Pub Date : 2020-06-02DOI: 10.18552/ijpblhsc.v8i1.677
L. Meyer
{"title":"Book Review Stephen Billett, Jennifer Newton, Gary Rogers, Christy Noble (Eds.): Augmenting Health and Social Care Students’ Clinical Learning Experiences: Outcomes and Processes","authors":"L. Meyer","doi":"10.18552/ijpblhsc.v8i1.677","DOIUrl":"https://doi.org/10.18552/ijpblhsc.v8i1.677","url":null,"abstract":"","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48695237","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 : 2019-12-13DOI: 10.18552/ijpblhsc.v7i2.647
J. Coad, J. Manning, E. Mills, C. Semple, B. Johnston, A. Mcmahon
The Clinical Academic Careers Framework proposes an over-arching structure to develop the clinical academic workforce whose activities have patient benefit within a clear UK programme. Traditionally this has centred on professionals from medicine and dentistry, but in the last ten years has developed into a more inclusive career framework for non-medical health professions which includes Nurses, Midwives and Allied Health Professionals (NMAHPs) and Healthcare Scientists (HCSs) that provide NHS services. As such, it is reported that clinical academic NMAHPs and HCSs can contribute to the generation and translation of new knowledge to help improve outcomes and experiences for patients. In this article, we explore key issues relating to the impact of clinical academic NMAHPs and HCSs on clinical practice in a UK context, as well as some measurements of impact, including the value and limitations of currently used metrics (such as Key Performance Indicators, or KPIs). We report that measuring the learning in practice of this novel role will need to include smart metrics alongside a person-centred approach. We share four national case studies, all of which are drawn from clinical academic researchers from different UK settings to show the real variety and differences in roles. We argue that this is the key both to learning in practice about this role, and to witnessing the real differences clinical academics make.
{"title":"Capturing the Real Impact of Clinical Academics in Practice","authors":"J. Coad, J. Manning, E. Mills, C. Semple, B. Johnston, A. Mcmahon","doi":"10.18552/ijpblhsc.v7i2.647","DOIUrl":"https://doi.org/10.18552/ijpblhsc.v7i2.647","url":null,"abstract":"The Clinical Academic Careers Framework proposes an over-arching structure to develop the clinical academic workforce whose activities have patient benefit within a clear UK programme. Traditionally this has centred on professionals from medicine and dentistry, but in the last ten years has developed into a more inclusive career framework for non-medical health professions which includes Nurses, Midwives and Allied Health Professionals (NMAHPs) and Healthcare Scientists (HCSs) that provide NHS services. As such, it is reported that clinical academic NMAHPs and HCSs can contribute to the generation and translation of new knowledge to help improve outcomes and experiences for patients. In this article, we explore key issues relating to the impact of clinical academic NMAHPs and HCSs on clinical practice in a UK context, as well as some measurements of impact, including the value and limitations of currently used metrics (such as Key Performance Indicators, or KPIs). We report that measuring the learning in practice of this novel role will need to include smart metrics alongside a person-centred approach. We share four national case studies, all of which are drawn from clinical academic researchers from different UK settings to show the real variety and differences in roles. We argue that this is the key both to learning in practice about this role, and to witnessing the real differences clinical academics make.","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43392852","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 : 2019-07-31DOI: 10.18552/IJPBLHSC.V7I1.502
K. Davies, Fiona Kevan, E. Ormerod
Research in speech and language therapy education has focussed on investigating models of clinical placements, rather than how learning is optimised in practical settings. A distinction has been made in practice-based learning in medical education between ‘capability’ and ‘competency’, urging educators to prioritise learning that enables problem solving and application of theory. We know little about student speech and language therapists’ (SLTs) and educators’ perception and expectations of clinical learning in placement and how this relates to capability. We investigated student SLTs’ and educators’ beliefs and experiences of successful learning in clinical settings and how they perceived their learner/educator roles using a qualitative study. Data was gathered from 28 students and educators using individual interviews and focus groups. The data was investigated using thematic analysis. Educators see their role as facilitators, developing core skills such as clinical reasoning, understanding professional identity and gaining independence. Some educators see this as a co-learning model, creating opportunities for their own learning. Students’ conceptions change during clinical placements, from focussing on their own development to seeking to understand the client’s perspective as well as identify needs, and respond with well-reasoned options for intervention. Aiming to equip SLT learners to be capable professionals, able to apply skills of clinical reasoning, is considered a core skill for SLT educators. Developing models for clinical placements informed by understanding how students learn to become capable could enhance the readiness of student SLTs to enter professional practice.
{"title":"Expectations and Understanding of Learning in Practice: Student Speech and Language Therapists’ and Practice Educators’ Perspectives of Learning","authors":"K. Davies, Fiona Kevan, E. Ormerod","doi":"10.18552/IJPBLHSC.V7I1.502","DOIUrl":"https://doi.org/10.18552/IJPBLHSC.V7I1.502","url":null,"abstract":"Research in speech and language therapy education has focussed on investigating models of clinical placements, rather than how learning is optimised in practical settings. A distinction has been made in practice-based learning in medical education between ‘capability’ and ‘competency’, urging educators to prioritise learning that enables problem solving and application of theory. We know little about student speech and language therapists’ (SLTs) and educators’ perception and expectations of clinical learning in placement and how this relates to capability. We investigated student SLTs’ and educators’ beliefs and experiences of successful learning in clinical settings and how they perceived their learner/educator roles using a qualitative study. Data was gathered from 28 students and educators using individual interviews and focus groups. The data was investigated using thematic analysis. Educators see their role as facilitators, developing core skills such as clinical reasoning, understanding professional identity and gaining independence. Some educators see this as a co-learning model, creating opportunities for their own learning. Students’ conceptions change during clinical placements, from focussing on their own development to seeking to understand the client’s perspective as well as identify needs, and respond with well-reasoned options for intervention. Aiming to equip SLT learners to be capable professionals, able to apply skills of clinical reasoning, is considered a core skill for SLT educators. Developing models for clinical placements informed by understanding how students learn to become capable could enhance the readiness of student SLTs to enter professional practice.","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45614164","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 : 2019-07-31DOI: 10.18552/IJPBLHSC.V7I1.513
J. Leigh, A. Darvill
The experience of transition is of concern to newly registered nurses entering the world of work, and to those seeking to prepare, recruit and retain such nurses. This paper evaluates a final year preparation for role transition module from the perspectives of final year student nurses. Focus groups and one to one interviews were carried out at three distinct points in time, after the module assessments and after each of the three clinical placements in the final year. Braun and Clarke’s inductive thematic analysis was used to analyse the data with four themes emerging: impact/relevance of the personal development plan; development of self; role of the mentor; and transition resilience/taking control. These four themes were then applied to Kirkpatrick’s model of evaluation, providing a deductive or theoretical framework for analysing and evaluating the outcomes of the module. Preparation for transition and the development of resilience have been identified as a potential solution associated with the negative experiences and challenges of transition. Resilience is an essential attribute that enables nurses to make sense of their experiences of transition and manage the stress of the work place. Creating transition focused personal development plans to guide learning in the final year enabled the participants to take responsibility for their own learning and with the support from a good mentor, participants were able to understand that feeling nervous about transition was normal. This in turn enhanced their confidence, promoting ‘transition resilience’ as opposed to feelings and experiences associated with the more traditional concept of transition or reality shock. Key Words: role transition, transition resilience, transition module, reality shock, transition focused personal development plan
{"title":"Promoting Transition Resilience through Personal Development Planning: An Evaluation of the Perspectives of Preparation for Transition of Final-Year Undergraduate Nursing Students","authors":"J. Leigh, A. Darvill","doi":"10.18552/IJPBLHSC.V7I1.513","DOIUrl":"https://doi.org/10.18552/IJPBLHSC.V7I1.513","url":null,"abstract":"The experience of transition is of concern to newly registered nurses entering the world of work, and to those seeking to prepare, recruit and retain such nurses. This paper evaluates a final year preparation for role transition module from the perspectives of final year student nurses. Focus groups and one to one interviews were carried out at three distinct points in time, after the module assessments and after each of the three clinical placements in the final year. Braun and Clarke’s inductive thematic analysis was used to analyse the data with four themes emerging: impact/relevance of the personal development plan; development of self; role of the mentor; and transition resilience/taking control. These four themes were then applied to Kirkpatrick’s model of evaluation, providing a deductive or theoretical framework for analysing and evaluating the outcomes of the module. \u0000Preparation for transition and the development of resilience have been identified as a potential solution associated with the negative experiences and challenges of transition. Resilience is an essential attribute that enables nurses to make sense of their experiences of transition and manage the stress of the work place. Creating transition focused personal development plans to guide learning in the final year enabled the participants to take responsibility for their own learning and with the support from a good mentor, participants were able to understand that feeling nervous about transition was normal. This in turn enhanced their confidence, promoting ‘transition resilience’ as opposed to feelings and experiences associated with the more traditional concept of transition or reality shock. \u0000Key Words: role transition, transition resilience, transition module, reality shock, transition focused personal development plan","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44606896","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 : 2019-07-31DOI: 10.18552/IJPBLHSC.V7I1.508
Channine Clarke, Richard de-Visser, G. Sadlo
To prepare graduates for the diverse practice contexts in which they may work in the future, roleemerging placements are increasingly being used within curricula. Literature highlights the benefits and challenges of such placements but there has been little research to examine how students manage and overcome these challenges. Interpretative phenomenological analysis (IPA) was used to gain a deeper understanding of how five MSc pre-registration occupational therapy students coped with the challenges of undertaking a role-emerging placement. Interviews were carried out and analysed using IPA guidelines. The students utilised personal attributes, reflection, supervision, communities of practice, peer support and experiential learning to help them cope with, and overcome, the placement challenges. This enabled them to take ownership of their own learning and development, leading to positive placement outcomes. We conclude that students need to be encouraged to use and develop a range of strategies to overcome challenges of role-emerging placements. The findings build on existing accounts of students’ experiences of role-emerging placements by providing deeper insights into the strategies they use to help them manage such placements successfully. Recommendations for further research are highlighted. Suggestions for placement preparation to facilitate students’ coping strategies are made.
{"title":"From Trepidation to Transformation: Strategies Used by Occupational Therapy Students on Role-Emerging Placements","authors":"Channine Clarke, Richard de-Visser, G. Sadlo","doi":"10.18552/IJPBLHSC.V7I1.508","DOIUrl":"https://doi.org/10.18552/IJPBLHSC.V7I1.508","url":null,"abstract":"To prepare graduates for the diverse practice contexts in which they may work in the future, roleemerging placements are increasingly being used within curricula. Literature highlights the benefits and challenges of such placements but there has been little research to examine how students manage and overcome these challenges. Interpretative phenomenological analysis (IPA) was used to gain a deeper understanding of how five MSc pre-registration occupational therapy students coped with the challenges of undertaking a role-emerging placement. Interviews were carried out and analysed using IPA guidelines. The students utilised personal attributes, reflection, supervision, communities of practice, peer support and experiential learning to help them cope with, and overcome, the placement challenges. This enabled them to take ownership of their own learning and development, leading to positive placement outcomes. We conclude that students need to be encouraged to use and develop a range of strategies to overcome challenges of role-emerging placements. The findings build on existing accounts of students’ experiences of role-emerging placements by providing deeper insights into the strategies they use to help them manage such placements successfully. Recommendations for further research are highlighted. Suggestions for placement preparation to facilitate students’ coping strategies are made.","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42975775","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 : 2019-07-31DOI: 10.18552/IJPBLHSC.V7I1.552
B. Kenny, K. Thomson, Amanda Semaan, L. Di Michele, N. Pollard, M. Nicole, Y. Jimenez, L. McAllister
Ethical practice is a core health science graduate attribute yet ethical reasoning is rarely explicitly taught during professional placements. Our aim was to design an educational resource for health science students to 1) engage students in the topic of ethics and 2) facilitate their skills to identify, manage and communicate ethical issues during professional placements. The Ethics in Professional Practice (EPP) resource was developed using collaborative design-based research by an interprofessional, Work Integrated Learning team. We drew upon Barab and Squire’s (2004) approach, with cycles of design, analysis, redesign and feedback informing resource development. The EPP resource comprises five video case studies that reflect ethical issues from diverse professional practice environments and include perspectives from students, clinical educators, clients and caregivers. The student is cast as a central character who must decide what actions may be taken to resolve ethical conflict. Complementary ethics education resources include reflective questions, guides to ethical reasoning and goal-setting resources. The resource was implemented with a cohort of 15 graduate-entry exercise physiology students and 59 undergraduate speech pathology students from the University of Sydney. Student feedback was utilised to inform resource redesign. Findings indicated that students valued the authentic ethics scenarios but experienced challenges when navigating online learning activities. Redesign focussed on enhancing interactive design features and improving accessibility of learning activities. This project achieved our goals to address ethical sensitivity, reasoning, communication and goals for future ethical practice.
{"title":"Ethics in Professional Practice: An Education Resource for Health Science Students","authors":"B. Kenny, K. Thomson, Amanda Semaan, L. Di Michele, N. Pollard, M. Nicole, Y. Jimenez, L. McAllister","doi":"10.18552/IJPBLHSC.V7I1.552","DOIUrl":"https://doi.org/10.18552/IJPBLHSC.V7I1.552","url":null,"abstract":"Ethical practice is a core health science graduate attribute yet ethical reasoning is rarely explicitly taught during professional placements. Our aim was to design an educational resource for health science students to 1) engage students in the topic of ethics and 2) facilitate their skills to identify, manage and communicate ethical issues during professional placements. The Ethics in Professional Practice (EPP) resource was developed using collaborative design-based research by an interprofessional, Work Integrated Learning team. We drew upon Barab and Squire’s (2004) approach, with cycles of design, analysis, redesign and feedback informing resource development. The EPP resource comprises five video case studies that reflect ethical issues from diverse professional practice environments and include perspectives from students, clinical educators, clients and caregivers. The student is cast as a central character who must decide what actions may be taken to resolve ethical conflict. Complementary ethics education resources include reflective questions, guides to ethical reasoning and goal-setting resources. The resource was implemented with a cohort of 15 graduate-entry exercise physiology students and 59 undergraduate speech pathology students from the University of Sydney. Student feedback was utilised to inform resource redesign. Findings indicated that students valued the authentic ethics scenarios but experienced challenges when navigating online learning activities. Redesign focussed on enhancing interactive design features and improving accessibility of learning activities. This project achieved our goals to address ethical sensitivity, reasoning, communication and goals for future ethical practice.","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46163782","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 : 2019-07-31DOI: 10.18552/IJPBLHSC.V7I1.510
Nora Frigo, Emiliy Hanneman, Adrianne Kashale, Margaret Sutton, E. Wright, Vanessa D. Jewell
This study examined the utility of the Occupation-Centered Intervention Assessment (OCIA) among occupational therapy students and their perceptions of the use of an occupation-centered approach to design interventions during level I fieldwork. Twenty-five students completed training on the OCIA, used the tool on level 1 fieldwork, and then completed a post-test survey containing closed and open-ended questions. Content analysis was used to analyze open-ended questions. Descriptive statistics was used to analyze quantitative data. Overall, students (N=25) found the OCIA to be a beneficial tool to utilize during fieldwork experiences to recognize and develop interventions from an occupation-centered approach. Currently the Occupational Therapy Practice Framework and models of practice are the primary tools available for student reflection for intervention design. The findings of this study supported the need for a reflection tool to aide in the development and implementation of occupation-centered reasoning during fieldwork experiences.
{"title":"Utility of the Occupation-Centered Intervention Assessment for Occupational Therapy Level I Fieldwork","authors":"Nora Frigo, Emiliy Hanneman, Adrianne Kashale, Margaret Sutton, E. Wright, Vanessa D. Jewell","doi":"10.18552/IJPBLHSC.V7I1.510","DOIUrl":"https://doi.org/10.18552/IJPBLHSC.V7I1.510","url":null,"abstract":"This study examined the utility of the Occupation-Centered Intervention Assessment (OCIA) among occupational therapy students and their perceptions of the use of an occupation-centered approach to design interventions during level I fieldwork. Twenty-five students completed training on the OCIA, used the tool on level 1 fieldwork, and then completed a post-test survey containing closed and open-ended questions. Content analysis was used to analyze open-ended questions. Descriptive statistics was used to analyze quantitative data. Overall, students (N=25) found the OCIA to be a beneficial tool to utilize during fieldwork experiences to recognize and develop interventions from an occupation-centered approach. Currently the Occupational Therapy Practice Framework and models of practice are the primary tools available for student reflection for intervention design. The findings of this study supported the need for a reflection tool to aide in the development and implementation of occupation-centered reasoning during fieldwork experiences.","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43017231","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 : 2019-07-31DOI: 10.18552/IJPBLHSC.V7I1.509
Robyn Johnson, A. Purcell, E. Power, K. Thomson
Excellent communication and interpersonal skills are necessary for allied health professionals to provide effective care/treatment and underpin the practice-based competencies allied health students must develop. Communication skills of first year speech pathology (SP) students are screened at the major Australian metropolitan university where this study took place. Final year students screen their first year peers as part of their practice-based education experience. Although this identifies first year students with communication difficulties, the perceived value to university teachers (academics and practice educators) has not been investigated. This study described university staff perceptions of screening the communication skills of first year SP students. The qualitative, descriptive design included two focus groups. The dataset was analysed thematically. The analysis revealed the staff perception of value in screening communication skills to inform student support. Two sub-themes contributing to this perception were ‘purpose of the screener’ and ‘content and administration of the screener’. Both staff groups strongly valued the screening process, stating that it is positive and useful. A similar screening process could identify first year students from a range of health fields with less skilled communication, who may require additional support to achieve competency.
{"title":"University Teachers’ Perceptions of Screening Students’ Communication Skills: A Case Study from Speech Pathology","authors":"Robyn Johnson, A. Purcell, E. Power, K. Thomson","doi":"10.18552/IJPBLHSC.V7I1.509","DOIUrl":"https://doi.org/10.18552/IJPBLHSC.V7I1.509","url":null,"abstract":"Excellent communication and interpersonal skills are necessary for allied health professionals to provide effective care/treatment and underpin the practice-based competencies allied health students must develop. Communication skills of first year speech pathology (SP) students are screened at the major Australian metropolitan university where this study took place. Final year students screen their first year peers as part of their practice-based education experience. Although this identifies first year students with communication difficulties, the perceived value to university teachers (academics and practice educators) has not been investigated. This study described university staff perceptions of screening the communication skills of first year SP students. The qualitative, descriptive design included two focus groups. The dataset was analysed thematically. The analysis revealed the staff perception of value in screening communication skills to inform student support. Two sub-themes contributing to this perception were ‘purpose of the screener’ and ‘content and administration of the screener’. Both staff groups strongly valued the screening process, stating that it is positive and useful. A similar screening process could identify first year students from a range of health fields with less skilled communication, who may require additional support to achieve competency.","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45540400","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 : 2019-07-31DOI: 10.18552/IJPBLHSC.V7I1.535
M. Price, G. Latchford, J. Hughes
Service evaluation is a major part of delivering effective healthcare. It is important that the future workforce of clinical psychologists is equipped with the skills required to complete evaluations of the services that they deliver. This article investigated the extent to which practice-based Service Evaluation Projects (SEPs) completed by trainee clinical psychologists at the University of Leeds had an impact on the real-world services that commissioned them. Descriptive analysis was used to summarise the characteristics of SEPs completed over the past thirteen years and to explore feedback from semi-structured interviews held with a sample of commissioners. Thematic analysis was used to identify key themes relating to the impact of SEPs. 230 SEPs have been completed in the past thirteen years. Interviews with 15 commissioners concerning 38 individual SEPs found that the majority had a positive impact (n = 33), most of which were able to bring about a change independently of other initiatives within the service (n = 20). Almost all would have been impossible without the opportunity for clinicians to commission SEPs via the university. Three key themes emerged in terms of impact: improving processes; improving knowledge; and improving resources. Practice-based service evaluations completed by trainee clinical psychologists can lead to a positive impact on real-world services. This suggests that providing training experiences ‘in the field’ is a helpful pedagogical strategy, adding value to services as well as trainee health professionals.
{"title":"Real-World Training for Real-World Benefits: Exploring the Impact of Practice-Based Service Evaluation Training","authors":"M. Price, G. Latchford, J. Hughes","doi":"10.18552/IJPBLHSC.V7I1.535","DOIUrl":"https://doi.org/10.18552/IJPBLHSC.V7I1.535","url":null,"abstract":"Service evaluation is a major part of delivering effective healthcare. It is important that the future workforce of clinical psychologists is equipped with the skills required to complete evaluations of the services that they deliver. This article investigated the extent to which practice-based Service Evaluation Projects (SEPs) completed by trainee clinical psychologists at the University of Leeds had an impact on the real-world services that commissioned them. Descriptive analysis was used to summarise the characteristics of SEPs completed over the past thirteen years and to explore feedback from semi-structured interviews held with a sample of commissioners. Thematic analysis was used to identify key themes relating to the impact of SEPs. 230 SEPs have been completed in the past thirteen years. Interviews with 15 commissioners concerning 38 individual SEPs found that the majority had a positive impact (n = 33), most of which were able to bring about a change independently of other initiatives within the service (n = 20). Almost all would have been impossible without the opportunity for clinicians to commission SEPs via the university. Three key themes emerged in terms of impact: improving processes; improving knowledge; and improving resources. Practice-based service evaluations completed by trainee clinical psychologists can lead to a positive impact on real-world services. This suggests that providing training experiences ‘in the field’ is a helpful pedagogical strategy, adding value to services as well as trainee health professionals.","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47716813","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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