Productivity and Time Use during Occupational Therapy and Nutrition/Dietetics Clinical Education: A Cohort Study

Rodger, Sylvia; Stephens, Elizabeth; Clark, Michele; Ash, Susan; Hurst, Cameron; Graves, Nicholas

doi:10.1371/journal.pone.0044356

Cited by 19 publications

(14 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Not surprisingly, student OOS increased across Weeks 1-5 of the placement block. This is in contrast with findings in previous studies, 8,13 where no change in OOS during clinical placements was reported for the student-supervisor team in the case of occupational therapy and dietetic students. Although the differences were not statistically significant, Rodger et al 13 demonstrated that the number of OOS had periods of growth during placements of longer length (10-14 weeks), with the main growth occurring between Weeks 1 and 3.…”

Section: Discussioncontrasting

confidence: 99%

Clinical activity profile of preregistration physiotherapy students during clinical placements

Stoĭkov

Shardlow²,

Gooding³

et al. 2018

Aust. Health Review

View full text Add to dashboard Cite

Objective. The aim of the present study was to determine the clinical activity profile of preregistration physiotherapy students during clinical placements and their clinical activity contribution to health service delivery.Methods. Clinical activity data for 2014 were obtained from five Queensland public sector hospitals providing preregistration physiotherapy students clinical education in three key clinical areas (cardiorespiratory, musculoskeletal and neurological) over four 5-week placement blocks. Data regarding the number of student occasions of service (OOS) and the length of the OOS (LOOS) were collected to determine the average OOS and LOOS per student in each clinical area.Results. Twenty weeks of student data were collected from each hospital in each clinical area, representing 29.1% of cardiorespiratory, musculoskeletal and neurorehabilitation student placements. Students completed 19 051 OOS. The average OOS per student per block for cardiorespiratory, musculoskeletal and neurorehabilitation placements was 98.3, 74.0 and 72.4 respectively. Two-way ANOVA revealed a main effect of weeks (F = 402.1, P < 0.001) and clinical area (F =1331.5, P < 0.001) for LOOS.In addition, an interaction was found between clinical placement week and clinical area for LOOS (F = 8.4, P < 0.001).Conclusions. Student clinical activity data are useful for understanding the student contribution to health services. Student contribution appears to increase throughout the clinical placement and consideration should be given to the clinical educator : student ratio to enhance overall student contribution.What is known about the topic? Quantitative data describing physiotherapy student clinical care activity during placements are limited. What does this paper add? This paper profiles physiotherapy student clinical care activity and the changes occurring over 5-week placements. What are the implications for practitioners? Physiotherapy students provide clinical activity for health services that changes over their 5-week placement. Student clinical activity should be considered when responding to placement demand and planning service delivery.

show abstract

Section: Discussioncontrasting

confidence: 99%

Clinical activity profile of preregistration physiotherapy students during clinical placements

Stoĭkov

Shardlow²,

Gooding³

et al. 2018

Aust. Health Review

View full text Add to dashboard Cite

show abstract

“…Limitations of this research include the poor response and restriction to Queensland, so caution should be exercised in interpreting the results, which may limit representativeness. Our combined data with occupational therapy students with higher numbers show similar results in ICM . It was unfortunate that supervisors in the second half of the ICM placement did not participate in the data collection despite repeated attempts to encourage them to do so.…”

Section: Discussionsupporting

confidence: 52%

“…Our combined data with occupational therapy students with higher numbers show similar results in ICM. 11 It was unfor-tunate that supervisors in the second half of the ICM placement did not participate in the data collection despite repeated attempts to encourage them to do so. Many of these supervisors were in regional and remote areas and in smaller facilities with possibly more complex roles and fewer staff, and thus less likely to have time to participate.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Student and supervisor productivity change during nutrition and dietetic practice placements: A cohort study

Ash

Martín

Rodger

et al. 2013

Nutrition & Dietetics

Self Cite

View full text Add to dashboard Cite

Aim This study aimed to demonstrate how supervisors and students use their time during the three domains of nutrition and dietetic clinical placement and to what extent patient‐care and non‐patient activities change during placement compared with pre‐ and post‐placement. Methods A cohort survey design was used with students from two Queensland universities, and their supervisors in 2010. Participants recorded their time use in either a paper‐based or an electronic survey. Supervisors' and students' time use was calculated as independent daily means according to time‐use categories reported over the length of the placement. Mean daily number of occasions of service, length of occasions of service, project activities and other time use in minutes was reported as productivity output indicators and the data imputed. A linear mixed modelling approach was used to describe the relationship between the stage of placement and time use in minutes. Results Combined students' (n = 21) and supervisors' (n = 29) time use as occasions of service or length of occasions of service in patient‐care activities were significantly different pre, during and post placement. On project‐based placements in food‐service management and community public health nutrition, supervisors' project activity time significantly decreased during placements with students undertaking more time in project activities. Conclusions This study showed students do not reduce occasions of service in patient care, and they enhance project activities in food service and community public health nutrition while on placement. A larger study is required to confirm these results.

show abstract

“…Within the conventional model, education remains focussed on profession-specific knowledge and skills. Detailed descriptions of conventional clinical education and its strengths and limitations in specific professional groups can be found elsewhere (Dahlenburg, 2006;Lekkas et al, 2007;Mannix, Faga, Beale, & Jackson, 2006;Rodger et al, 2012).…”

Section: Controlmentioning

confidence: 99%

Interprofessional student clinics: an economic evaluation of collaborative clinical placement education

Haines

Kent

Keating

2014

Journal of Interprofessional Care

View full text Add to dashboard Cite

Interprofessional student clinics can be used to create clinical education placements for health professional students in addition to traditional hospital-based placements and present an opportunity to provide interprofessional learning experiences in a clinical context. To date, little consideration has been given in research literature as to whether such clinics are economically viable for a university to run. We conducted an economic evaluation based upon data generated during a pilot of an interprofessional student clinic based in Australia. Cost-minimization analyses of the student clinic as opposed to traditional profession-specific clinical education in hospitals were conducted from university, Commonwealth Government, state government and societal perspectives. Cost data gathered during the pilot study and market prices were used where available, while $AUD currency at 2011 values were used. Per student day of clinical education, the student clinic cost an additional $289, whereas the state government saved $49 and the Commonwealth Government saved $66. Overall, society paid an additional $175 per student day of clinical education using the student clinic as opposed to conventional hospital-based placements, indicating that traditional hospital-based placements are a cost-minimizing approach overall for providing clinical education. Although interprofessional student clinics have reported positive patient and student learning outcomes, further research is required to determine if these benefits can justify the additional cost of this model of education. Considerations for clinic sustainability are proposed.

show abstract

Productivity and Time Use during Occupational Therapy and Nutrition/Dietetics Clinical Education: A Cohort Study

Cited by 19 publications

References 17 publications

Clinical activity profile of preregistration physiotherapy students during clinical placements

Clinical activity profile of preregistration physiotherapy students during clinical placements

Student and supervisor productivity change during nutrition and dietetic practice placements: A cohort study

Interprofessional student clinics: an economic evaluation of collaborative clinical placement education

Contact Info

Product

Resources

About