“I Just Had No Idea What It Was Like to Be in Prison and What Might Be Helpful”: Educator and Learner Views on Clinical Placements in Correctional Health

Abbott, Penelope A; Brooker, Ron; Hu, Wendy; Hampton, Stephen; Reath, Jennifer

doi:10.1080/10401334.2020.1715804

Cited by 6 publications

(12 citation statements)

References 27 publications

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“…One important advantage to having discrete public health subjects is that it commonly involves learning with communities either within or outside healthcare settings [ 8 , 37 , 43 , 44 ]. Learning with and within communities through community placements is increasingly acknowledged as an important way to learn public health [ 45 ].…”

Section: Resultsmentioning

confidence: 99%

“…Learning with and within communities through community placements is increasingly acknowledged as an important way to learn public health [ 45 ]. Community placements are viewed as being beneficial in many ways: they expose students to a wide range of social and health issues; deepen students’ understanding of factors which affect community health needs and outcomes; improve students’ cross-cultural communication skills [ 8 , 44 ]; and encourage students to consider taking up practise in rural settings in the future [ 8 , 45 ].…”

Section: Resultsmentioning

confidence: 99%

“…Although having public health as a discrete subject has been the usual method for incorporating public health into medical curricula, it is integrated public health teaching that has been seen as a solution for issues regarding space in the curricula [ 10 , 24 , 44 ]. This is because it does not require expanding the number of subjects offered in the curricula, but rather it focuses on increasing the visibility of the public health role and its relevance to biomedical and clinical subjects [ 10 , 24 ].…”

Section: Resultsmentioning

confidence: 99%

“…Integrating public health into non-public health subjects often requires combining multiple ways of teaching [ 44 ]. This makes it attractive to both educators and students as it moves the practice from the conventional teacher-centred focus to teaching that is problem-based, case-based, or team-based [ 39 , 43 ].…”

Section: Resultsmentioning

confidence: 99%

“…Medical educators have to carefully choose the best instructional methods to achieve the pre-determined learning objectives [ 8 ]. Teaching public health needs to be approached with non-conventional methods that are able to target the most learning objectives in the shortest time and using the least resources [ 44 ]. Included in these is choosing places where teaching can be delivered effectively [ 8 , 45 ].…”

Section: Resultsmentioning

confidence: 99%

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Medical educators’ perspectives on the barriers and enablers of teaching public health in the undergraduate medical schools: a systematic review

Kadir

Schütze

2022

Global Health Action

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Background Having relevant public health content in the undergraduate medical curriculum is critical to preparing medical doctors for emerging health issues and increased public health roles. Medical educators are central to this effort. Objective This systematic review synthesises the most relevant and up-to-date evidence on medical educators’ perspectives regarding the barriers and enablers on incorporating public health teaching in the undergraduate medical curricula. Methods Seven databases were searched for articles published between 1 January 2010 and 31 December 2021. Articles were included if they were available in full-text English or Indonesian language, peer-reviewed, and focused on medical educators’ perspectives on teaching public health in the undergraduate medical curricula. Findings were integrated to answer the review question using thematic analysis. Results Twenty-nine articles were included in the final review. Three major themes emerged: (i) space in the medical curricula, (ii) confidence/capabilities of medical educators, and (iii) institutional support. Overcrowded curricula, lack of consensus about the scope and level of public health to incorporate into teaching, ensuring the quality and the relevance of content with what is required in real practice, as well as inadequate institutional support are major challenges in teaching public health to medical students. Conclusions Integrating public health into other subjects is largely seen as a solution. This requires strong institutional support in the form of financial, logistic, and technical support; structured training for medical educators on how to incorporate the content into their subjects; and a recognition of the important role that public health educators play.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 3 more Smart Citations

Medical educators’ perspectives on the barriers and enablers of teaching public health in the undergraduate medical schools: a systematic review

Kadir

Schütze

2022

Global Health Action

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Nursing students' lived experience of a clinical placement in prison healthcare: A systematic review

Brooke¹,

Rybacka²,

Ojo³

2022

Nurse Education in Practice

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An exploration of nursing students' lived experience of clinical placement in adult male prisons: A phenomenological study

Brooke,

Rybacka,

Sarwan

et al. 2024

Journal of Advanced Nursing

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AimTo explore nursing students' lived experience of a clinical placement within healthcare in a prison, to gain an insight into the support provided prior to and during this unique clinical placement.DesignAn inductive phenomenological study.MethodsParticipants included 14 nursing students from three undergraduate nursing programmes in England, Adult (n = 4), Learning Disability (n = 3) and Mental Health (n = 7). Following a clinical placement in a prison, each participant completed a semistructured audio‐recorded interview on MS Teams between October and December 2021. Audio recordings were transcribed verbatim and thematic analysis was completed.ResultsTwo overarching themes were identified, ‘shock’ due to the (a) reality of prison; (b) overwhelming emotional impact and (c) frequency and severity of self‐harm and ‘surprise’ due to (a) the need to work with prison officers; (b) recognizing and addressing preconceptions of people in prison and (c) the development of clinical knowledge, skills and becoming a nurse.ConclusionsThe need remains for a comprehensive strategy of preparation and orientation for nursing students before commencing a clinical placement in prison, which includes the development of knowledge and clinical skills to support the complex health and social care needs of people in prison.ImpactOur research identified the support provided to nursing students prior to clinical placement in prison varies considerably. The development of a preparation and orientation programme has the potential to reduce pre‐placement anxiety, emotional burden and support nursing students in addressing their preconceptions of people in prison. This approach is essential to support future nursing students to embrace the unique opportunity of a clinical placement within a prison, enhance their clinical knowledge and skills, and develop as a nurse.Reporting MethodOur paper adheres to the consolidated criteria for reporting qualitative research (COREQ).Patient or Public Contribution to the Development of this StudyNone.

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“I Just Had No Idea What It Was Like to Be in Prison and What Might Be Helpful”: Educator and Learner Views on Clinical Placements in Correctional Health

Cited by 6 publications

References 27 publications

Medical educators’ perspectives on the barriers and enablers of teaching public health in the undergraduate medical schools: a systematic review

Medical educators’ perspectives on the barriers and enablers of teaching public health in the undergraduate medical schools: a systematic review

Nursing students' lived experience of a clinical placement in prison healthcare: A systematic review

An exploration of nursing students' lived experience of clinical placement in adult male prisons: A phenomenological study

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