An exploration of the impact of technology-enhanced teaching on learning and on
Learning and on Practice Education
The ongoing project is driven by the university's adoption of the Canvas VLE, which began piloting in January 2017 with PEPS Stage 1 trainee practice educators in the Department of Social Work and Social Care This transition is viewed as a beneficial pedagogical shift aimed at enhancing the university's teaching and learning objectives, ultimately improving student learning outcomes and higher education practices The university is particularly committed to widening participation through a more inclusive curriculum, addressing the need for academic practices that cater to a diverse student population By the project's initial review in autumn 2017, it was evident that successful implementation had tackled essential issues related to cultural change and sustainable education, ensuring effective student learning experiences suited for the 21st century.
Part 1 (April 2017) aimed to evaluate the impact of use of the VLE from the student perspective, in terms of
The extent to which they felt reflected in the curriculum and
Extent to which Canvas equipped them with skills to contribute to and work in a global and diverse environment
Part 2 (Jan-April 2018) focuses on evaluating the experiences of students at Kingston University regarding the Virtual Learning Environment (VLE), particularly those who are using it for the first time in the 2017/18 academic year This analysis will also investigate how the VLE influences educational practices among social work students at the university.
Part 1 utilized a mixed methodology of participatory action research, incorporating 'learning conversations' as described by Cazden (1991) This process involved audio recording and transcribing discussions, analyzing student Canvas logs, and reflecting on the design and development process through field notes and correspondence with the technology support team Staff received training to create module sites aligned with the university’s Inclusive Curriculum strategy The new cohort of 24 Level 7 PEPS Stage 1 trainee Practice Educators engaged with the module and utilized the Virtual Learning Environment (VLE) from January to August.
In 2017, students embarked on their first post-qualifying module at the university, marking their initial encounter with the Canvas platform, despite having differing levels of prior experience with Virtual Learning Environments (VLEs) During the penultimate session of the module, they participated in an audio-recorded instructional conversation with the module leader to share their insights and perspectives.
Part 2 will conduct an online survey targeting the same group of respondents, including all new Stage 1 and Stage 2 learners currently enrolled in the Practice Education course, to investigate the outcomes derived from Part 1.
Further exploration is essential regarding the impact on social work students, particularly in enabling their learning and development within the PEPS Domain B This includes focusing on the cultivation of graduate employability skills and the implementation of an inclusive practice curriculum in their learning experience.
2 Further exploration required around the extent to which an Inclusive Curriculum is promoted: accessibility; reflective of students themselves; positive contribution to development of global employability skills.
The integration of social work principles into the design of Canvas and its pedagogical strategies presents a unique opportunity to enhance curriculum effectiveness It is essential to assess whether the curriculum design within Canvas embodies the core values of social work By embedding disciplinary knowledge in social work, educators can create a more meaningful learning experience that aligns with the ethical standards and practices of the profession.
4 Further exploration required around design effectiveness
5 Change seen as opportunity to ‘revamp, review and update’ module content
6 There is tangible value in student-lecturer research partnerships
Dale van Graan serves as a Senior Lecturer and Course Leader for the MA in Professional Education and Training (MA PET) at Kingston and St George’s University in London Since 2008, she has directed the Practice Education Programme at Kingston University In addition to her academic role, Dale is a registered social worker and works as a practice educator, assessor, clinical supervisor, trainer, and professional development consultant.
How do MSc Physiotherapy students’ expectations of practice placement change
MSc students undergo an accelerated programme over two years, which incorporates 1045 clinical hours of practice education in line with the international guidelines and requirements.
Students participate in a Prep for Practice Education module to gain valuable insights into their upcoming placements, effectively manage expectations, alleviate concerns, and improve their future performance during practical experiences.
This study aimed to assess the impact of a two-week observational placement on students' expectations and understanding of practice education Previously, students had not engaged in an observational placement and instead initiated their practice education with a four-week placement.
Expectations and fears around practice placement were surveyed during the Prep for Practice Education tutorials and prior to commencement of the observational placement
After completing a two-week observational placement, students will participate in a survey to assess their insights, readiness for future placements, and shifts in expectations The evaluation will focus on the placement format and its impact on student experiences, including exposure to various clinical areas versus a single clinical environment Feedback from both students and educators will be gathered through the validated CEQA feedback form Additionally, the CEQA feedback will be compared to that from students who experienced the original four-week placement model, contributing to a comprehensive analysis.
The outcomes will shape the structure and format of future observational placements, as well as inform the content of the Prep for Practice Education module This aims to enhance student preparedness and effectively manage their expectations for practice education.
Alison Holmes serves as a practice tutor for the MSc Physiotherapy program at the University of Limerick Her primary research interests focus on student behaviors and attitudes in both practice and educational settings, clinical reasoning, and the training of educators She holds an MSc in Physiotherapy research methods.
Cassandra Hawkins, Elizabeth Montgomery, Victoria Payne
4 'Project Placements' - A novel approach to speech and language therapy education
Traditional placement models often require significant time commitments from clinicians due to extensive direct and indirect supervision To alleviate this burden on the acute team, the Acute Team Lead proposed leveraging students' skills effectively.
To pilot a novel approach to placement education, reducing demands on qualified SLT time, without adverse effects on student learning.
Leveraging the skills of students is essential for enhancing the profile of Speech and Language Therapy (SLT) services on senior health wards With the increasing caseload pressures faced by qualified SLT staff, incorporating student contributions can significantly aid in the development and delivery of SLT services, ensuring that patient care remains effective and efficient.
To facilitate practical learning about clinical governance for the students, whilst actively participating in clinical governance activities which benefit the SLT service and the ward students are based on.
- SLTs and Team Lead identified an appropriate ward to participate which might benefit from increased SLT presence Liaised with key stakeholders, gained their approval and informed them of plans.
- Carefully planned timeline for placement, produced timetable for students to inform them of essential meetings and milestones and allow them to independently plan how the project would run
- Produced placement handbook outlining key information such as standards of documentation, uniform and infection control policies, emergency contact details etc
- Full day induction, provided information and teaching about ‘project placement’ and expectations, acute team processes and ward processes
Students were encouraged to independently engage in the process of 'plan – act – do – review,' allowing them to make observations and generate innovative project ideas They pitched their concepts to the team, implemented their chosen ideas, and provided feedback at the conclusion, incorporating outcomes from ward staff to enhance their learning experience.
Ideas generated and carried out by students, with the following outcomes:
Refresher training on dysphagia identification and management provided by students to Health Care Assistants and nurses
Highly positive feedback received from those receiving training, and from the wider multi- disciplinary team
Increased SLT profile on the ward due to student presence
Key guidance on food consistencies also displayed on ward, contributing to maintenance of patient safety
Excellent feedback received from students who felt they were able to develop a wide ranges of clinical and professional skills within placement
Ideas for further audit/projects also generated by students on review of placement
The pilot program successfully introduced an innovative approach to student placements that can be replicated in the future across other wards Speech and language therapists (SLTs) and ward staff will maintain the improvements initiated by the students Additionally, the new audit concepts developed by the students will be carried forward by the SLT team and future cohorts of students.
Elizabeth Montgomery is a specialist Speech and Language Therapist at St George’s NHS Trust She is currently working within the acute and critical care inpatient setting
5 A two year education initiative to improve the quality of end of life care within 13 Nursing Homes in an urban area
Advance care planning (ACP) and effective symptom management at the end of life are crucial for ensuring individuals can pass away peacefully in their preferred setting From April 2016 to December 2017, an educational initiative was implemented, collaborating a hospice education team, a specialist nurse community impact team, and a local Clinical Commissioning Group (CCG) across 13 nursing homes within the hospice's service area.
The aim of this initiative was to improve the quality of end of life care in nursing homes in an urban area by:
• Increasing the confidence of nursing home staff in having ACP conversations
• Encouraging the Nursing Homes to offer ACP to all of their residents
• Improving the recognition, assessment and management of symptoms at the end of life
• Increasing competency in using an end of life care syringe pump device
Between April and May 2016 and June and July 2017, registered nurses and care staff in a nursing home received training from the education team on Advanced Care Planning (ACP) and symptom management, respectively An audit of practice was performed before and four to six months after each training initiative, utilizing surveys and telephone interviews to gather data.
Before the training, some nursing homes exhibited low levels of Advance Care Planning (ACP) practices, while others actively engaged most residents in these discussions Post-training results indicate a notable increase in both the frequency and quality of ACP discussions within the nursing homes, along with enhanced documentation practices Registered nurses reported greater confidence in facilitating ACP conversations; however, there remains a hesitance among care staff to participate in these discussions.
All surveyed participants indicated that the course significantly enhanced their practice, leading to greater confidence in recognizing end-of-life symptoms Additionally, there was a notable increase in their confidence regarding the administration of one-off doses of injectable medication and the use of syringe pump devices.
The partnership between a hospice, local Clinical Commissioning Group (CCG), and the community impact team has significantly enhanced advance care planning (ACP) and symptom management for end-of-life patients in nursing homes This collaboration highlights the advantages of sustained teamwork, with plans for additional training initiatives set for 2018 to further improve care quality.
Expanding the hospice virtual learning platform to offer end of life care courses to the care home sector
Carole Cousins serves as a Practice Educator at Princess Alice Hospice in Surrey, where she focuses on community outreach She is passionate about sharing her expertise in end-of-life care and fostering the professional development of staff within the generalist community sector.
Increasing future workforcein a challenging environment
Derby Teaching Hospitals is committed to delivering an exceptional learning experience for Operating Department Practitioners (ODP) students during their practice placements, which is crucial for attracting and retaining future healthcare professionals in a demanding environment However, a decline in ODP course applications has emerged due to limited awareness of the profession and the removal of the NHS bursary in England since September 2017 This situation underscores the need to enhance the profession's visibility and focus on local recruitment efforts to build a sustainable workforce.
2015) Other challenges include: having students from more than one university; having to support mentors, students and placement areas; protecting both the future workforce and service users.
This project aimed to collaborate with three local universities to enhance student capacity and ensure the success of the ODP workforce Key objectives included planning and implementing strategies to achieve these goals effectively.
Raising profile of the profession within the public arena
Increase number of students, bolstering the workforce
Provide support mechanisms for placement areas, mentors and students.
The discontinuation of the NHS bursary scheme has caused a decline in applications for the ODP course; however, the removal of pre-registration training commissioning restrictions has created new opportunities Employers can now seek placements from multiple universities simultaneously, helping to address the issue To tackle this challenge, Derby Teaching Hospitals Trust has implemented various initiatives.
Organising local roadshows with the universities for the public, raising the ODP profession’s profile and potential local recruitment (grow our own)
Helping mentors and placement areas cope with more than one lot of paperwork.
Universities attending the Trust to do regular mentor updates
Mentors attending universities for updates
ODP Practice Placement Facilitator trained to deliver mentor updates.
Following various promotional efforts for the ODP course, several inquiries have been received from three universities offering this program Many applicants reside within a 15-mile radius of the Trust, indicating a pool of potential future employees It is crucial to enhance the quality of their student experience during placements, as this is essential for the successful recruitment and retention of qualified ODPs.
The growing interest in the ODP profession, sparked by college visits and roadshows, has attracted individuals of all ages eager to learn more and gain work experience in the theatre environment However, significant efforts are still needed to enhance the profession's visibility Collaborative initiatives between universities and Trusts are essential to achieving this goal.
References http://www.nhsemployers.org/campaigns/think-future/why-should-the-nhs-employ-more-young-people/shape- your-future-workforce accessed 09th Jan 2018 0930 am
Stephen Astles serves as a Practice Placement Facilitator at the Practice Learning Support Unit, located at Royal Derby Hospital In addition to his role in facilitating placements, he dedicates two days each week to clinical practice Astles is passionate about Interprofessional Learning and is committed to ensuring high-quality placements and education for the future workforce of the NHS.
LCHS therapy placements the good, the bad and the future
Lincolnshire Community Health Services (LCHS) provides diverse practice-based learning opportunities for therapy students A comprehensive review of adult Occupational Therapy (OT) and Physiotherapy (PT) placements for the 2017-18 period was conducted to assess capacity and enhance the quality of learning experiences, while also identifying strategies to expand placement availability.
This project aims to assess current placement capacity and explore strategies to create a strong placement model for Occupational Therapy (OT) and Physical Therapy (PT) that can effectively address the increasing demand in these fields.
In the 2017-18 financial year, a comprehensive review was conducted on placement data and student feedback, focusing on placement offers versus acceptances, location, learning environment types, educator availability, and course requirements A mapping exercise was utilized to uncover common themes within the placement data and among the identified educators across the organization Additionally, feedback from Higher Education Institutions (HEIs) was considered to understand the reasons behind low uptake and existing barriers.
Physical Therapy (PT) provided a greater number of placements compared to Occupational Therapy (OT), yet both fields experienced a 50% acceptance rate for placement offers Notably, some teams, despite having the capacity, did not extend any placement offers Additionally, there was an imbalance in the number of educators, with PT having 42 educators while OT had fewer.
19 However this reflects the fact that PT has a larger workforce and more specialist services compared to that of OT within LCHS.
This project revealed several key findings, emphasizing the necessity for all educators to meet the minimum standard of providing two offers per year, with the expectation of engaging at least one student Additionally, there is a critical need to clarify the terminology surrounding "community" placements to enhance understanding and accessibility.
The term 'community' encompasses various specialisms, highlighting the need for collaboration between students and providers to address practical issues like accommodation and vehicle access, ultimately enhancing the quality and accessibility of placement opportunities To facilitate comprehensive inter-professional learning experiences, different placement models, including a neighbourhood team approach, will be piloted Additionally, the introduction of a student ambassador or placement advocate role, along with an educators' forum, aims to promote and support the uptake of placements.
There is potential to enhance capacity and productivity of practice based learning opportunities within OT and PT within Lincolnshire leading to an innovative and modern practice based learning environment.
Rowena Burgess serves as a Clinical Practice Educator at Lincolnshire Community Health Services and is a Senior Lecturer at the University of Lincoln With a background as a qualified Physiotherapist, she specializes in neuro rehabilitation, management of long-term conditions, and care for the elderly within the community.
Vicki Lightfoot serves as a Clinical Practice Educator at Lincolnshire Community Health Services, bringing a strong foundation in Occupational Therapy, having graduated from Coventry University in 2000 She has also completed a Postgraduate Certificate in Education (PGCE) and is currently pursuing her MSc in Frail Older Persons, reflecting her commitment to advancing clinical education.
Jennifer Little, Sue Parker, Graham Kelly
Interprofessional learning, enhancing work-readiness for AHPs
Enhancing patient care quality relies on mutual recognition of roles and responsibilities, which boosts productivity and aligns with our core values of quality, dignity, respect, safety, and teamwork This project is feasible even amidst NHS financial pressures, as it leverages existing staff and resources with a new approach Literature indicates that students often lack confidence and perceived competence, impacting their work readiness and increasing the reality shock upon qualification Student radiographers frequently find the theatre environment intimidating, leading to nervousness about entering these areas despite their training focus Newly qualified radiographers also express doubts about their skills, despite extensive theatre experience This project aims to address these concerns, as recently qualified operating department practitioners (ODPs) also report anxiety about working in unfamiliar departments not covered in their training.
To explore the use of an induction programme/shadowing system for students within both theatre and radiology departments to enhance work-readiness for both professions upon qualification.
3-day placements with pre and post placement questionnaires to assess student perceptions around the unfamiliar environments for both professional groups.
Using a Likert scale for confidence levels before and after the project along with opportunities for students to make free comments on their experience.
Pre-questionnaires utilizing a Likert scale revealed a significant lack of understanding and appreciation for individual roles within the theatre, as well as a diminished sense of belonging among participants Additionally, there was a notable deficiency in knowledge regarding organizational issues related to theatre operations.
Post questionnaires indicated an increased awareness of knowledge and appreciation of respective roles, as well as an increase sense of belonging, confidence and interprofessional partnership working.
Students have reported an increase in knowledge and confidence in targeted areas, gaining a deeper understanding of various professional roles and responsibilities while feeling more integrated within their teams This free initiative fosters interprofessional collaboration, enhancing working relationships Moreover, this model can be applied across multiple disciplines, creating opportunities for future interdisciplinary learning and collaboration.
Kane, G H (2010) A systematic review of the experiences and perceptions of the newly qualified nurse in the United Kingdom Nurse Education Today, 499-508.
Mackay, A P (2008) Preparedness for clinical practice – Perceptions of graduates and their work supervisors Radiography, 226-232.
Jenny Little is a qualified radiographer with 34 years of experience, currently specializing in interventional radiography In 2016, she realized her dream of becoming a Practice Educator at UHNM, where she is passionate about enhancing the student experience Her key interests include improving the quality of student placements, fostering inclusion within the department, and promoting interprofessional respect through collaborative learning.
Jane Morris, Sarah-Jane Ryan, Natalie Harrison, Stephanie Ingram
Engaging in and enhancing practice learning: students’ reflections on the use of
The health service is facing unprecedented demand and pressure to implement a successful 7-day service while achieving significant cost savings, raising concerns about the quality of care, staffing, and the education of future health professionals Practice placements are crucial for the professional development of physiotherapy students, emphasizing a person-centred approach to healthcare Engaging students as active partners in their learning is essential, as it encourages them to take responsibility for their development both on campus and in practice, ensuring that the needs of their patients remain the priority during placements.
Working in a person-centred and compassionate manner presents unique challenges for health care professionals, necessitating exceptional listening skills, adaptable communication styles, and flexibility to meet individual patient needs (Coulter & Oldham, 2016) Research has identified key characteristics of successful health care professionals, particularly in rehabilitation settings, but has largely overlooked how personal attributes and thought processes affect patient outcomes (Kayes et al, 2015) Additionally, there is a notable lack of literature addressing the experiences of pre-registration health care students, highlighting the difficulties they face during the transition to practical learning environments, which poses challenges for both educators and learners.
Campus and practice curricula aim to cultivate critical thinking and independence in students, but effectively showcasing this to educators can be challenging The placement passport serves as a valuable tool to enhance your practice learning experiences.
This presentation highlights findings from our recent research (Morris & Ryan, 2017) that examined the experiences of both students and educators using the placement passport The study allowed students to reflect on their practical experiences with the passport, showcasing how final year students engaged with it, evolved it through various placements, and perceived its influence on their relationships and learning opportunities with educators.
Jane Morris serves as the Deputy Head of School for Learning, Teaching, and Student Experience at the University of Brighton's School of Health Sciences Her expertise lies in feedback and assessment, particularly in practice-based education, reflection, and interprofessional learning Notably, Jane is recognized as a National Teaching Fellow.
Sarah-Jane Ryan is a Senior Lecturer in the School of Health Sciences, University of Brighton
Natalie Harrison is a Year 3 BSc (Hons) Physiotherapy student, University of Brighton
Stephanie Ingram is a Year 2 MSc rehabilitation Science student, University of Brighton
Ruth Strudwick, Hollie Hadwen, Jo Butler
Students initiating service improvements
The year 3, level 6 Interprofessional Learning (IPL) module at our university includes a 3,000-word report assessment focused on an interprofessional service issue in practice This assessment empowers students to choose a service issue pertinent to their field, enabling them to develop a clear, concise, and systematic report aimed at enhancing service provision.
Students are invited to critically assess the effects of a national or local policy within clinical practice or to propose enhancements for service delivery This involves considering the implications of changes on the service, organization, or interprofessional team Additionally, students may recommend actionable solutions to address specific challenges, such as improving designated performance indicators.
Student reports have often prompted changes in practice and enhanced service delivery A notable instance is when a midwifery student advocated for support for women with autism during labor, which was presented on a national level and led to changes in her Trust's practices.
Students are encouraged to share their service improvement ideas with their line managers and practice areas so that this work can be used in improving services
The poster will showcase examples of impactful student work that has influenced practice across various professional environments Additionally, it will highlight how the cultivation of these skills is essential for shaping future professionals.
Ruth Strudwick has been a key figure in Radiography Education since 2001, leveraging her background as a Diagnostic Radiographer Currently, she serves as an Associate Professor and leads the BSc (Hons) Diagnostic Radiography course at the University of Suffolk (UoS), where she also oversees practice placements Additionally, she is the course leader for the Interprofessional Learning (IPL) Programme, which encompasses all pre-registration health and social care courses at UoS.
In 2011, Ruth earned her professional doctorate with an ethnographic study focused on the culture within a Diagnostic Imaging Department Currently, she teaches various courses at the University of Southampton (UoS), with research interests spanning interprofessional collaboration, clinical education, values-based practice, and workplace culture.
Ruth Strudwick, Ann Newton-Hughes, Sue Gibson, Joanne Harris, Mark Gradwell, Emma Hyde, Jane Harvey-Lloyd, Tracy O’Regan, Julie Hendry.
Values-Based Practice (VBP) training for radiographers
Values-Based Practice (VBP) emphasizes the importance of incorporating a patient's individual values into clinical decision-making This approach complements evidence-based radiography, ensuring a holistic service that addresses each patient's unique preferences, concerns, and expectations By integrating these personal values into healthcare decisions, VBP enhances the overall patient experience and satisfaction.
A dedicated team from the Association of Radiography Educators (ARE), alongside other radiography educators, has successfully adapted materials from a VBP handbook initially created for the medical field This handbook, developed by Professor Bill Fulford and Dr Ashok Handa, has been tailored specifically for the needs of diagnostic and therapeutic radiographers.
This handbook is designed specifically for radiographers, incorporating scenarios tested with both radiographers and undergraduate students during study days and teaching sessions We extend our gratitude to all participants for their valuable contributions.
Raising the awareness of values is essential to enable contemporary person-centred care
Sustainable implementation, however, depends on a whole-systems approach where patients are put at the centre of service delivery The handbook introduces the concept and provides examples of individual values.
ARE have facilitated two successful study days focused on VBP in radiography ARE committee members have also facilitated teaching sessions with student radiographers at their individual universities.
Our goal is to promote awareness of Value-Based Practice (VBP) among radiographers, emphasizing its importance in daily operations This handbook serves as a valuable resource to initiate discussions about VBP in radiography By integrating VBP into our practice, we ensure that patient care remains our top priority, fostering a patient-centered approach in all our actions.
Ruth Strudwick has been a key figure in Radiography Education since 2001, bringing her expertise as a Diagnostic Radiographer to her current position as Associate Professor at the University of Suffolk (UoS) She serves as the subject lead and practice placement lead for the BSc (Hons) Diagnostic Radiography course and also leads the Interprofessional Learning (IPL) Programme, which encompasses all pre-registration health and social care courses at UoS.
In 2011, Ruth earned her professional doctorate with a focus on an ethnographic study of the culture within a Diagnostic Imaging Department She is an educator at the University of Southampton, where she teaches various courses Ruth's research interests encompass interprofessional collaboration, clinical education, values-based practice, and the culture of the workplace.
Keynote speaker - Jenny Miller, Chief Executive of PAMIS (Promoting a More Inclusive Society) Presentation title: Profound Impact
Since becoming the CEO of PAMIS in January 2015, I have led the only organization in the UK dedicated to supporting individuals with profound and multiple learning disabilities (PMLD) and their family carers We prioritize learning from these families, who serve as expert educators, teaching us essential values such as compassion, care, and the importance of human connections Working alongside a team of dedicated staff and families, we strive to expand the possibilities for inclusive communities My background in occupational therapy and leadership within health professions, coupled with my involvement in national and international networks, enables me to advocate effectively for the voices of individuals with PMLD and their families.
I am dedicated to educating health and social care students and the broader community, actively supporting students during their placements My passion for inclusion drives my interest in changing places toilets, a topic I enjoy discussing and advocating for through my work with @pamilooCP.
Profound signifies depth and expertise, particularly in the context of individuals with profound and multiple learning disabilities These individuals and their family caregivers serve as exceptional educators, demonstrating the importance of compassion, effective communication, and collaboration They inspire us to enhance the lives of some of the most complex members of our communities.
This presentation will highlight the key themes of the conference and encourage us to explore how we can effectively learn from experts, specifically individuals with profound and multiple learning disabilities and their family caregivers.
14.40-15.20 - Room ‘Develop’ – Enhancing capacity and productivity in and through practice learning
14.40-15.00 Mary Flahive, Caoimhe Harrington, Deirdre English
Innovation in Practice: Resource toolkit to facilitate student self-directed learning during non-patient contact time
Purpose of the educational development
This project aims to create and gather innovative self-directed learning tools to enhance the development of an accessible Resource Toolkit for students and practice educators (PE) The Resource Toolkit is designed to optimize self-directed learning for students during non-patient contact periods in clinical placements.
What problem does it address?
Practice educators (PE) have reported perceived negative impacts on service delivery
Research indicates that productivity and personal well-being significantly influence practice placements, as highlighted by studies from Sevenhuysen and Haines (2011) and McMahon et al (2014) Additionally, findings from Davies et al (2011) and Baldry Currens & Bithell (2000) emphasize the importance of these factors Furthermore, unpublished data from Harrington et al (2017) reveals that practice educators predominantly focus their time on direct clinical supervision.
Utilizing the Resource Toolkit significantly improves student learning during clinical placements, streamlines practice educator time management, boosts both student and educator productivity, and alleviates the overall perceived burden on practice educators throughout the placement period.
This literature review examines students' perceptions of placement and productivity within clinical environments, focusing on enhancing learning experiences The proposed Resource Toolkit will feature self-directed proformas available in both electronic and paper formats Implementation guidelines will be developed for students and preceptors (PEs) to facilitate effective use in clinical settings Additionally, an online survey will assess changes in perceptions before and after the Resource Toolkit's implementation.
Development project currently under way and will be presented.
Utilizing the Resource Toolkit promotes organized self-directed learning during non-patient contact hours, enhancing practice educator time management This approach increases service efficiency and alleviates the perceived burden on practice educators during placements.
Mary Flahive is a Practice tutor on the BSc Physiotherapy Programme at University Hospitals Limerick Her interests include enhancing placement performance during non-clinical time
Evaluation of current clinical educator staff attitudes to student placement and development of new models of placement provision to enhance capacity