Joining the workforce during the COVID-19 pandemic: views of Allied Health Profession students

Porter-Armstrong, Alison; Lynn, Jean Daly; Turtle, Beverley; Abercrombie, Warren; McLean, Aislinn; Martin, Suzanne; Stinson, May

doi:10.1080/13561820.2021.1976122

Cited by 2 publications

(1 citation statement)

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“…Students have reported feeling fearful of the possible future impact as they transition into the workforce [ 15 ]. Allied health and healthcare science students that have moved into the workforce earlier in response to Covid-19 have expressed concerns about their competencies for clinical practice [ 21 ]. However, it is not uncommon for students to feel unprepared as they transition to a new graduate role [ 22 ] irrespective of when training has occurred.…”

Section: Introductionmentioning

confidence: 99%

Participatory peer research exploring the experience of learning during Covid-19 for allied health and healthcare science students

Lynn¹,

Ramsey²,

Marley

et al. 2022

PLoS ONE

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Introduction The teaching and learning experience of allied health and healthcare science students has altered because of the Covid-19 pandemic. Limited research has explored the experience on the future healthcare workforce using participatory research design. The aim of this study was to explore the impact of a global pandemic on the clinical and academic experiences of healthcare student using a co-production approach with student peer researchers. Methods A participatory research approach adopting online focus groups facilitated by students trained as peer researchers was adopted. First, second and final year students from occupational therapy, physiotherapy, podiatry, healthcare science, diagnostic radiography and imaging, radiotherapy and oncology, and speech and language therapy were recruited to six focus groups. Data generated through focus groups were analysed thematically using the DEPICT model to support a partnership approach. Results Twenty-three participants took part in six focus groups. The themes identified were: rapid changes to learning; living alongside Covid-19 and psychological impact. Students preferred blended learning approaches when available, as reduced peer interaction, studying and sleeping in the same space, and technology fatigue decreased motivation. Conclusion Due to rapid changes in learning and the stress, anxiety and isolation created by the pandemic, managing study, personal life and placement resulted in a gap in confidence in clinical skills development for students. Students took their professional identity seriously, engaged in behaviours to reduce transmission of Covid-19 and employed a range of coping strategies to protect wellbeing. A challenge with the move to online delivery was the absence of informal peer learning and students indicated that moving forward they would value a hybrid approach to delivery. Higher Education should capitalise on innovative learning experiences developed during the pandemic however it is important to research the impact this has on student skill acquisition and learning experience.

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Section: Introductionmentioning

confidence: 99%