Practice education learning environments: The mismatch between perceived and preferred expectations of undergraduate health science students

Brown, Ted; Williams, Brett; McKenna, Lisa; Palermo, Claire; McCall, Louise; Roller, Louis; Hewitt, Lesley; Molloy, Elizabeth; Baird, Marilyn; Aldabah, Ligal

doi:10.1016/j.nedt.2010.11.013

Cited by 101 publications

(95 citation statements)

References 34 publications

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“…Hence, the clinical aspect of physiotherapy students' education sees them placed in a 'complex social context with many formal and informal learning opportunities' (Brown et al 2011, p23). With regard to learning, clinical environments differ from an academic setting in that they expose students to a variety of unplanned and unstructured activities (Brown et al 2011) whereas classroom learning is more organised (Ernstzen et al 2009). Additionally, although service users', patients' and carers' involvement (Thomson & Hilton 2012) and inter-professional education is increasing the class room setting, as yet, does not provide as much engagement with these groups compared to a clinical setting.…”

Section: Introductionmentioning

confidence: 99%

“…With this in mind, the university-based preparatory education might be looked on as a form of 'front-loaded instruction' (Brown et al 2011) to the student, as to what might be demanded of them on clinical placement, or expected of them by their clinical educator, patients and the wider social and professional institution of which they are to become temporary members. However as Newton et al (2009) maintain there are difficulties translating the academic curricula into real-life situations and this is the source of the debate regarding the theory-practice gap.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Clinical Placements: The Perspectives of UK Physiotherapy Students on How Prepared they were by their University for their First Clinical Placements: an example of one HEI

Thomson

Boyle

Legg

et al. 2014

International Journal of Practice-based Learning in Health and

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Clinical Placements: The Perspectives of UK Physiotherapy Students on How Prepared they were by their University for their First Clinical Placements: an example of one HEI

Thomson

Boyle

Legg

et al. 2014

International Journal of Practice-based Learning in Health and

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“…It was obviously due to the well-structured and coordinated clinical activities that enabled students to enact the real life situations and supported by the clinical instructors involved show more than 20 (66.7%) in all the 3 semesters scored the higher ranking. Such interactive clinical teaching strategies had been agreed by few researchers [15][16][17]. They emphasized that students level of satisfaction will be high when student were treated with respect, personalized, student involvement, task orientation, innovation, and individualization.…”

Section: Discussionmentioning

confidence: 99%

Structured Clinical Teaching Initiatives: A Preparation for First Year Nursing Students as First Timer in the Clinical Placement

Yen¹,

Abidin²,

Mansor³

et al. 2017

J Nurs Care

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Clinical learning is a fundamental element in nursing curricula from the sourcing of appropriate experiences for students to national board registration requirements and workforce requirements. For nursing students, the first year of their first semester experience of being in the clinical area is daunting and the exposure to caring for life is overbearing for them. Students are very scared of making mistakes and harming the patients. Good clinical nursing environment is not only plays an important role in the development of the students' competency but also their confidence, organizational skills, and practical preparedness. The purpose of this study was to prepare the first year nursing students the confidence level through structured clinical teaching initiatives, called CNI. This is a Quasi Experimental one group pre and post-test design. Samples had been selected from 30 students of the Diploma of Nursing program in First Year and First Semester. CNI emphasized the structured clinical teaching and supervision for three consecutive semesters from Semester 1 to Semester 3. Results revealed that, students exhibited high selfconfidence level after the implementation of CNI especially in delivery of patient care. The students' ability to listen, to recognize, to identify health issues even from non-verbal cues on patients' problem was one of the highest achievements after the implementation of the CNI. In conclusion, a structured program on how to guide students learning in the clinical placement will improve the confidence level especially for the beginners and no matter how weak the guideline is, it's really worth it.

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“…However, a 'theory-practice' gap is acknowledged and, rather than a seamless transition, it can be challenging 'translating' academic knowledge into real-life situations (Newton et al 2009). Unlike the structured and monitored framework of university (Whiteside, Stubbs, and Soundy 2014), students encounter both formal and informal learning opportunities (Brown et al 2011) and have the challenge of adapting to new and unpredictable situations (Thomson et al 2017). In a study by Thomson et al (2014) exploring how prepared physiotherapy students felt before their first clinical placement, 48% perceived that the training they received for communicating with families and carers was inadequate, and 24% felt a lack of interaction with patients and service users before their clinical placement and concluded that this was a limitation.…”

Section: Introductionmentioning

confidence: 99%

Exploring the Role of Mindfulness as a Potential Self-Management Strategy for Physiotherapy Students when on Clinical Placement

Thomson

Gowing

English

et al. 2017

PBLH

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Healthcare programmes tend to neglect exploring self-care strategies for students whilst they are on their clinical placements. There is evidence that students experience placements as challenging because of the long hours, and endeavouring to meet the needs of many patients across diverse challenging settings. Mindfulness is a potential self-management strategy to enable students to manage the challenges and resultant stress during these times, and to work optimally within their competences. This study explores the role of mindfulness in attempting to meet these challenges. Purposive sampling was used to recruit nineteen MSc pre-registration physiotherapy students who received a two-hour mindfulness intervention prior to commencing their placement, and were encouraged to practice mindfulness for 30 minutes three times a week with a CD whilst on placement or in their own time. Additionally, they were asked to practice for 10-15 minutes 'mindfulness of the breath' during this period. A qualitative approach that incorporated thematic analysis was used to analyse the audio-recorded and transcribed pre-and post-placement focus groups. Perceived benefits from practising mindfulness were: a lessening of intrinsic stress, and an ability to cope with extrinsic stress with increased clarity and objectivity. The CD proved burdensome amongst the students, largely owing to time constraints, but this did not deter their desire to implement mindfulness during this time, and they devised alternative and individual modes of practicing this mind-body-based approach. This study lends evidence to support inclusion of mindfulness into the physiotherapy curriculum as a self-management strategy to empower students to cope with clinical placement associated stress. Keywords

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Practice education learning environments: The mismatch between perceived and preferred expectations of undergraduate health science students

Cited by 101 publications

References 34 publications

Clinical Placements: The Perspectives of UK Physiotherapy Students on How Prepared they were by their University for their First Clinical Placements: an example of one HEI

Clinical Placements: The Perspectives of UK Physiotherapy Students on How Prepared they were by their University for their First Clinical Placements: an example of one HEI

Structured Clinical Teaching Initiatives: A Preparation for First Year Nursing Students as First Timer in the Clinical Placement

Exploring the Role of Mindfulness as a Potential Self-Management Strategy for Physiotherapy Students when on Clinical Placement

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