Enhancing healthcare students’ clinical placement experiences

Pearce, Ruth; Topping, Annie; Willis, Carol

doi:10.7748/ns.2022.e11887

Cited by 7 publications

(8 citation statements)

References 15 publications

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“…Voluntary activities such as this appear to be one way of filling often unknown gaps in learning that can be identified by students. Our work highlights the value of interprofessional (and often diverse) placement settings [27,48]. and underlines the value of co-produced learning needs identified by clinical staff and learners working together.…”

Section: Discussionmentioning

confidence: 83%

“…For example, Charcot foot (a serious complication most frequently seen in the insensate diabetic foot [54]), that may present in a musculoskeletal clinic. Consequently, the identification of expectations and matching of learners' assumptions in a clinical learning setting, is both important and challenging [27, 55]. It may not be sufficient to simply communicate expectations in a new or diverse setting, and a process of negotiation, where learners (or volunteers in this context) can articulate their views and fears, is recommended.…”

Section: Discussionmentioning

confidence: 99%

“…It may not be sufficient to simply communicate expectations in a new or diverse setting, and a process of negotiation, where learners (or volunteers in this context) can articulate their views and fears, is recommended. Unless expectations are shared and agreed, students may miss key learning opportunities; particularly in the realistic, complex experience of an interprofessional setting [27, 56, 57]. For instance, time pressures may mean staff are not always able to support students to identify and maximise their learning opportunities.…”

Section: Discussionmentioning

confidence: 99%

“…Environments that are otherwise impossible to replicate in traditional education settings [24]. However, the inherent advantages of volunteering in terms of interprofessional learning and transferrable skill development, risk being tempered by the increasing significance rightly placed on meeting student expectations regarding what they will learn in any given placement and how these expectations map to professional benchmarks [26, 27]. We aimed to examine the lived learning experience of podiatry students working in a volunteer capacity at an interprofessional clinical setting, during the Brighton and London marathon race events.…”

Section: Introductionmentioning

confidence: 99%

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“I loved it, absolutely loved it” a qualitative study exploring what student podiatrists learn volunteering as part of an interprofessional medical team at a marathon

Otter

Whitham

Riley

et al. 2023

Journal of Foot and Ankle Research

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Background Final year podiatry students volunteer annually as part of the wider interprofessional medical team at both the Brighton and London Marathon race events, supervised by qualified podiatrists, allied health professionals and physicians. Volunteering has been reported to be a positive experience for all participants and a way of developing a range of professional, transferable, and where appropriate, clinical skills. We sought to explore the lived experience of 25 students who volunteered at one of these events and aimed to: i) examine the experiential learning reported by students while volunteering in a dynamic and demanding clinical field environment; ii) determine whether there were elements of learning that could be translated to the traditional teaching environment in a pre-registration podiatry course. Methods A qualitative design framework informed by the principles of interpretative phenomenological analysis, was adopted to explore this topic. We used IPA principles to enable analysis of four focus groups over a two-year period to generate findings. Focus group conversations were led by an external researcher, recorded, independently transcribed verbatim and anonymised prior to analysis by two different researchers. To enhance credibility, data analysis was followed by independent verification of themes, in addition to respondent validation. Results In total, five themes were identified: i) a new inter-professional working environment, ii) identification of unexpected psychosocial challenges, iii) the rigors of a non-clinical environment, iv) clinical skill development, and v) learning in an interprofessional team. Summary Throughout the focus group conversations, a range of positive and negative experiences were reported by the students. This volunteering opportunity fills a gap in learning as perceived by students, particularly around developing clinical skills and interprofessional working. However, the sometimes-frantic nature of a Marathon race event can both facilitate and impede learning. To maximize learning opportunities, particularly in the interprofessional environment, preparing students for new or different clinical settings remains a considerable challenge.

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Section: Discussionmentioning

confidence: 83%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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“I loved it, absolutely loved it” a qualitative study exploring what student podiatrists learn volunteering as part of an interprofessional medical team at a marathon

Otter

Whitham

Riley

et al. 2023

Journal of Foot and Ankle Research

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“…Similar adapted student wards are increasingly used internationally. 2,[24][25][26] Wards with a pedagogical framework of inter-professional learning 27,28 were excluded from this study. Although peer learning was used in other professions, peer learning wards were only set up for student nurses.…”

Section: Study Settingmentioning

confidence: 99%

Differences in Supervision on Peer Learning Wards: A Pilot Survey of the Supervisor’s Perspective

Dyar,

Henriksson,

Stenfors

et al. 2024

AMEP

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Introduction: Multiple students are placed on clinical wards simultaneously due to increasing student numbers. This has the potential to create stress for the supervisor and reduce quality of student learning. Peer learning as a pedagogical framework to supervise multiple students has been widely shown to have advantages for the students by developing teaching skills, team collaboration, and independence. However, whether peer learning impacts the characteristics of supervision and the experience of the supervisor is less understood. It is unknown whether wards that use peer learning as a pedagogical framework (peer learning wards) are any different compared to wards that do not (non-peer learning wards), from the supervisor's perspective. Methods: We aimed to develop and pilot test a questionnaire to compare peer-learning wards and non-peer learning wards from the supervisor's perspective. We used the AMEE 7-step guide to develop questions investigating supervision, the learning environment and satisfaction. We piloted the questionnaire with 46 nurse supervisors working on inpatient hospital wards in Stockholm, Sweden. We compared answers from peer learning with non-peer learning wards. We used Orthogonal Projections to Latent Structures (OPLS) discriminant analysis to show what differed between the wards. Results: Peer learning wards compared to non-peer learning wards had more student-centred activities, the physical space had more adaptations for students, more support available to the supervisor, and supervisors perceived greater overall satisfaction with the quality of education and with the ward as a whole. The variables that had most influence on the discrimination between the two ward types related to peer learning activities and perceptions (p=0.0034). Conclusion:This pilot study shows that peer learning wards differ compared to non-peer learning wards regarding peer learning activities and perceptions among supervisors. Our questionnaire needs to be distributed on a larger scale to validate our findings and explore further the way in which the pedagogical framework and peer learning can affect supervision and satisfaction.

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Newly qualified general nurses’ experiences of pre-registration internship: A Republic of Ireland cross-sectional study

Lydon,

Brien,

Mooney

2024

Heliyon

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Enhancing healthcare students’ clinical placement experiences

Cited by 7 publications

References 15 publications

“I loved it, absolutely loved it” a qualitative study exploring what student podiatrists learn volunteering as part of an interprofessional medical team at a marathon

“I loved it, absolutely loved it” a qualitative study exploring what student podiatrists learn volunteering as part of an interprofessional medical team at a marathon

Differences in Supervision on Peer Learning Wards: A Pilot Survey of the Supervisor’s Perspective

Newly qualified general nurses’ experiences of pre-registration internship: A Republic of Ireland cross-sectional study

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