Identifying factors which enhance capacity to engage in clinical education among podiatry practitioners: an action research project

Abstract

BackgroundHealth profession students develop practical skills whilst integrating theory with practice in a real world environment as an important component of their training. Research in the area of practice placements has identified challenges and barriers to the delivery of effective placement learning. However, there has been little research in podiatry and the question of which factors impact upon clinical educators’ capacity to engage with the role remains an under-researched area. This paper presents the second phase of an action research project designed to determine the factors that impact upon clinical educators’ capacity to engage with the mentorship role.MethodsAn online survey was developed and podiatry clinical educators recruited through National Health Service (NHS) Trusts. The survey included socio-demographic items, and questions relating to the factors identified as possible variables influencing clinical educator capacity; the latter was assessed using the ‘Clinical Educator Capacity to Engage’ scale (CECE). Descriptive statistics were used to explore demographic data whilst the relationship between the CECE and socio-demographic factors were examined using inferential statistics in relation to academic profile, career profile and organisation of the placement.ResultsThe survey response rate was 42 % (n = 66). Multiple linear regression identified four independent variables which explain a significant proportion of the variability of the dependent variable, ‘capacity to engage with clinical education’, with an adjusted R2 of 0.428. The four variables were: protected mentorship time, clinical educator relationship with university, sign-off responsibility, and volunteer status.ConclusionThe identification of factors that impact upon clinical educators’ capacity to engage in mentoring of students has relevance for strategic planning and policy-making with the emphasis upon capacity-building at an individual level, so that the key attitudes and characteristics that are linked with good clinical supervision are preserved.

South African podiatry students' perceptions of feedback given as part of clinical training

“…The majority of supervising clinicians are full time clinicians employed at the clinical training sites and supervise students on a part time basis. These clinicians have no teaching and/or assessment background, which may affect their capacity as clinical supervisors [ 3 ]. However, the training institution does provides an annual one-day supervisor induction and training workshop to all supervising clinicians.…”

Becoming a Podiatrist: an exploration of the practices and processes which underpin the acquisition of a professional identity

“…Indeed, there is a dearth of pedagogic literature pertaining to podiatry all told. Recent exceptions being bodies of work around clinical placement experiences and opportunities (15)(16)(17), as well as inter-professional teaching and learning (18). It is the aim of this project to begin to address this gap and contribute to an understanding of how to construct successful learning environments in the study of podiatry in higher education institutions.…”

The quantitative impact of placements on allied health time use and productivity in healthcare facilities: a systematic review with meta-analysis

“…Some individual papers ISSN 1442-1100 34 did present the time "lost" in student teaching as offset by other gains, for example, increased available clinical time (Ladyshewsky, 1995). If teaching practices can be well defined, it may be a worthy approach for future research in the studied professions, as well as other AH disciplines where student teaching time is also of concern, for example, podiatry (Abey, Lea, Callaghan, Shaw, & Cotton, 2015).…”