analysis. The interview data were analysed using thematic analysis. The learning was positively experience and students reported changed attitudes and understandings of homelessness. Practice-placements and volunteering further enhanced these insights and student’s perceptions of readiness for clinical practice. This can be described as proto-professionalism. The student-staff-community partnership offers an ethical platform on which to build sustainable local outreach projects. The students gained a deeper appreciation of social injustice for homeless people.","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44809512","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}
Pub Date : 2023-04-21DOI: 10.18552/ijpblhsc.v11i1.861
Lisa Ford
Research suggests that nursing students have many anxieties about dealing with death and dying and feel unprepared to care for these patients as newly registered nurses. Effective education has been found to be an important factor in preparing nursing students for end of life care. Simulation is a pedagogical strategy widely used within nursing education and can provide an opportunity for students to develop their end of life care skills in the absence of opportunities in the practice setting. The purpose of this study was to explore how BSc (Hons) Nursing (Child) students learn about end of life care through simulation. A new simulation pedagogy was designed and delivered to second year child nursing students, and case study methodology was used to explore student learning. Data was collected through a focus group discussion and individual interviews. The findings revealed that during simulation, students learned about end of life care through a combination of hands-on practice and reflection, collaborating with their peers and facilitators, and by engaging in the experience through the provision of a safe and authentic environment. Learning theory was applied to the findings in order to explain the simulation learning process. In conclusion, learning through simulation is socially constructed, occurring through experiential learning which promotes perspective transformation. Student engagement in the simulation learning process is influenced by effective and supportive facilitation.
{"title":"Exploring how Undergraduate BSc (Hons) Nursing (Child) Students Learn About End of Life Care Through Simulation – A Descriptive Case Study.","authors":"Lisa Ford","doi":"10.18552/ijpblhsc.v11i1.861","DOIUrl":"https://doi.org/10.18552/ijpblhsc.v11i1.861","url":null,"abstract":"Research suggests that nursing students have many anxieties about dealing with death and dying and feel unprepared to care for these patients as newly registered nurses. Effective education has been found to be an important factor in preparing nursing students for end of life care. Simulation is a pedagogical strategy widely used within nursing education and can provide an opportunity for students to develop their end of life care skills in the absence of opportunities in the practice setting. The purpose of this study was to explore how BSc (Hons) Nursing (Child) students learn about end of life care through simulation. A new simulation pedagogy was designed and delivered to second year child nursing students, and case study methodology was used to explore student learning. Data was collected through a focus group discussion and individual interviews. The findings revealed that during simulation, students learned about end of life care through a combination of hands-on practice and reflection, collaborating with their peers and facilitators, and by engaging in the experience through the provision of a safe and authentic environment. Learning theory was applied to the findings in order to explain the simulation learning process. In conclusion, learning through simulation is socially constructed, occurring through experiential learning which promotes perspective transformation. Student engagement in the simulation learning process is influenced by effective and supportive facilitation.","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43867117","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}
Pub Date : 2023-04-21DOI: 10.18552/ijpblhsc.v11i1.772
H. Meldrum, M. Hardy
The most recent descriptions of how the pandemic is playing out in medical offices and hospitals describe scenarios that are truly unprecedented. The impact of COVID-19 on individuals sick enough to seek professional health care highlights the importance of communication skills in explaining potential risks. Clinicians need to be sophisticated in thinking about how to approach each patient. We propose an educational framework for pre-service and in-service health care professionals to improve communication skills during this crisis. To assist Covid patients and their family members, clinicians need to be mindful of the ways that the likelihood of serious impact and consequences of treatments are perceived by each patient and their loved ones. The four-quadrant scheme we offer is a way to help providers orient themselves to their task and prepare to speak effectively about medical choices related to Covid. It is obvious that most situations demand more than one type of communication competency, but the focus here is on what might be advisable as the primary or “lead” skill. Thinking through what would be the preferred “leading” strategies is crucial for clinicians aiming to help COVID-19 patients think about the risks they are facing. Addressing the psychological state of each individual patient is vital. The most important element in managing COVID-19 is to empower patients with the appropriate information and emotional support. Additionally, we hope this model will inspire health professions faculty to think in new ways about teaching and coaching options in the practice-based learning of communication skills.
{"title":"Challenges in Communication about Covid Medical Risks: A Speculative Educational Template","authors":"H. Meldrum, M. Hardy","doi":"10.18552/ijpblhsc.v11i1.772","DOIUrl":"https://doi.org/10.18552/ijpblhsc.v11i1.772","url":null,"abstract":"The most recent descriptions of how the pandemic is playing out in medical offices and hospitals describe scenarios that are truly unprecedented. The impact of COVID-19 on individuals sick enough to seek professional health care highlights the importance of communication skills in explaining potential risks. Clinicians need to be sophisticated in thinking about how to approach each patient. We propose an educational framework for pre-service and in-service health care professionals to improve communication skills during this crisis. To assist Covid patients and their family members, clinicians need to be mindful of the ways that the likelihood of serious impact and consequences of treatments are perceived by each patient and their loved ones. The four-quadrant scheme we offer is a way to help providers orient themselves to their task and prepare to speak effectively about medical choices related to Covid. It is obvious that most situations demand more than one type of communication competency, but the focus here is on what might be advisable as the primary or “lead” skill. Thinking through what would be the preferred “leading” strategies is crucial for clinicians aiming to help COVID-19 patients think about the risks they are facing. Addressing the psychological state of each individual patient is vital. The most important element in managing COVID-19 is to empower patients with the appropriate information and emotional support. Additionally, we hope this model will inspire health professions faculty to think in new ways about teaching and coaching options in the practice-based learning of communication skills.","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42571920","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}
Pub Date : 2023-04-21DOI: 10.18552/ijpblhsc.v11i1.792
K. Patel, S. Gay, R. Holland, E. Anderson
In the majority of pre-registration training programmes early theory is supported by later clinical learning. Unlike nursing, midwifery and the allied health professions, medical training often offers relatively little early clinical patient contact, though this does vary by medical school. To overcome this, recently, some medical schools offer patient-facing nurse training for the Care Certificate (CC) in the first year, but as yet little is known about how this is being received by nurses. We report on the experiences and perceptions of nurse-led faculty who led a pilot for first year medical students to gain the CC in the academic year 2019-20, in one UK medical school. The qualitative study involved one-to-one in-depth semi-structured interviews with the course educators. Data were analysed using reflexive thematic analysis. Seven faculty participated, sharing their delight at students’ willingness to embrace the CC. Five main themes arose: i) perceptions of doctors and nurses in the healthcare system; ii) affinity with the medical students; iii) benefits of the CC for medical students working as Health Care Assistants; iv) anxiety about teaching the medical students; and, v) uncertainty about whether this training should be compulsory. We discovered that, nurses yearn for greater appreciation for their work by the medical workforce. These teachers felt this could be realised through this change within first year medical training. Many benefits were perceived as an outcome of this training for medical students, all members of the clinical team and most importantly for patients.
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