Pub Date : 2018-11-01DOI: 10.18552/IJPBLHSC.V6I2.493
L. McAllister, S. Nagarajan, L. Scott, L. Smith, K. Thomson
As placement numbers expand, there is a concern that the quality of student experience and learning may diminish. Furthermore, there is a paucity of evidence for evaluation and quality improvement in clinical health placements and there have been few studies undertaken to assess quality. Valid and reliable measures of placement quality are needed to provide an evidence-base to guide decisions about the most efficient and effective placement models in health. A two-phase mixed methods design, using a modified Delphi process, focus groups, and surveys, developed and tested items to measure placement quality. Thematic analysis, descriptive statistics, and exploratory factor analysis (EFA) were used to analyse the data. Twenty-three participants took part in the Phase 1 stakeholder focus groups, and 150 useable surveys were returned by 161 who took part in Phase 2 to test validity and reliability of the student survey items. Results show broad agreement on the features of a quality clinical placement across allied health dentistry, medicine, and pharmacy professions. The student survey was found to be a valid and reliable measure of placement quality, with the EFA showing one component accounting for 58.5% of the variance in the survey data. The findings offer a framework and approach that others can adopt to measure placement quality in their setting. The measures may be adaptable to contexts outside health.
{"title":"Developing Measures of Placement Quality in Allied Health, Dentistry, Medicine, and Pharmacy","authors":"L. McAllister, S. Nagarajan, L. Scott, L. Smith, K. Thomson","doi":"10.18552/IJPBLHSC.V6I2.493","DOIUrl":"https://doi.org/10.18552/IJPBLHSC.V6I2.493","url":null,"abstract":"As placement numbers expand, there is a concern that the quality of student experience and learning may diminish. Furthermore, there is a paucity of evidence for evaluation and quality improvement in clinical health placements and there have been few studies undertaken to assess quality. Valid and reliable measures of placement quality are needed to provide an evidence-base to guide decisions about the most efficient and effective placement models in health. A two-phase mixed methods design, using a modified Delphi process, focus groups, and surveys, developed and tested items to measure placement quality. Thematic analysis, descriptive statistics, and exploratory factor analysis (EFA) were used to analyse the data. Twenty-three participants took part in the Phase 1 stakeholder focus groups, and 150 useable surveys were returned by 161 who took part in Phase 2 to test validity and reliability of the student survey items. Results show broad agreement on the features of a quality clinical placement across allied health dentistry, medicine, and pharmacy professions. The student survey was found to be a valid and reliable measure of placement quality, with the EFA showing one component accounting for 58.5% of the variance in the survey data. The findings offer a framework and approach that others can adopt to measure placement quality in their setting. The measures may be adaptable to contexts outside health.","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46341282","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 : 2018-11-01DOI: 10.18552/IJPBLHSC.V6I2.405
N. Pollard, G. Nisbet, B. Kenny, Lyndal Sheepway, Jodie Jacobson, E. Tartakover, A. Kilgour, L. McAllister
Health professionals must practice ethically in order to ensure compassionate and effective client care; function as good interdisciplinary team members; and protect themselves from litigation, and conduct and ethics complaints. Ethics education is a routine inclusion in health profession degrees, but may only be taught in the classroom, divorced from practice. This article argues that students need ethics education before, during, and after practice placements. We suggest that many powerful opportunities for teaching ethics on and after placements are missed or under-utilised. We have reviewed the scant evidence, and the literature more broadly, to identify strategies for teaching ethics before, during, and after placements; and have added strategies drawn from our own experiences as clinical educators. We highlight where interdisciplinary perspectives can be added to ethics education. We conclude that more research is needed into approaches and strategies for teaching ethics in different contexts.
{"title":"Strategies for Ethics Education with Health Profession Students Before, During, and After Placements","authors":"N. Pollard, G. Nisbet, B. Kenny, Lyndal Sheepway, Jodie Jacobson, E. Tartakover, A. Kilgour, L. McAllister","doi":"10.18552/IJPBLHSC.V6I2.405","DOIUrl":"https://doi.org/10.18552/IJPBLHSC.V6I2.405","url":null,"abstract":"Health professionals must practice ethically in order to ensure compassionate and effective client care; function as good interdisciplinary team members; and protect themselves from litigation, and conduct and ethics complaints. Ethics education is a routine inclusion in health profession degrees, but may only be taught in the classroom, divorced from practice. This article argues that students need ethics education before, during, and after practice placements. We suggest that many powerful opportunities for teaching ethics on and after placements are missed or under-utilised. We have reviewed the scant evidence, and the literature more broadly, to identify strategies for teaching ethics before, during, and after placements; and have added strategies drawn from our own experiences as clinical educators. We highlight where interdisciplinary perspectives can be added to ethics education. We conclude that more research is needed into approaches and strategies for teaching ethics in different contexts.","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42676031","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 : 2018-11-01DOI: 10.18552/IJPBLHSC.V6I2.505
R. Kyte, H. Frank, Yvonne Thomas
Role-emerging placements (REPs) have been firmly embedded in undergraduate occupational therapy curricula for a number of years. REPs aim to facilitate the development of essential professional skills to prepare students for an increasingly diverse and evolving workplace. In the United Kingdom, the Chartered Society of Physiotherapy (CSP) has also emphasized the importance of adequately preparing graduates for new and emerging areas of practice. To date, however, there has been no published research exploring the use of REPs in physiotherapy. This study aimed to explore the experiences of undergraduate physiotherapy students who had each undertaken a REP. Six participants volunteered to take part in a focus group which used a research informed semi-structured topic guide. Group discussions were digitally recorded and professionally transcribed verbatim. Thematic analysis of the data revealed five main themes: (1) Establishing a Physiotherapy Role Independently; (2) Finding a Voice and Influencing Change; (3) Developing Professional Identity; (4) Professional Development and (5) Support. The findings highlighted the variability of student experiences in REP settings, both positive and negative. However, all appeared to result in professional and personal benefits for the students, through promoting graduate attributes and skills that may be attractive to employers.
{"title":"Physiotherapy Students’ Experiences of Role-Emerging Placements: A Qualitative Study","authors":"R. Kyte, H. Frank, Yvonne Thomas","doi":"10.18552/IJPBLHSC.V6I2.505","DOIUrl":"https://doi.org/10.18552/IJPBLHSC.V6I2.505","url":null,"abstract":"Role-emerging placements (REPs) have been firmly embedded in undergraduate occupational therapy curricula for a number of years. REPs aim to facilitate the development of essential professional skills to prepare students for an increasingly diverse and evolving workplace. In the United Kingdom, the Chartered Society of Physiotherapy (CSP) has also emphasized the importance of adequately preparing graduates for new and emerging areas of practice. To date, however, there has been no published research exploring the use of REPs in physiotherapy. This study aimed to explore the experiences of undergraduate physiotherapy students who had each undertaken a REP. Six participants volunteered to take part in a focus group which used a research informed semi-structured topic guide. Group discussions were digitally recorded and professionally transcribed verbatim. Thematic analysis of the data revealed five main themes: (1) Establishing a Physiotherapy Role Independently; (2) Finding a Voice and Influencing Change; (3) Developing Professional Identity; (4) Professional Development and (5) Support. The findings highlighted the variability of student experiences in REP settings, both positive and negative. However, all appeared to result in professional and personal benefits for the students, through promoting graduate attributes and skills that may be attractive to employers.","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47941361","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 : 2018-11-01DOI: 10.18552/ijpblhsc.v6i2.511
S. Barradell, F. Blackstock, Sally Mastwyk, Clarice Y Tang, Joan Leo, J. McConville
Education of the future healthcare workforce has long been a partnership between university and healthcare sectors, with students learning under the shared guidance of academics and clinicians. Traditionally, academics have taught in the classroom and clinicians have engaged students at the patient bedside. Using a phenomenologically-oriented approach, this pilot project explored the experiences of clinicians who team-taught a theoretical subject in a classroom environment. Purposeful sampling of physiotherapy staff within a metropolitan healthcare organisation was used. Six clinicians were recruited and, prior to teaching, completed a blended educational program about higher education teaching and learning. The clinicians taught classes of twenty students within new classroom spaces co-located at the healthcare organisation, with curricula provided by the university. Two semi-structured interviews were conducted with each clinician at the beginning and end of the allocated teaching period. Transcripts from the semi-structured interviews were analysed and four themes emerged. First, physiotherapists initially identified as clinicians not teachers, but their perceptions later broadened. Second, the intention of teaching was patient-focused. Third, the balancing of multiple roles resulted in challenges for the clinicians; and fourth, the experience involved new immersion in digital media. This work explores a different form of educator role – likened to a pracademic – and supports the need for considered approaches to teaching and links between theory/education and practice to meet the demands of modern healthcare and university learning.
{"title":"Betwixt and Between: A Pilot Study Exploring the Experiences of Clinical Educators Teaching in a Dispersed Model of Entry-Level Physiotherapy Curriculum","authors":"S. Barradell, F. Blackstock, Sally Mastwyk, Clarice Y Tang, Joan Leo, J. McConville","doi":"10.18552/ijpblhsc.v6i2.511","DOIUrl":"https://doi.org/10.18552/ijpblhsc.v6i2.511","url":null,"abstract":"Education of the future healthcare workforce has long been a partnership between university and healthcare sectors, with students learning under the shared guidance of academics and clinicians. Traditionally, academics have taught in the classroom and clinicians have engaged students at the patient bedside. Using a phenomenologically-oriented approach, this pilot project explored the experiences of clinicians who team-taught a theoretical subject in a classroom environment. Purposeful sampling of physiotherapy staff within a metropolitan healthcare organisation was used. Six clinicians were recruited and, prior to teaching, completed a blended educational program about higher education teaching and learning. The clinicians taught classes of twenty students within new classroom spaces co-located at the healthcare organisation, with curricula provided by the university. Two semi-structured interviews were conducted with each clinician at the beginning and end of the allocated teaching period. Transcripts from the semi-structured interviews were analysed and four themes emerged. First, physiotherapists initially identified as clinicians not teachers, but their perceptions later broadened. Second, the intention of teaching was patient-focused. Third, the balancing of multiple roles resulted in challenges for the clinicians; and fourth, the experience involved new immersion in digital media. This work explores a different form of educator role – likened to a pracademic – and supports the need for considered approaches to teaching and links between theory/education and practice to meet the demands of modern healthcare and university learning.","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48739625","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 : 2018-11-01DOI: 10.18552/IJPBLHSC.V6I2.503
H. Reece, A. Hill, A. Penman
Peer assessment and feedback is being used more frequently in health science education as it has been shown to enhance self-directed learning. This study investigated the level of agreement between clinical educators and speech pathology student peers when rating students’ performance during standardised patient interviews. Participating in this study were 104 undergraduate speech pathology students and six clinical educators who were required to rate students’ foundation clinical skills on the Standardised Patient Interview Rating Scale (SPIRS). Students’ skills, including communication, interviewing and professional practice, were rated by a clinical educator and a peer. Data from two separate interviews in weeks 4 and 8 of a clinical placement were analysed to determine the agreement between clinical educators and peers in rating a student on individual items on the SPIRS. Results indicated that there were unacceptable agreement levels between clinical educators and peers in both opportunities of rating. Recommendations for improving agreement between peers and clinical educators were made including increasing explicit training with the rating tool, increased collaboration between clinical educators and student raters, and using peers with more clinical placement experience as raters. Further research is required to investigate the use of peer assessment for both formative and summative purposes in speech pathology student education.
{"title":"An Investigation of Agreement between Clinical Educators and Peers in Rating Speech Pathology Students’ Interview Skills","authors":"H. Reece, A. Hill, A. Penman","doi":"10.18552/IJPBLHSC.V6I2.503","DOIUrl":"https://doi.org/10.18552/IJPBLHSC.V6I2.503","url":null,"abstract":"Peer assessment and feedback is being used more frequently in health science education as it has been shown to enhance self-directed learning. This study investigated the level of agreement between clinical educators and speech pathology student peers when rating students’ performance during standardised patient interviews. Participating in this study were 104 undergraduate speech pathology students and six clinical educators who were required to rate students’ foundation clinical skills on the Standardised Patient Interview Rating Scale (SPIRS). Students’ skills, including communication, interviewing and professional practice, were rated by a clinical educator and a peer. Data from two separate interviews in weeks 4 and 8 of a clinical placement were analysed to determine the agreement between clinical educators and peers in rating a student on individual items on the SPIRS. Results indicated that there were unacceptable agreement levels between clinical educators and peers in both opportunities of rating. Recommendations for improving agreement between peers and clinical educators were made including increasing explicit training with the rating tool, increased collaboration between clinical educators and student raters, and using peers with more clinical placement experience as raters. Further research is required to investigate the use of peer assessment for both formative and summative purposes in speech pathology student education.","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49017980","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 : 2018-11-01DOI: 10.18552/IJPBLHSC.V6I2.436
Dongni Li, S. Nagarajan, Sanetta H. J. du Toit
Practice education is an integral component of occupational therapy curricula to ensure graduates are competent in delivering effective and efficient services to their clients. This study aimed to understand occupational therapy students’ perceptions of the impact of student-delivered services for clients aged over 65 years. A case study design directed at in-depth exploration of undergraduate occupational therapy student experiences of working with older adults was employed. Semi-structured interviews were conducted with eight final-year students at an Australian university during 2015. Data were analysed using thematic analysis. The key finding was that students generally believed they contributed positively to aspects of client-services during placements. Students reported on the development of competence during placement and the positive impact they had on services for older adults. The study highlighted the unique intergenerational relationship students had with older adults during their therapeutic encounters. However, very few participants recognised the importance and complexity of providing holistic services to older adults. Conclusion: There is potential to improve services for older adults by offering a greater number of placement opportunities involving students in direct client services. If occupational therapy students are better prepared, supported, and informed of the complexities associated with working with older adults, direct client-services rendered by students could potentially be enhanced. This will require ongoing collaboration between occupational therapy workforce, placement sites, and universities to align occupational therapy curricula with healthcare needs.
{"title":"A Pilot Investigation of Occupational Therapy Students’ Perceptions of Their Impact on Services to Older Adults","authors":"Dongni Li, S. Nagarajan, Sanetta H. J. du Toit","doi":"10.18552/IJPBLHSC.V6I2.436","DOIUrl":"https://doi.org/10.18552/IJPBLHSC.V6I2.436","url":null,"abstract":"Practice education is an integral component of occupational therapy curricula to ensure graduates are competent in delivering effective and efficient services to their clients. This study aimed to understand occupational therapy students’ perceptions of the impact of student-delivered services for clients aged over 65 years. A case study design directed at in-depth exploration of undergraduate occupational therapy student experiences of working with older adults was employed. Semi-structured interviews were conducted with eight final-year students at an Australian university during 2015. Data were analysed using thematic analysis. The key finding was that students generally believed they contributed positively to aspects of client-services during placements. Students reported on the development of competence during placement and the positive impact they had on services for older adults. The study highlighted the unique intergenerational relationship students had with older adults during their therapeutic encounters. However, very few participants recognised the importance and complexity of providing holistic services to older adults. Conclusion: There is potential to improve services for older adults by offering a greater number of placement opportunities involving students in direct client services. If occupational therapy students are better prepared, supported, and informed of the complexities associated with working with older adults, direct client-services rendered by students could potentially be enhanced. This will require ongoing collaboration between occupational therapy workforce, placement sites, and universities to align occupational therapy curricula with healthcare needs.","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47284679","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 : 2018-11-01DOI: 10.18552/IJPBLHSC.V6I2.433
A. Marshall, E. Bidmead
The aim of this article is to present a discussion of the impact of telemedicine on professional practice, and the implications for the workforce. Telemedicine, or the use of video-conferencing for remote consultations between clinician(s) and patients, is now a mature technology. Many pilot studies have taken place, generally showing positive benefits to patients. There is emerging evidence that the impact on staff is more mixed; with concerns about changes to job role, skills development, and poor understanding of the organisational benefits. Evidence also highlights enablers of successful telemedicine implementation, including senior leadership, peer motivation, understanding of patient benefits, and time for safe experimentation. Following a review of qualitative data from four case study telemedicine projects undertaken within the authors’ research group, evidence from published literature is discussed. The four projects explore telemedicine services provided between an acute hospital service and nursing homes (remote assessment of swallowing difficulties), an acute hospital service and home (video-link to renal patients undergoing home dialysis), between a specialist teaching hospital service and a district general hospital (fetal abnormalities ultrasound telemedicine clinic), and a survey of mental health professionals across acute and community services within a locality. The introduction of telemedicine at scale requires an organisational and system-level approach that recognises the specific challenges and issues for the workforce. Education and training need to be provided at all levels. In conclusion: there are significant opportunities to realise the benefits of remote consultations, to improve the patient experience and staff productivity, if workforce issues are addressed.
{"title":"Using Telemedicine in Practice: Implications for Workforce Development","authors":"A. Marshall, E. Bidmead","doi":"10.18552/IJPBLHSC.V6I2.433","DOIUrl":"https://doi.org/10.18552/IJPBLHSC.V6I2.433","url":null,"abstract":"The aim of this article is to present a discussion of the impact of telemedicine on professional practice, and the implications for the workforce. Telemedicine, or the use of video-conferencing for remote consultations between clinician(s) and patients, is now a mature technology. Many pilot studies have taken place, generally showing positive benefits to patients. There is emerging evidence that the impact on staff is more mixed; with concerns about changes to job role, skills development, and poor understanding of the organisational benefits. Evidence also highlights enablers of successful telemedicine implementation, including senior leadership, peer motivation, understanding of patient benefits, and time for safe experimentation. Following a review of qualitative data from four case study telemedicine projects undertaken within the authors’ research group, evidence from published literature is discussed. The four projects explore telemedicine services provided between an acute hospital service and nursing homes (remote assessment of swallowing difficulties), an acute hospital service and home (video-link to renal patients undergoing home dialysis), between a specialist teaching hospital service and a district general hospital (fetal abnormalities ultrasound telemedicine clinic), and a survey of mental health professionals across acute and community services within a locality. The introduction of telemedicine at scale requires an organisational and system-level approach that recognises the specific challenges and issues for the workforce. Education and training need to be provided at all levels. In conclusion: there are significant opportunities to realise the benefits of remote consultations, to improve the patient experience and staff productivity, if workforce issues are addressed.","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43088371","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 : 2018-07-01DOI: 10.18552/ijpblhsc.v6i1.516
L. Martindale, S. Barradell, Hilary Neve, R. Land
The idea for this special issue on threshold concepts in health and social care originally arose from a conversation between Sarah Barradell, Linda Martindale and Tracy Fortune in Melbourne in 2015. A year later, discussions at the 6th International Biennial Threshold Concepts Conference in Halifax, Canada saw the idea take further shape. With more than ten years passing since the term threshold concepts came into being, it seemed fitting to bring together work from scholars in healthcare disciplines and explore how threshold concepts are being put to use, whether this is learning for practice or learning based in practice.
{"title":"Editorial: Special Issue on Threshold Concepts in Health and Social Care","authors":"L. Martindale, S. Barradell, Hilary Neve, R. Land","doi":"10.18552/ijpblhsc.v6i1.516","DOIUrl":"https://doi.org/10.18552/ijpblhsc.v6i1.516","url":null,"abstract":"The idea for this special issue on threshold concepts in health and social care originally arose from a conversation between Sarah Barradell, Linda Martindale and Tracy Fortune in Melbourne in 2015. A year later, discussions at the 6th International Biennial Threshold Concepts Conference in Halifax, Canada saw the idea take further shape. With more than ten years passing since the term threshold concepts came into being, it seemed fitting to bring together work from scholars in healthcare disciplines and explore how threshold concepts are being put to use, whether this is learning for practice or learning based in practice.","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45236563","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 : 2018-07-01DOI: 10.18552/IJPBLHSC.V6I1.422
M. Corbally, A. Kirwan, C. O’Neill, Mary Kelly
Nursing care is multifaceted and is practised within complex healthcare environments. Although the concept of competence itself is tenuous ( Watson et al. 2002 ), achievement of nursing competencies remains an essential prerequisite for nurse registration in Ireland. The domains of nursing competence are: professional/ethical practice; holistic approaches to care and the integration of knowledge; organization and management of care; personal and professional development; and interpersonal relationships ( An Bord Altranais 2005 ). At a conceptual level, these can be likened, somewhat, to threshold concepts insofar as they represent important transitions of practice and understanding. In this article, we illustrate how a ward-based simulation exercise with evolving scenarios and multiple role performances mimics ‘troublesome contexts’. We find that this exercise successfully promotes both nurse competence and understanding of threshold concepts through the embodiment of multiple identities (e.g. nurse, patient, relative, observer, etc.). Evaluations of this activity amongst a cohort of final year nursing students have consistently identified the transformative nature of this activity, particularly when acting in the ‘patient’ role. In this article, we describe the processes inherent in this simulation exercise and how the multiple layers of complexity are achieved. The very act of performing multiple identities and roles within an evolving complex environment we suggest, results in a consequential, transformed view ( Meyer and Land 2003 ) of values, attitudes and behaviours in addition to enhancing nursing competence. Evidence of this is demonstrated in evaluations of the debriefing exercise undertaken immediately following simulation.
{"title":"Simulating Troublesome Contexts: How Multiple Roles within Ward-Based Simulations Promote Professional Nursing Competence","authors":"M. Corbally, A. Kirwan, C. O’Neill, Mary Kelly","doi":"10.18552/IJPBLHSC.V6I1.422","DOIUrl":"https://doi.org/10.18552/IJPBLHSC.V6I1.422","url":null,"abstract":"Nursing care is multifaceted and is practised within complex healthcare environments. Although the concept of competence itself is tenuous ( Watson et al. 2002 ), achievement of nursing competencies remains an essential prerequisite for nurse registration in Ireland. The domains of nursing competence are: professional/ethical practice; holistic approaches to care and the integration of knowledge; organization and management of care; personal and professional development; and interpersonal relationships ( An Bord Altranais 2005 ). At a conceptual level, these can be likened, somewhat, to threshold concepts insofar as they represent important transitions of practice and understanding. In this article, we illustrate how a ward-based simulation exercise with evolving scenarios and multiple role performances mimics ‘troublesome contexts’. We find that this exercise successfully promotes both nurse competence and understanding of threshold concepts through the embodiment of multiple identities (e.g. nurse, patient, relative, observer, etc.). Evaluations of this activity amongst a cohort of final year nursing students have consistently identified the transformative nature of this activity, particularly when acting in the ‘patient’ role. In this article, we describe the processes inherent in this simulation exercise and how the multiple layers of complexity are achieved. The very act of performing multiple identities and roles within an evolving complex environment we suggest, results in a consequential, transformed view ( Meyer and Land 2003 ) of values, attitudes and behaviours in addition to enhancing nursing competence. Evidence of this is demonstrated in evaluations of the debriefing exercise undertaken immediately following simulation.","PeriodicalId":36796,"journal":{"name":"International Journal of Practice-Based Learning in Health and Social Care","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48290922","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 : 2018-07-01DOI: 10.18552/IJPBLHSC.V6I1.418
S. Howden
Newly graduating health and social care professionals are expected to be able to work in ways that exemplify being interprofessional, that is, learning and working with others with an aim to improve collaboration and the quality of care. The threshold concepts framework (TCF) offers an approach to explore how to support students’ learning in relation to those elements of professional working. In particular, the TCF places focus on understanding how students navigate gateways or threshold concepts (TCs), which are viewed as learning experiences resulting in a transformed view of a discipline and of self: a transformation that is essential to development as a professional. This discussion piece draws upon a growing body of literature (grey literature, empirical, and theoretical work) to propose that there are TCs associated with learning to become interprofessional; for example, respect for interprofessional partnerships and person centred care. Building on the analysis of that work and the literature associated with interprofessional education, the discussion moves to consider how practice-based placements may be particularly rich sites for further exploration of becoming ‘interprofessional’ using the TCF.
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