Flexible professional experience placements in initial teacher education: exploring the perceptions of key stakeholder groups

Professional experience placements are fundamental to the preparation of preservice teachers. The purpose of this pilot study is to explore the barriers supervising teacher experience in the classroom to offer quality guidance to preserve teachers’ learning during professional experience. The sociocultural theoretical framing of the study supports a deeper understanding of the data collected from 99 participants, supervising teachers and placement coordinators who participated in this qualitative study. Data were collected via an online Qualtrics survey. Four key barriers to effective placement engagement were identified through thematic analysis: (1) delays, confusion or uncertainties linked to placement documentation and specific requirements for placement guidance; (2) the timing, frequency and type of communication between the tertiary Professional Experience Liaison Officers and placement coordinators/supervising teachers; (3) preservice teachers’ pedagogical preparedness and confidence with content; and (4) contextual factors, including time constraints and additional workload, that affect the recruitment and retention of experienced supervising teachers. These barriers were perceived as not only reducing the overall quality of well-structured professional experience but also affecting the relationships between supervising teachers and preservice teachers. The findings offer insights for universities and industry partners to improve support, structure, communication, and feedback during professional experience placements with a focus on preservice teachers’ learning outcomes.

AimTo evaluate the quality of student nurses' experiences and overall satisfaction with professional experience placements at a regional Australian University. BackgroundProfessional experience placements are a crucial component of pre-registration nursing programs. However, the absence of standardised approaches to assess placement quality has created uncertainty on what constitutes a high-quality placement from a student’s perspective. DesignCross-sectional survey. MethodsA descriptive cross-sectional survey was administered online to 800 second and third year undergraduate nursing students at an Australian university. The survey contains demographic questions (e.g., year of study, placement specialty, duration, setting and geographic location), a validated Placement Evaluation Tool and free-text comments. The Placement Evaluation Tool is a 20-item questionnaire that measures two key factors: clinical environment (factor 1), learning support (factor 2) and overall satisfaction of students’ learning experiences during a professional experience placement. A descriptive analysis was conducted to evaluate the student’s overall experience and satisfaction. Multivariate linear regression was used to assess the relationship between the quality of the student experience and demographics and presented as beta coefficient (β) and confidence interval (CI). Free-text comments were thematically analysed. ResultsA total of 1104 survey responses were received (as students may rate more than one placement), with an estimated 71% response rate. Most responses (60.3%) were third-year students. Most students experienced high-quality placements, reflected in the overall positive placement experience (PET item 1–19 score: mean 85.9 out of 95) and high student satisfaction (PET item 20: mean 8.53 out of 10). Multiple linear regression analyses revealed that the third year of study and public facilities were independent predictors of positive student experiences (β: 2.61, 95% CI: 0.75, 4.47 and β: 3.72, CI: 0.90, 6.55, respectively). Further analysis of PET items related to factor 1 and factor 2 revealed that high positive experiences in public facilities may be due to the higher learning support (β: 2.54, CI: 0.80, 4.27). Three main themes were perceived to be important to students' professional experience: (i) staff and facilitator attitudes, (ii) learning opportunities and (iii) a team-based learning environment. ConclusionsMost students reported high-quality placement experience and high satisfaction; however, a lack of learning support may contribute to less positive student experiences. This finding emphasises the importance of collaboration between clinical facilities and educational institutions to enhance the student’s placement experience.

Review Objectives To identify and synthesise the best available evidence about the meaningfulness of assessments of competence during the professional experience placement for undergraduate nursing students, with the overarching aim to make recommendations concerning strategies and initiatives that support assessment of competence for undergraduate nursing programs. Review Questions What are undergraduate nurses’ experiences of the clinical assessment of competence? What are registered nurses’/health care professionals experiences of the clinical assessment of competence? Inclusion criteria Types of participants The review will consider studies where the focus is the undergraduate nursing student and their assessors of clinical practice in the professional experience placement. The range of participants includes both the Registered Nurse responsible for assessing student nurses in the professional experience placement and the undergraduate nursing student. The review will also consider faculty, health professionals, accrediting bodies involved in commenting on competence of nursing student performance in the professional experience placement, where appropriate. Phenomena of interest The phenomenon of interest is the experiences of assessing clinical competence of undergraduate nursing students on the professional experience placement by an approved assessor, i.e., the registered nurse. This review will consider studies that include the experience, thoughts, feelings and opinions of the student nurse, clinical assessor, consumers, health professionals, accrediting bodies and faculty related competency based assessment. Types of outcomes The outcomes of this review will include the: •identification of the experiences or experiential accounts of both the assessors and the student nurses as related to competency based assessment of professional experience placements. •expert opinion and perhaps also experiences of the clinical assessor, consumers, health professionals, accrediting bodies and faculty as related to competency based assessment of professional experience placements.

High-quality Professional Experience (PEx) placements are central to the preparation of ‘classroom ready’ graduate teachers in Australia. However, there are frequent suggestions from the Australian Government that PEx is not as effective as it could be. Perennial PEx concerns raised in government reviews include: the need for strong partnerships between higher education providers and schools; the quality of ITE candidates and their suitability to teach; the ongoing shortage of high-quality placements and mentors; placement diversity and timing; student placement poverty; and the need to address workforce shortages. Against this backdrop we sought to systematically examine 60 stakeholder submissions to Reform Area 3 of the Australian Government’s 2023 Teacher Education Expert Panel Discussion Paper, which recommended new PEx guidelines, system-level partnership agreements, Centres of Excellence, and student support to ‘improve the quality of practical experience in teaching’. Using content analysis software Leximancer, we mapped themes and perspectives in the responses of seven stakeholder groups, each with distinct motivations and expertise: higher education providers, regulatory bodies, Councils of Deans, employers, teachers’ associations, advocates and individuals. An eighth group, ‘other’ represented three stakeholders that did not fit existing categories. Three overarching meta-themes were identified: (i) provision of funding and resources, (ii) creation of high-quality placements, and (iii) the necessity (or not) of new partnership agreements. While stakeholders noted broad support for the recommendations of the Discussion Paper, a diversity of perspectives was evident in their discussion of resources and preference for ‘centralised’ agreements to support consistent and widespread delivery of high-quality PEx.

Introduction. Inclusion of preadmission observation hours (ObHr) as one component of the admissions process is commonly required in physical therapy education programs. The purpose of this study was to describe the value and impact of ObHr on 4 key stakeholder groups: doctor of physical therapy students, physical therapy clinicians, directors of clinical education, and admissions committee (AC) members. Review of Literature. The number of required and/or recommended ObHr and practice settings varies greatly. No previous study has explored a national dataset of key stakeholders' perspectives on ObHr experiences. Subjects. Four key stakeholder groups were targeted in the study (N = 4,471). Methods. Four stakeholder surveys were developed and distributed via email using a snowball sampling technique. Responses to the open-ended questions were analyzed using conventional content analysis for creating codes, categories, and themes within and across groups. Results. Five main themes emerged: 1) ObHr have value in career decision making; 2) students driven by hours, but all stakeholders value variety; 3) use of ObHr for program admissions decisions varies; 4) as the number of hours and settings increase, so do the challenges for students; and 5) there is interest in developing alternative ObHr experiences. Discussion and Conclusion. There was consensus among all stakeholder groups regarding ObHr's value for exploring the profession of physical therapy and helping applicants determine if the profession is a good fit. Respondents highlighted the value of observing in a variety of practice settings. Perspectives differed between AC members and students regarding the impact of ObHr on admissions decision making. Students reported a variety of personal and organizational challenges associated with ObHr completion. Physical therapy programs should reexamine their current ObHr practices and consider alternative methods that support all applicants in their pursuit of a career in physical therapy.

Involvement of all relevant stakeholders will be of utmost importance for the success of the developing EU HTA harmonization process. A multi-step procedure was applied to develop a survey across stakeholders/collaborators within the EU HTA framework to assess their current level of involvement, determine their suggested future role, identify challenges to contribution, and highlight efficient ways to fulfilling their role. The ‘key’ stakeholder groups identified and covered by this research included: patients‘, clinicians‘, regulatory, and Health Technology Developer representatives. The survey was circulated to a wide expert audience including all relevant stakeholder groups in order to determine self-perception by the ‘key’ stakeholders regarding involvement in the HTA process (self-rating), and in a second, slightly modified version of the questionnaire, to determine the perception of ‘key’ stakeholder involvement by HTA bodies, payers, and policymakers (external rating). Predefined analyses were conducted on the submitted responses. Fifty-four responses were received (patients9; clinicians: 8; regulators: 4; HTDs 14; HTA bodies: 7; Payers: 5; policymakers 3; others 4). The mean self-perceived involvement score was consistently lower for each of the ‘key’ stakeholder groups than the respective external ratings. Based on the qualitative insights generated in the survey, a RACI Chart (Responsible/Accountable/Consulted/Informed) was developed for each of the stakeholder groups to determine their roles and involvement in the current EU HTA process. Our findings suggest extensive effort and a distinct research agenda are required to ensure adequate involvement of the key stakeholder groups in the evolving EU HTA process.

Aims There is no standardised measure of the validity of consent. Over 300 million invasive procedures take place globally each year. This study aims to define a core outcome set (COS) for informed consent for therapy. Methods A prospective mixed method study was undertaken in line with a published protocol and the COS was developed in accordance with Core Outcome Measures in Effectiveness Trials (COMET) methodology. This included a systematic review of outcomes in studies of consent, semi-structured interviews and prioritisation of outcomes using a 2-round modified Delphi technique. Two consensus webinars were used to ratify outcomes for inclusion in the final COS. Results 36 outcome domains for valid consent were identified and developed by systematic review. 41 semi-structured interviews were conducted with key consent stakeholders (with significant patient involvement) 164 participants from key stakeholder groups across 8 countries completed Delphi Round 1 and 125 completed round 2. 11 of 40 outcomes met the “consensus in” criteria, with 6 meeting “consensus in” in all stakeholder groups. These were included directly in the final COS and the other 5 that met “consensus in” in some but not all stakeholder groups were discussed in consensus webinars. 9 outcomes were defined for the final COS. Conclusion This is the first study to define a COS for research into informed consent for therapy. It defines what outcomes are most important to all key stakeholders in the consent process and is a step forward in standardising consent research.

Background300 million operations and procedures are performed annually across the world, all of which require a patient’s informed consent. No standardised measure of the consent process exists in current clinical practice. We aimed to define a core outcome set for informed consent for therapy.MethodsThe core outcome set was developed in accordance with a predefined research protocol and the Core OutcoMes in Effectiveness Trials (COMET) methodology comprising systematic review, qualitative semi structured interviews, a modified Delphi process and consensus webinars to ratify outcomes for inclusion in the final core outcome set. (Registration—https://www.comet-initiative.org/Studies/Details/1024). Participants from all key stakeholder groups took part in the process, including patients and the public, healthcare practitioners and consent researchers.Results36 outcome domains were synthesised through systematic review and organised into a consent taxonomy. 41 semi-structured interviews were performed with all consent stakeholders groups. 164 participants from all stakeholder groups across 8 countries completed Delphi Round 1 and 125 completed Round 2. 11 outcomes met the ‘consensus in’ criteria. 6 met ‘consensus in’ all stakeholder groups and were included directly in the final core outcome set. 5 remaining outcomes meeting ‘consensus in’ were ratified over two consensus webinars. 9 core outcomes were included in the final core outcome set: Satisfaction with the quality and amount of information, Patient feeling that there was a choice, Patient feeling that the decision to consent was their own, Confidence in the decision made, Satisfaction with communication, Trust in the clinician, Patient satisfaction with the consent process, Patient rated adequacy of time and opportunity to ask questions.ConclusionThis international mixed-methods qualitative study is the first of its kind to define a core outcome set for informed consent for intervention. It defines what outcomes are of importance to key stakeholders in the consent process and is a forward step towards standardising future consent research.

The current focus on the quality of initial teacher education and effective preparation for the teaching profession requires an in-depth understanding of the challenges during professional experience placements. This qualitative study examined the perceptions of 179 pre-service teachers’ challenges prior to and during their professional experience placements. The online survey data were thematically analysed. The findings highlight challenges during two phases of placement: lived experiences prior to and during placements. An adaptation of Bronfenbrenner’s bioecological systems theory framed the participants’ perceptions of schools’ preparedness to engage with teachers before and during their placements. The theoretical framing of the investigation emphasises a context-conscious understanding of challenges such as open communication, well-structured guidelines, support, and management of multifaceted instructions from higher education providers. The key concerns identified were confidence, planning, behaviour management, time management, differentiation, and professional relationships. The paper concludes with suggestions to support pre-service teachers during placements.

The need for water quality improvement in nutrient surplus watersheds is a pressing issue on the agenda of some government agencies and environmental organizations. Including the water quality perceptions of different affected stakeholder groups in the decision-making process may help in addressing this issue. Unfortunately, there is a lack of published research focusing specifically on understanding how Arkansas stakeholders’ perceptions of water quality issues can be used to build and implement comprehensive and workable water quality management plans. Therefore, the objective of this study was to use a stakeholder-guided collaborative approach to help research and outreach personnel to understand water quality perceptions of key stakeholders and to integrate stakeholder engagement in both the decision-making process and in the implementation of water quality management strategies within the Lincoln Lake Watershed in northwest Arkansas. Two key stakeholder groups (i.e., Locals—residents and agricultural producers—and Outsiders—water quality specialist across the state) were surveyed to assess their perceptions regarding: 1) causes of watershed water quality problems, 2) parties responsible for water quality improvement, 3) effectiveness and affordability of best management practices to reduce water quality degradation, and 4) the stakeholders’ interactions with county, state and federal government. A total of 209 complete surveys (49% response rate) were received. Survey responses were compared to determine if significant differences existed between the two stakeholder groups’ perceptions of water quality performing Fisher’s exact tests. Results from the study showed that water quality is still perceived as an issue in the Lincoln Lake Watershed. Significant differences were found between the two stakeholder groups’ perceptions regarding: 1) different groups’ contributions to water degradation, 2) groups’ responsibilities for cleanup, 3) effectiveness of five best management practices, 4) affordability of four best management practices, and 5) what level of government (i.e., county, state, federal) best represents Locals’ water quality needs and concerns. The lessons learned from this collaborative approach helped identifying Locals’ important knowledge gaps regarding water quality and best management practices effectiveness. Consequently, awareness and education campaigns in conjunction with a stewardship recognition program were conducted to encourage appropriate water conservation strategies within the Lincoln Lake watershed and its adjacent areas.

Evaluation of resource allocation for undergraduate nursing professional experience placements coordination in Australian Higher Education; A cross-sectional study with descriptive qualitative thematic analysis

Towards achieving a net zero carbon building: A review of key stakeholders and their roles in net zero carbon building whole life cycle

Initial teacher education is designed to guide students through the theories and practices of teaching, with the objective of graduating classroom-ready teachers. The past 15 years have seen an increasing number of students in Australia gaining their education degrees through studying online, a mode that is effective in preparing teachers for today’s classrooms. ITE students spend time on professional experience (PEx) placements across their program of study. Many initial teacher education degrees commence PEx placements with students spending time in a school to observe classroom and teaching practice. This has been the process for many years, and while it is common, there are questions about the value for ITE students of beginning their PEx placements by completing observations in classrooms, when they may not have the experience to understand and reflect upon what they are observing. In 2016, as part of the initial NSW PEx Hub initiative, a new approach to observation PEx was proposed by the University of New England and their partner schools, in the form of an Online Demonstration School. This chapter presents a narrative account of the implementation of the Online Demonstration School, from the perspectives of the professional and academic staff involved. We set the context for this initiative within the complexities of PEx, review some of the current literature, highlight the ongoing challenges the project has faced, reflect upon outcomes, and end with a discussion of the way forward.

The Whole of Community Facilitator model provides support for healthcare students’ professional experience placements (PEP) in rural regions in Tasmania. In Tasmania, rural PEP is challenged as healthcare facilities are often small and have limited capacity for staff to devote considerable time to supervising students during PEP. Recruitment and retention of the rural health workforce in Tasmania is sometimes difficult because the island State is geographically distant from mainland Australia, and predominantly classified as a regional, rural, or remote area. The University of Tasmania, College of Health and Medicine (the College) explored various initiatives to support rural workforce sustainability, and the project discussed addresses this issue by promoting rural healthcare facilities as potential employment destinations for students upon completion of their course. The model supports the delivery of high-quality supervision to students whilst undertaking rural PEP, to foster positive experiences and potentially influence their future career choices. A successful exemplar was trialled in 2012 and implemented statewide in 2017 using a Whole of Community Facilitation (WOCF) model. The initiative supports host facilities, supervisors, host staff, and students and promotes positive placement experiences. The initiative was designed in consideration of Tasmania’s rurality, and uses a flexible and responsive framework.

Background: Successful completion of professional experience placement is a key factor for student progress through pre-licensure nursing programmes and subsequent registration as a nurse. Professional experience placement can be a time when students feel the impact of intersectional challenges, and is a point in which attrition occurs. A regional university partnered with their spatial analysis unit to create a customised, interactive, digital map application to support students undertaking professional experience placement. Purpose: This research aimed to identify whether a custom-designed digital map application reduced student self-perceived stress, promoted ongoing connection with theoretical learning, and facilitated more reliable access to internet technology during professional experience placement. Methods: An online survey using homogenous purposive sampling was used to gather data. Quantitative analysis used the Exact Wilcoxon-Pratt Signed Rank Test and the Kruskal-Wallis Rank Sum Test to further analyse the data in accordance with specific demographics. Conclusions: Difference between pre- and post-intervention response rates was suggestive, indicating that the map application contributed to improving students' experience in two key areas: self-reported personal, financial, and family stress; and ongoing connection with theoretical learning using technology while undertaking professional experience placement. Implications for Practice: This research evidences one way in which universities can support students during professional experience placement, opening opportunities for other disciplines who use work-integrated learning opportunities to explore the impact a customised digital map application may have on student experiences.