Reimagining Preparedness of Health Professional Graduates Through Stewardship

Barradell, Sarah

doi:10.1080/10401334.2022.2148108

Cited by 4 publications

(3 citation statements)

References 62 publications

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“…Several participants spoke about upskilling their capabilities, innovation, partnership and re-design of learning and teaching activities to ensure acquisition of the core competencies. Health professional education is historically slow to change ( 34 , 35 ). The speed and scale of disruption caused by the pandemic has prompted Department level changes to academic practice including strengthening the governance role of discipline leads, reconsidering student engagement in the process of competency attainment and focusing on authenticity of learning exposures and assessment.…”

Section: Discussionmentioning

confidence: 99%

“Burnout felt inevitable”: Experiences of university staff in educating the nursing and allied health workforce during the first COVID-19 waves

O’Brien

Tighe

Doroud

et al. 2023

Front. Public Health

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IntroductionMaintaining progress in the face of looming burnout during the first 2 years of the COVID-19 pandemic was crucial for the health workforce, including those educating the next generation of health professionals. The experiences of students and healthcare practitioners have been explored to a greater degree than the experiences of university-based health professional educators.MethodsThis qualitative study examined the experiences of nursing and allied health academics at an Australian University during COVID-19 disruptions in 2020 and 2021 and describes the strategies that academics and/or teams implemented to ensure course continuity. Academic staff from nursing, occupational therapy, physiotherapy, and dietetics courses at Swinburne University of Technology, Australia provided narratives regarding the key challenges and opportunities they faced.ResultsThe narratives highlighted the strategies generated and tested by participants amidst rapidly changing health orders and five common themes were identified: disruption; stress; stepping up, strategy and unexpected positives, lessons, and legacy impacts. Participants noted challenges related to student engagement in online learning and ensuring the acquisition of discipline-specific practical skills during periods of lock-down. Staff across all disciplines reported increased workload associated with converting teaching to on-line delivery, sourcing alternative fieldwork arrangements, and dealing with high levels of student distress. Many reflected on their own expertise in using digital tools in teaching and their beliefs about the effectiveness of distance teaching for health professional training. Ensuring students were able to complete required fieldwork hours was particularly challenging due to constantly changing public health orders and conditions and staffing shortages at health services. This was in addition to illness and isolation requirements further impacting the availability of teaching associates for specialist skills classes.DiscussionSolutions such as remote and blended learning telehealth, and simulated placements were rapidly implemented in some courses especially where fieldwork could not be rescheduled or amended at the health settings. The implications and recommendations for educating and ensuring competence development in the health workforce during times when usual teaching methods are disrupted are discussed.

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Section: Discussionmentioning

confidence: 99%

“Burnout felt inevitable”: Experiences of university staff in educating the nursing and allied health workforce during the first COVID-19 waves

O’Brien

Tighe

Doroud

et al. 2023

Front. Public Health

Self Cite

View full text Add to dashboard Cite

show abstract

“…Such bodies regularly monitor education providers' adherence to said standards, ensuring that successful graduates from that program can be considered safe and competent practitioners [11] and thus eligible to practice their profession as registered or accredited health professionals. The educational accreditation standards outline what is to be learned and how [25], with tertiary providers using these standards to design and implement their curricula. Thus, by the very nature and wording of the standards, each profession's regulatory authority inherently articulates, defines and describes the criteria for what constitutes "work integrated learning" in their profession.…”

Section: The Accreditation and Benefits Of Wilmentioning

confidence: 99%

“…In most of the documents that referred to this concept, the integration was of theory with practice, rather than of theory into practice. For example, paramedicine defines the term clinical placement as "A term used for a range of approaches and strategies that integrate theory with the practice of work within a purposefully designed curriculum" [66] (p. 25), while optometry defines clinical placement as providing opportunities for students "for the purposes of integrating theory into practice" [58] (p. 25). The implicit relationship between theory and practice is fundamentally different; however, the outcome, as a learning process for students, may be the same.…”

Section: Theme 2: Work-integrated Learning As a Learning Processmentioning

confidence: 99%

Allied Health Professions Accreditation Standards for Work Integrated Learning: A Document Analysis

Penman,

Raymond,

Kumar

et al. 2023

IJERPH

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A key role of allied health (AH) professional regulatory and professional bodies is to ensure that AH education programs provide work-integrated learning (WIL) opportunities for students. The requirements are outlined via the respective profession’s educational accreditation standards. Although a significant component of the AH professional degrees, researchers have not explored how standards specific to WIL are developed, nor how WIL might be conceptualised through the standards. This study explored how WIL is conceptualised through comparing the WIL education standards across Australian AH professions. Using a non-experimental explanatory mixed-methods research design, a document analysis of Australian education program accreditation standards (and associated documents) for 15 AH professions was undertaken. Data analysis included inductive textual and thematic analyses to compare AH professionals’ conceptualisation of WIL. This study found a high degree of variation in how AH professions describe WIL. While there was a common requirement for students to demonstrate competency in WIL, requirements for WIL quantity, assessment and supervision varied. Four key themes were identified regarding the contribution of WIL to curriculum and student learning: (1) the relationship between WIL and the program curriculum; (2) WIL as a learning process; (3) learning from diverse WIL contexts; and (4) developing competence through WIL. Overall, the diversity in the standards reflected differing understandings of what WIL is. Thus, in the absence of frameworks for designing accreditation standards, the risk is that some AH professions will continue to perpetuate the myth that the primary purpose of WIL is to provide a bridge between theory and practice.

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Handle with Care: Transformative Learning as Pedagogy in an Under-Resourced Health Care Context

Müller,

Meyer,

Bantjes

et al. 2024

Teaching and Learning in Medicine

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Reimagining Preparedness of Health Professional Graduates Through Stewardship

Cited by 4 publications

References 62 publications

“Burnout felt inevitable”: Experiences of university staff in educating the nursing and allied health workforce during the first COVID-19 waves

“Burnout felt inevitable”: Experiences of university staff in educating the nursing and allied health workforce during the first COVID-19 waves

Allied Health Professions Accreditation Standards for Work Integrated Learning: A Document Analysis

Handle with Care: Transformative Learning as Pedagogy in an Under-Resourced Health Care Context

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