Development and validation of the ADVANCER framework for naturopathic education and practice: A delphi study

Leach, Matthew

doi:10.1016/j.ctcp.2021.101397

Cited by 6 publications

(3 citation statements)

References 40 publications

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“…In doing so, the practitioner begins to develop greater certainty about their professional identity and role [ 46 ]. As has been demonstrated in occupational therapists, the development of these attributes may be accelerated through mentorship, earlier clinical experiences, and improvements in the teaching-practice nexus [ 26 ], which to some extent shifts a large onus of the responsibility for developing practitioner confidence on education providers [ 47 ].…”

Section: Discussionmentioning

confidence: 99%

Transitioning to practice: a qualitative investigation of Australian graduate naturopath’s experiences of being in practice

Leach

Barnes

McLintock

et al. 2021

BMC Complement Med Ther

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Background The transition from student to practitioner can be challenging, resulting in stress, burnout and attrition. While there has been ample research examining graduate medical and allied health practitioner experiences of transitioning to practice, there is a paucity of research exploring such experiences in newly qualified naturopathic medicine practitioners. In light of this knowledge gap, the objective of this study was to ascertain the experiences of practicing as a naturopath in Australia within the first 5 years post-graduation. Methods Using a qualitative descriptive approach, recent graduates of an Australian Bachelor of Naturopathy (or equivalent) program were invited to participate in a semi-structured telephone interview to address the study objective. Data were analysed utilising a framework approach. Results A total of 19 new graduates (94.7% female; 57.9% aged 40–59 years) undertook an interview. Five inter-related themes emerged from the data: practitioner, practice, proprietorship, professions, and perceptions. Connected with these themes were contrasting feelings, multiplicity of duties, small business challenges, professional collaboration, and professional identity, respectively. Conclusions Participants were generally content with their decision to become a naturopath. However, most were confronted by a range of challenges as they transitioned from graduate to practitioner, for which many felt ill-prepared. In light of the complexity of the issue, and the potential impact on the sustainability of the profession, it is evident that a multi-pronged, multi-stakeholder approach would be needed to better support graduate naturopath transition to practice.

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Section: Discussionmentioning

confidence: 99%

Transitioning to practice: a qualitative investigation of Australian graduate naturopath’s experiences of being in practice

Leach

Barnes

McLintock

et al. 2021

BMC Complement Med Ther

Self Cite

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“…Naturopathic educators with a clinical background have first hand experience in therapeutic relationships, and naturally value psychological safety, warmth, collaboration and respect that is essential for laying foundations for experiential learning and safe critique of the health discipline role 10 . The evidence suggests that employing clinicians as teachers has served as a resource and provided a workforce that reflects on practice behaviour, emotions and attitudes with awareness and understanding of self-management decisions 11 .…”

Section: Editorialmentioning

confidence: 99%

Editorial

2023

AJHNM

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“…The two rounds used a survey with Likert scale (1 to 5) and standard deviation to determine consensus. Leach describes a framework for naturopathic education that was developed and validated using the Delphi method [37]. The framework was based on constructs identified from diverse resources such as institutional websites, and published literature.…”

Section: Curriculum Validationmentioning

confidence: 99%

Designing Dissemination and Validation of a Framework for Teaching Cloud Fundamentals

Paterson

Adams

White

et al. 2021

Proceedings of the 2021 Working Group Reports on Innovation and Technology in Computer Science Education

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Three previous Working Groups (WGs) met at ITiCSE conferences to explore ways to help educators incorporate cloud computing into their courses and curricula by mapping industry job skills to knowledge areas (KAs). These WGs identified, organized, and grouped together student learning objectives (LOs) and developed these KAs and LOs in a repository of learning materials and course exemplars. * Leader Approaches to validating that a cloud computing course designed around the KAs and LOs can meet the needs of industry have been outlined with further iterations being considered. A research plan has been designed for a study to be implemented over the coming year in order to perform this validation.

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Development and validation of the ADVANCER framework for naturopathic education and practice: A delphi study

Cited by 6 publications

References 40 publications

Transitioning to practice: a qualitative investigation of Australian graduate naturopath’s experiences of being in practice

Transitioning to practice: a qualitative investigation of Australian graduate naturopath’s experiences of being in practice

Editorial

Designing Dissemination and Validation of a Framework for Teaching Cloud Fundamentals

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