Clinical supervisors' perspectives on delivering work integrated learning: A survey study

Mather, Carey; McKay, Angela; Allen, Penny

doi:10.1016/j.nedt.2014.12.021

Cited by 24 publications

(25 citation statements)

References 13 publications

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“…16 Considerable efforts have been invested in improving supervision practices. [17][18][19] This study highlights the association between high quality workplace supervision of health professional students' and decision-making about future practice intentions. Given that 'poor supervision' may impact substantially on this decision-making, this important nexus is worthy of closer examination and further development to maximise the outcomes of rural and remote placement experiences on recruitment.…”

Section: Discussionmentioning

confidence: 93%

Health professional students' rural placement satisfaction and rural practice intentions: A national cross‐sectional survey

Smith

Sutton

Pit

et al. 2017

Australian J Rural Health

101

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Objective: The aim of this study was to profile students undertaking placements at University Departments of Rural Health (UDRHs) and investigate factors affecting students' satisfaction and intention to enter rural practice. Design: Cross-sectional survey comprising 21 core questions used by all UDRHs. Setting: Eleven UDRHs across Australia that support students' placements in regional, rural and remote locations. Participants: Medical, nursing and allied health students who participated in UDRH placements between July 2014 and November 2015 and completed the questionnaire. Main outcome measures: Key dependent variables were placement satisfaction and rural practice intention. Descriptive variables were age, gender, Aboriginal or Torres Strait Islander (ATSI) background, location of placement, healthcare discipline, year of study and type and length of placement. Results: A total of 3328 students responded. The sample was predominantly female (79%), the mean age was 26.0 years and 1.8% identified as ATSI. Most placements (69%) were >2 but ≤12 weeks, 80% were in Modified Monash 3, 4 or 5 geographical locations. Public hospitals and community health made up 63% of placements. Students satisfied with their placement had 2.33 higher odds of rural practice intention. Those satisfied with Indigenous cultural training, workplace supervision, access to education resources and accommodation had higher odds of overall satisfaction and post-placement rural practice intention. Conclusions: The majority of students were highly satisfied with their placement and the support provided by rural clinicians and the UDRHs. UDRHs are well placed to provide health professional students with highly satisfactory placements that foster rural practice intention.

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Section: Discussionmentioning

confidence: 93%

Health professional students' rural placement satisfaction and rural practice intentions: A national cross‐sectional survey

Smith

Sutton

Pit

et al. 2017

Australian J Rural Health

101

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“…These include increased workload and time commitment, 6 additional training requirements, 18 lack of incentives, 16 demands from student subgroups (e.g., challenging students), and communication difficulties (student and university). 8 For example, Mather et al 14 highlighted a number of uncertainties reported by supervisors of nursing students. These include uncertainty in identifying impediments to student learning and providing adequate strategies for growth and change and uncertainty in understanding the expectations of educational programs and curricular, with further clarification required between supervisors and universities.…”

Section: Resultsmentioning

confidence: 99%

Tips for using students during times of change in health care: lessons from the literature and from practice

Kumar

Lensink

Turnbull

2017

AMEP

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BackgroundIt is often said that the only constant in health care is change. While change is inevitable, implementing change in health care is complex, and health care stakeholders are often confronted by numerous barriers and challenges. Historically, students have been an integral part of the health system through aspects such as clinical placements, and hence, may play a role during times of change.AimThe aim of this study is to provide strategies for using students as positive agents of change by discussing opportunities and highlighting challenges.MethodThe tips proposed in this commentary are derived from the literature, identified using a systematic search, and from our experiences at the “coal face” of engaging students during times of change.ResultsThis article highlights specific challenges, targeted opportunities, and critical success factors of using students as agents of change. Students can play an important role in enhancing service provision, providing opportunities for staff recognition, and being enablers to drive, implement, and evaluate change in the health system and wider community. However, in order to achieve these positive impacts, it is imperative to recognize and address staff concerns early and build upon a number of critical success factors. These critical success factors such as inter-sectoral engagement, clarity, collaboration, support, training, resources, and ongoing evaluation can “make or break” students’ involvement in a health service, and therefore, careful and regular consideration of these factors is recommended.ConclusionWe believe that these tips, synthesized from evidence from the literature and our first-hand experiences, will assist health care stakeholders in utilizing students as timely, effective, and practical agents of change.

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“…Work-integrated learning can take many forms, with each one encouraging the learner to participate in authentic work practices and practise applying knowledge and skills in a real-world context (Jackson, 2015). A theoretical framework is required to underpin the WIL experience and support learning to enhance the efficiency of hospitality learning (Mather, McKay & Allen, 2015). Technology is only one of many significant opportunities to explore new forms of learning in the academic and workplace environment (Beham et al, 2010).…”

Section: Literaturementioning

confidence: 99%

Challenges of a Work-Integrated Learning Process in a Hospitality Department

Roeloffze¹,

Kleynhans²

2018

Proceedings of the 35th International Academic Conference, Barcelona

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Work-integrated learning in the hospitality industry provides learners with the opportunity to gain experience in a real world context. The hospitality industry is known to be a stressful industry with antisocial working hours, poor salaries and high expectations of consistent good service. Currently the Department of Hospitality Management is experiencing many challenges relaying to successful placement of students in industry and completion of the work-integrated learning segment of students. A well-established process is followed, but this process does not address all the issues as the attitude of students' attitude has changed. Generation-Y students as well as first-generation students have needs that differ from those of previous students. Tertiary education has to include preparation for work-integrated learning in the curriculum to enhance the work-integrated learning experience. Students who should take responsibility for their own learning during internship, should realise the importance of a positive attitude. A successful internship will only be achieved if the tertiary environment, students and industry form a positive partnership, with each partner contributing to a well-prepared student with relevant employability skills suited to the work environment.

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Clinical supervisors' perspectives on delivering work integrated learning: A survey study

Cited by 24 publications

References 13 publications

Health professional students' rural placement satisfaction and rural practice intentions: A national cross‐sectional survey

Health professional students' rural placement satisfaction and rural practice intentions: A national cross‐sectional survey

Tips for using students during times of change in health care: lessons from the literature and from practice

Challenges of a Work-Integrated Learning Process in a Hospitality Department

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