Clerkship on primary care and family medicine is multi-elemental and very challenging in amidst the COVID-19 pandemic. Some medical students have postponed their graduation because the clerkship at the health center cannot be carried out in a pandemic situation. This article aims to describe the community medicine clerkship (CMC) module and how the implementation amidst the COVID-19 pandemic. This module was delivered by online and offline activities from 10th August to 13th September 2020. A total of forty students, twelve faculty mentors, and fifteen PHC preceptors from ten PHCs in Tangerang District, Indonesia were involved. Students could carry out activities and fulfill assignments given in the midst of a pandemic with a re-designing of the CMC module. One-sample t-tests were run to determine whether scores of students participating in CMC module during the COVID-19 pandemic differed from normal and showed that individual and group scores were significantly different from normal. The findings of the study clearly indicate that all clinical clerkship modules must be redesigned to suit the current conditions. Modifications and variations of various learning methods, guidance techniques, monitoring and coordination are factors that should be considered in its implementing.
{"title":"Community medicine clerkship amidst COVID-19 pandemic: re-designing, implementation, and evaluation","authors":"Dwi Tyastuti, Sity Kunarisasi, Ahmad Azwar, Marita Fadhillah, Risahmawati Risahmawati, Fika Ekayanti","doi":"10.18552/ijpblhsc.v11i1.760","DOIUrl":"https://doi.org/10.18552/ijpblhsc.v11i1.760","url":null,"abstract":"Clerkship on primary care and family medicine is multi-elemental and very challenging in amidst the COVID-19 pandemic. Some medical students have postponed their graduation because the clerkship at the health center cannot be carried out in a pandemic situation. This article aims to describe the community medicine clerkship (CMC) module and how the implementation amidst the COVID-19 pandemic. This module was delivered by online and offline activities from 10th August to 13th September 2020. A total of forty students, twelve faculty mentors, and fifteen PHC preceptors from ten PHCs in Tangerang District, Indonesia were involved. Students could carry out activities and fulfill assignments given in the midst of a pandemic with a re-designing of the CMC module. One-sample t-tests were run to determine whether scores of students participating in CMC module during the COVID-19 pandemic differed from normal and showed that individual and group scores were significantly different from normal. The findings of the study clearly indicate that all clinical clerkship modules must be redesigned to suit the current conditions. Modifications and variations of various learning methods, guidance techniques, monitoring and coordination are factors that should be considered in its implementing.","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":"46538902","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 : 2022-10-13DOI: 10.18552/ijpblhsc.v10i1.729
R. Mccarthy
{"title":"Rising to the Challenge: Ireland’s Pharmacy Education Practice-Based Learning Response to the COVID-19 Pandemic","authors":"R. Mccarthy","doi":"10.18552/ijpblhsc.v10i1.729","DOIUrl":"https://doi.org/10.18552/ijpblhsc.v10i1.729","url":null,"abstract":"","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44638411","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 : 2022-10-13DOI: 10.18552/ijpblhsc.v10i1.733
A. Penman, Monique Waite, A. Hill, Taliesha-jayne Leslie, B. Whelan, Andrea J. Whitehead
Speech pathology students are required to demonstrate competency across a range of practice areas. There are, however, limited opportunities for students to access clinical placements in the area of stuttering. Simulation-based learning (SBL) activities have proven to be effective in increasing students’ clinical experience in this area. Due to the COVID-19 pandemic, the delivery of in-person SBL programs was not feasible, resulting in a shift to online provision. The aim of this study was to investigate the perceptions of students, clinical educators and simulated patients who participated in an online adult stuttering SBL experience. Ten first-year graduate entry Masters program speech pathology students participated in the study alongside four clinical educators and four simulated patients. The experience involved two online SBL sessions and one online tutorial via videoconferencing from separate locations. Each participant group engaged in focus group interviews exploring their perceptions of the online SBL activity. Thematic network analysis of the focus group interview data was conducted. Overall interpretation of the data from the perspectives of students, clinical educators and simulated patients revealed an overarching global theme that online SBL offers a positive, comfortable and comparable experience to enable students to build client-centred, clinical and telepractice skills. The positive outcomes of this study suggest that together with in-person clinical experiences, online SBL has an important role in the education of speech pathology students.
{"title":"Simulation-based Learning Experiences in Stuttering Management Delivered Online: What Do Students, Clinical Educators and Simulated Patients Think?","authors":"A. Penman, Monique Waite, A. Hill, Taliesha-jayne Leslie, B. Whelan, Andrea J. Whitehead","doi":"10.18552/ijpblhsc.v10i1.733","DOIUrl":"https://doi.org/10.18552/ijpblhsc.v10i1.733","url":null,"abstract":"Speech pathology students are required to demonstrate competency across a range of practice areas. There are, however, limited opportunities for students to access clinical placements in the area of stuttering. Simulation-based learning (SBL) activities have proven to be effective in increasing students’ clinical experience in this area. Due to the COVID-19 pandemic, the delivery of in-person SBL programs was not feasible, resulting in a shift to online provision. The aim of this study was to investigate the perceptions of students, clinical educators and simulated patients who participated in an online adult stuttering SBL experience. Ten first-year graduate entry Masters program speech pathology students participated in the study alongside four clinical educators and four simulated patients. The experience involved two online SBL sessions and one online tutorial via videoconferencing from separate locations. Each participant group engaged in focus group interviews exploring their perceptions of the online SBL activity. Thematic network analysis of the focus group interview data was conducted. Overall interpretation of the data from the perspectives of students, clinical educators and simulated patients revealed an overarching global theme that online SBL offers a positive, comfortable and comparable experience to enable students to build client-centred, clinical and telepractice skills. The positive outcomes of this study suggest that together with in-person clinical experiences, online SBL has an important role in the education of speech pathology students. ","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45793640","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 : 2022-10-13DOI: 10.18552/ijpblhsc.v10i1.739
L. Rodríguez
There was a time when we could meet students, colleagues, and staff. We talked, laughed and even hugged. There was a time when we were happy, but we hardly knew. On 11 March 2020, the World Health Organization (WHO) elevated the public health emergency caused by COVID-19 to an international pandemic and the world changed. This new reality not only brought uncertainty and fear, but also triggered creativity and allowed us to reflect, prioritise and rethink ways of approaching learning practices at the university. As Harwood & Koyama (2020) note, this rapid shift to online teaching and learning has shone a light on the need for institutions to support students in working out how to maintain autonomy through meaningful interaction in the online world.
{"title":"Challenges and Opportunities of COVID-19 Confinement: Integrating Families and Students’ Emotions into our Virtual Classes","authors":"L. Rodríguez","doi":"10.18552/ijpblhsc.v10i1.739","DOIUrl":"https://doi.org/10.18552/ijpblhsc.v10i1.739","url":null,"abstract":"There was a time when we could meet students, colleagues, and staff. We talked, laughed and even hugged. There was a time when we were happy, but we hardly knew. On 11 March 2020, the World Health Organization (WHO) elevated the public health emergency caused by COVID-19 to an international pandemic and the world changed. This new reality not only brought uncertainty and fear, but also triggered creativity and allowed us to reflect, prioritise and rethink ways of approaching learning practices at the university. As Harwood & Koyama (2020) note, this rapid shift to online teaching and learning has shone a light on the need for institutions to support students in working out how to maintain autonomy through meaningful interaction in the online world.","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45655453","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 : 2022-10-13DOI: 10.18552/ijpblhsc.v10i1.722
N. Cushen-Brewster, A. Barker, P. Driscoll-Evans
The first phase of the COVID-19 global pandemic had a significant impact on nursing students studying in the United Kingdom, heralding changes to every aspect of their lives. Practice Education Facilitators (PEFs) and academics had to respond quickly and work in close collaboration with their wider system partners, Health Education England (HEE) and the Department of Health (DH). Changes in emergency measures implemented by the Nursing and Midwifery Council (NMC) provided nursing students in their final six months of study with the opportunity of completing a paid placement. The objectives of this study were to explore the experiences of academics and PEFs supporting the nursing students and to identify examples of good practice. A phenomenological approach was used seeking to understand the lived experience of PEFs and academics within one case study site. A purposeful sample of ten participants was chosen using semi-structured interviews and focus groups to collect the data via a virtual platform. The results highlighted three themes: communication, innovative learning opportunities and the importance of support mechanisms. PEFs and academics reported how they had increased their competence and confidence in using virtual platforms. They suggested that changes they implemented during the pandemic to support staff and students would become embedded in their future practice. This study provides insights into how PEFs and academics transformed their practice to support students and clinicians during the COVID-19 pandemic. Having robust virtual platforms for the development of continuing learning opportunities and enhanced communication approaches across health and academic environments was essential to this success.
{"title":"The Experiences of Practice Educator Facilitators and Academics Supporting Adult Nursing Students Completing a Paid Placement During the COVID-19","authors":"N. Cushen-Brewster, A. Barker, P. Driscoll-Evans","doi":"10.18552/ijpblhsc.v10i1.722","DOIUrl":"https://doi.org/10.18552/ijpblhsc.v10i1.722","url":null,"abstract":"The first phase of the COVID-19 global pandemic had a significant impact on nursing students studying in the United Kingdom, heralding changes to every aspect of their lives. Practice Education Facilitators (PEFs) and academics had to respond quickly and work in close collaboration with their wider system partners, Health Education England (HEE) and the Department of Health (DH). Changes in emergency measures implemented by the Nursing and Midwifery Council (NMC) provided nursing students in their final six months of study with the opportunity of completing a paid placement. The objectives of this study were to explore the experiences of academics and PEFs supporting the nursing students and to identify examples of good practice. A phenomenological approach was used seeking to understand the lived experience of PEFs and academics within one case study site. A purposeful sample of ten participants was chosen using semi-structured interviews and focus groups to collect the data via a virtual platform. The results highlighted three themes: communication, innovative learning opportunities and the importance of support mechanisms. PEFs and academics reported how they had increased their competence and confidence in using virtual platforms. They suggested that changes they implemented during the pandemic to support staff and students would become embedded in their future practice. This study provides insights into how PEFs and academics transformed their practice to support students and clinicians during the COVID-19 pandemic. Having robust virtual platforms for the development of continuing learning opportunities and enhanced communication approaches across health and academic environments was essential to this success. ","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44768534","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 : 2022-10-13DOI: 10.18552/ijpblhsc.v10i1.735
J. Skeat, Josephine Ohenewa Bampoe, Susan Booth, E. Brogan, Maya Conway, R. Davenport, S. Howells, Peggy P. K. Kan, M. Krahe, S. Hewat, A. Lewis, Alex Little, J. Walters, Gwendalyn Webb, Nikki Worthington
Speech Pathology programs usually send students to workplaces to learn clinical skills necessary for practice. During COVID-19, programs needed to respond quickly to ensure that students continued to gain the necessary experiences and skills required to progress through their program and graduate as clinicians, while simultaneously complying with COVID-19 requirements. Case studies from seven different universities in Australia, Ghana and Hong Kong described the diverse ways in which placements were adapted to be COVID-safe, taking into account local needs. Some practices which had been included in placement education prior to the pandemic, such as telepractice and simulation-based learning, were extended and developed during this time. Educators, students, clinicians and clients responded to the rapidly changing needs of the time with flexibility and innovation, utilising a variety of technologies and tools to support case-based and virtual learning opportunities. Feedback from these diverse stakeholders about the experiences was positive, despite inevitable limitations and less-than-ideal circumstances. The positive findings provided insights for consideration in the future: could strategies implemented in response to the pandemic continue to be incorporated into placement experiences, enhancing current practices and maintaining student performance outcomes? Exceptional circumstances prompted exceptional responses; flexibility and innovation were accelerated in response to the pandemic and may transform future placement-based learning opportunities.
{"title":"Speaking of Online Learning: Alternative Practice-Based Learning Experiences for Speech Pathologists in Australia, Ghana and Hong Kong","authors":"J. Skeat, Josephine Ohenewa Bampoe, Susan Booth, E. Brogan, Maya Conway, R. Davenport, S. Howells, Peggy P. K. Kan, M. Krahe, S. Hewat, A. Lewis, Alex Little, J. Walters, Gwendalyn Webb, Nikki Worthington","doi":"10.18552/ijpblhsc.v10i1.735","DOIUrl":"https://doi.org/10.18552/ijpblhsc.v10i1.735","url":null,"abstract":"Speech Pathology programs usually send students to workplaces to learn clinical skills necessary for practice. During COVID-19, programs needed to respond quickly to ensure that students continued to gain the necessary experiences and skills required to progress through their program and graduate as clinicians, while simultaneously complying with COVID-19 requirements. Case studies from seven different universities in Australia, Ghana and Hong Kong described the diverse ways in which placements were adapted to be COVID-safe, taking into account local needs. Some practices which had been included in placement education prior to the pandemic, such as telepractice and simulation-based learning, were extended and developed during this time. Educators, students, clinicians and clients responded to the rapidly changing needs of the time with flexibility and innovation, utilising a variety of technologies and tools to support case-based and virtual learning opportunities. Feedback from these diverse stakeholders about the experiences was positive, despite inevitable limitations and less-than-ideal circumstances. The positive findings provided insights for consideration in the future: could strategies implemented in response to the pandemic continue to be incorporated into placement experiences, enhancing current practices and maintaining student performance outcomes? Exceptional circumstances prompted exceptional responses; flexibility and innovation were accelerated in response to the pandemic and may transform future placement-based learning opportunities.","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48847745","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 : 2022-10-13DOI: 10.18552/ijpblhsc.v10i1.726
A. Hams, Taryn M Jones
Clinical placements are fundamental to entry-level physiotherapy education and provide an opportunity for students to translate theory into practice within authentic clinical environments. Student success during clinical placement is a core requirement of physiotherapy programs and a critical component of the pathway to graduation, registration, and then employment. The registration of a physiotherapist confirms that as a student, they have met the profession’s rigorous accreditation requirements. COVID-19 has significantly disrupted physiotherapy clinical placements across Australia, with many placements postponed or cancelled in the early public health response. These placement disruptions may preclude students from demonstrating mandatory pre-registration accreditation requirements, ultimately reducing the number of eligible new-graduate physiotherapists. Creating sustainable clinical placements whilst upholding the professional standard of entry level graduates during the pandemic, calls for innovative solutions to monitor student placement experiences. A Clinical Portfolio was implemented to improve monitoring processes and enable dynamic responses to potentially altered student learning experiences as COVID-19 public health measures evolved. In doing so, the aim of this study was to evaluate the impact of COVID-19 on physiotherapy student placements between May and June 2020 through examining client case-mix, demographics and learning model documented in each student’s Clinical Portfolio. These data sets allowed for comparison of learning model and case-mix during the pandemic with previous literature monitoring typical physiotherapy clinical placement experience, and providing support for ensuring the registration of the cohort impacted.
{"title":"Evaluation of the Early Impact of COVID-19 on Physiotherapy Clinical Placement Learning Models and Client Case-Mix","authors":"A. Hams, Taryn M Jones","doi":"10.18552/ijpblhsc.v10i1.726","DOIUrl":"https://doi.org/10.18552/ijpblhsc.v10i1.726","url":null,"abstract":"Clinical placements are fundamental to entry-level physiotherapy education and provide an opportunity for students to translate theory into practice within authentic clinical environments. Student success during clinical placement is a core requirement of physiotherapy programs and a critical component of the pathway to graduation, registration, and then employment. The registration of a physiotherapist confirms that as a student, they have met the profession’s rigorous accreditation requirements. COVID-19 has significantly disrupted physiotherapy clinical placements across Australia, with many placements postponed or cancelled in the early public health response. These placement disruptions may preclude students from demonstrating mandatory pre-registration accreditation requirements, ultimately reducing the number of eligible new-graduate physiotherapists. Creating sustainable clinical placements whilst upholding the professional standard of entry level graduates during the pandemic, calls for innovative solutions to monitor student placement experiences. A Clinical Portfolio was implemented to improve monitoring processes and enable dynamic responses to potentially altered student learning experiences as COVID-19 public health measures evolved. In doing so, the aim of this study was to evaluate the impact of COVID-19 on physiotherapy student placements between May and June 2020 through examining client case-mix, demographics and learning model documented in each student’s Clinical Portfolio. These data sets allowed for comparison of learning model and case-mix during the pandemic with previous literature monitoring typical physiotherapy clinical placement experience, and providing support for ensuring the registration of the cohort impacted. ","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43536495","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 : 2022-10-13DOI: 10.18552/ijpblhsc.v10i1.743
Lucy Johnston, J. Hockley, Julie Watson, S. 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":"Online Supportive Conversations and Reflection Sessions (OSCaRS): A Feasibility Pilot with Care Home Staff during the Pandemic","authors":"Lucy Johnston, J. Hockley, Julie Watson, S. Shenkin","doi":"10.18552/ijpblhsc.v10i1.743","DOIUrl":"https://doi.org/10.18552/ijpblhsc.v10i1.743","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":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42769269","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}
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