Abstract
BackgroundClinical learning is fundamental to undergraduate health professions students. There are several calls for the transformation of health professions education, which have direct implications on clinical learning. Clinical placement models provide structure to clinical learning. Therefore, this scoping review could contribute to supporting curriculum transformation to enhance learning in the clinical environments for undergraduate health professions students.ObjectivesThis scoping review identified the characteristics of research evidence related to mapping the purpose, methodologies used, outcomes, and specific recommendations associated with clinical placement models in undergraduate health professions education.DesignA scoping review method was used in this study. A search string developed from the title of the review was used to search online databases to identify research published between January 2000 and March 2020.ResultsForty-eight articles reporting on ten clinical placement models were included in this review. The majority of these articles originated from Australia and predominantly report on nursing. The aims of these articles aligned with the evaluation of the implementation of a clinical placement model. Seven categories of outcomes of the clinical placement models are reported namely, relationships, influence, environment, facilitation, inputs, knowledge scores, and student perceptions.ConclusionsAs clinical learning is fundamental to undergraduate health professions education, clinical placement models should prioritise the development of competence among undergraduate students. Insights into outcomes reported in literature could guide educators in fostering optimal learning in students who may then be able to influence community health outcomes positively.
Highlights
Clinical learning is fundamental to undergraduate health professions students
Forty-eight articles reporting on ten clinical placement models were included in this review
The majority of these articles originated from Australia and predominantly report on nursing. The aims of these articles aligned with the evaluation of the implementation of a clinical placement model
Summary
Clinical learning is fundamental to undergraduate health professions students. Clinical placement models provide structure to clinical learning This scoping review could contribute to support‐ ing curriculum transformation to enhance learning in the clinical environments for undergraduate health professions students. The State of the World Nursing report has reaffirmed the need for competency-based education (WHO, [4]) These recommendations to undergraduate health professions education are made against a backdrop of increased student numbers, resource limitations, healthcare system challenges and emerging health crises, such as the COVID-19 pandemic, inevitably implying that traditional clinical placement models may not support learning [5]. Clinical placement models are a theoretical structure that guides educators and health professional students in their engagement with authentic clinical opportunities [5]. Innovations in undergraduate health professions education programmes must integrate relevant clinical placement models into their mainstream education programmes
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