Changes and challenges in higher education: What is the impact on fieldwork education?

Larkin, Helen; Watchorn, Valerie

doi:10.1111/1440-1630.12002

Cited by 12 publications

(12 citation statements)

References 9 publications

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“…3,4 Guidelines for a coherent and collaborative approach to clinical education have been recommended, with the need for the tertiary education and healthcare sectors to work in partnership as a central tenet. 3,5,6 The capacity of health services for student placement provision has been the topic of considerable professional and academic debate, 7,8 commonly stimulated by changes to university programs or health service systems. 3,9,10 Discussions on the responsibility for resourcing student placement provision have focussed on the perceived impact of student placements on health service educator work practices and workplace productivity.…”

Section: Introductionmentioning

confidence: 99%

“…[11][12][13] Challenges from changing patient care demands, models of care, staff workload expectations, increasing university programs and quality supervision expectations have led to implementation of a range of placement capacity building approaches within a university or health service environment. 3,5,6,7,14 These approaches have included changing the models of placement education and/or ratio of students to educators, 4,[14][15][16] organisation of student-led clinics or student supported services, 17 increasing the use of non-traditional placement sites, 4 increasing the use of simulation in preplacement courses or during placements 18 and providing clinical placement coordinators in health services or university faculties. 7,11 Central to all these strategies has been the need to support the workload of health professional staff associated with the provision of clinical placements within the overall aim of graduating capable and work-ready allied health professionals.…”

Section: Introductionmentioning

confidence: 99%

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Pre-entry student clinical placement demand: can it be met?

McBride

Fitzgerald

Morrison

et al. 2015

Aust. Health Review

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Objectives. The Clinical Education Workload Management Initiative (the Initiative) is a unique, multiprofessional, jurisdiction-wide approach and reform process enshrined within an industrial agreement. The Initiative enabled significant investment in allied health clinical education across Queensland public health services to address the workload associated with providing pre-entry clinical placements. This paper describes the outcomes of a quality review activity to measure the impact of the Initiative on placement capacity and workload management for five allied health professions. Data related to several key factors impacting on placement supply and demand in addition to qualitative perspectives from workforce surveys are reported.Methods. Data from a range of quality review actions including collated placement activity data, and workforce and student cohort statistics were appraised. Stakeholder perspectives reported in surveys were analysed for emerging themes.Results. Placement offers showed an upward trend in the context of increased university program and student numbers and in contrast with a downward trend in full-time equivalent (FTE) staff numbers. Initiative-funded positions were identified as a major factor in individual practitioners taking more students, and staff and managers valued the Initiative-funded positions' support before and during placements, in the coordination of placements, and in building partnerships with universities.Conclusions. The Initiative enabled a co-ordinated response to meeting placement demand and enhanced collaborations between the health and education sectors. Sustaining pre-entry student placement provision remains a challenge for the future.What is known about the topic? The literature clearly identifies factors impacting on increasing demand for clinical placements and a range of strategies to increase clinical placement capacity. However, reported initiatives have mostly been ad hoc or reactive responses, often isolated within services or professions. What does this paper add? This paper describes implementation of a clinical placement capacity building initiative within public sector health services developed from a unique opportunity to provide funding through an industrial agreement. The Initiative aimed to address the workload associated with clinical education of pre-entry students and new graduates. What are the implications for practitioners? This paper demonstrates that systematic commitment to, and funding of, clinical education across a jurisdiction's public health services is able to increase placement capacity, even when staffing numbers are in decline.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Pre-entry student clinical placement demand: can it be met?

McBride

Fitzgerald

Morrison

et al. 2015

Aust. Health Review

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show abstract

“…International students often present with ongoing difficulties in written and spoken language and social interactions (Grayson, 2008;Larkin & Watchorn, 2012). They often require support to enhance their engagement in various academic, professional practice and life situations (e.g.…”

Section: International Students Completing Practice Educationmentioning

confidence: 99%

Embracing international students in occupational therapy higher education in Australia: Challenge or asset?

Brown

Farnworth

2017

Aus Occup Therapy J

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“…Finding suitable placements in the face of expanding caseloads, organisational cultures and climates resistant to students and lack of infrastructure represents an increasing challenge (Department of Human Services [DHS], ). This situation applies to occupational therapy (Larkin & Watchorn, ). It has been predicted that increasing occupational therapy student placement demands may lead to overworked supervisors, poor quality graduating students, poor quality of placements on offer and patients who are not provided with optimal care (Lew, Cara & Richardson, ).…”

Section: Introductionmentioning

confidence: 99%