Allied Health Students Research Articles

Developing palliative care skills in undergraduate allied health students using an interprofessional simulation-based learning experience

Introduction: There is a growing need to prepare the health workforce to work collaboratively to meet the needs of people affected by life-limiting illness. Despite the call from industry for the inclusion of palliative care in undergraduate curriculum, there are few established methods to deliver this education for interprofessional student cohorts. Where clinical experience options are limited, the simulation-based learning experience (SBLE) offers a valuable experiential learning opportunity in the preparation of students to care for dying patients and their families. This research aims to examine the impact of SBLE on the level of allied health students' confidence in delivering palliative care. Methods: A quasi-experimental, pre-test/post-test design was used with 11-point rating scales to measure the change in levels of self-reported confidence in knowledge, providing care, preparedness, management and assessment of need, and professional and ethical practice among allied health students who participated in either a face-to-face or an online palliative care SBLE. Results: A total of 130 students participated in the SBLE in 2019 and 2020. A paired-sample t-test showed improvement post simulation, with mean differences ranging from 2.87 [95% CI 2.45–3.29] for knowledge to 3.2 [95% CI 2.79–3.60] for confidence. All categories were statistically significant (p < .05). Analysis of opened-ended questions indicated that after the simulation, students recognised the importance of a holistic focus and patient-centred care model. Conclusions: The SBLE improved levels of student perceived confidence for the delivery of palliative care. Educators are encouraged to use SBLE to support the development of graduate capabilities in palliative care in allied health students.

Exploration of the Impact of the COVID-19 Pandemic on Allied Health Students; Practice Placement Experiences

The COVID-19 pandemic was an unexpected event, significantly impacting global populations. Due to its sudden occurrence, it has affected pillars of world stability, namely, healthcare. Not only has it stretched healthcare systems beyond their capacity, but it has disrupted its daily protocols and activities. As a result, adaptations to tackle this pandemic have been implemented, putting healthcare education, specifically, practice placements as a lesser priority; affecting students in a myriad of ways. Nevertheless, guidance has now been provided to allow clinical placements to continue. However, these changes have potentially limited students in their learning, posing the question of clinical sufficiency and competency. Hence, this qualitative study aims to understand the specific changes to Trusts and how students adapted to fulfil their module criteria and learning outcomes. A convenience sample of physiotherapy and occupational therapy students was recruited; from it, 18 interviews were then conducted. Transcriptions, coding and thematic analysis identified four main themes of learning opportunities, organisational changes, adaptations and mental wellbeing, thus providing clarity regarding how students successfully completed and met their placement learning outcomes despite organisational changes. However, as a result of these changes, mental and physical wellbeing has also been affected. The findings did shed light on which changes were helpful and which needed modification. Hence, future research was suggested to gain a more holistic understanding of the needs of students and other effective coping mechanisms, providing a more balanced placement experience during these uncertain times.

An integrative review of the impact of allied health student placements on current staff’s knowledge and procedural skills in acute and primary care settings

BackgroundStaff shortages limit access to health services. The bidirectional benefits of allied health clinical placements are understood in the domains of student learning, health service delivery, and future workforce development. Still, the benefits to current workforce outcomes remain unknown. This review provides insights into the effects of allied health student placements in acute and primary care settings, particularly on healthcare staff's knowledge and procedural skills.MethodsThis search was based on the integrative review process established by Whittemore and Knafl in 2005. In October 2023, the first author (MH) searched five major electronic databases: Medline-EBSCO, PubMed, CINAHL, Embase, and Scopus. The CLUSTER model was used to track additional references. The first three authors (MH, SM, and SC) were involved in screening, quality appraisal, and synthesis of the studies. Data were thematically synthesised and analysed.ResultsMeSH headings and keywords were used in key search areas: health education, health professional training, clinical placements, and allied health professions. The systematic search yielded 12 papers on allied health student placements across various healthcare settings in rural and metropolitan areas, with no high-quality methodologies measuring student placements' impact on staff knowledge and skills. Four main themes were identified from the analysis: meaningful student integration in service delivery, targeted educational support to healthcare staff, development of staff procedural skills and confidence, and the mechanisms of why student placements work in this aspect.ConclusionsThis review suggests that offering allied health student placement could be a promising approach to supporting rural healthcare staff in performing patient assessments and treatments proficiently and collaboratively. However, this requires further investigation to confirm.

Prevalence of Body Dysmorphic Disorder in College- Going Students: A Quantitative Study

Introduction: Body dysmorphic disorder (BDD) is a psychiatric disorder that is characterized by a preoccupation with an imagined or slight defect. It is an underrecognized part yet relatively common and is considered a severe mental disorder that occurs globally. BDD is more common than is realized and causes significant distress and occupational impairment. Hence, it is important to understand the magnitude of occupational impairment in college students with BDD. Before identifying the occupational impairment in college-going students, we need to understand the prevalence of BDD amongst them. Aim: To measure the prevalence of BDD in undergraduate Medical and Allied Health college-going students. Settings and Design: Cross-sectional quantitative study design was used to conduct the study. Medical and Allied Health Students of Goa Medical College, Goa. Methods and Material: A convenient sampling method was used. A self-report, body image questionnaire was used, which has a sensitivity of 95.1% and a specificity of 71.6%. Statistical Analysis used: Data obtained and entered in a Google Excel sheet and analyzed in IBM Statistical Package for Social Sciences version 24.0 (SPSS, Inc., Chicago, IL, USA). Results: Out of the 378 students surveyed, 72.5% were female. Among the student population, 6.9% were found to have BDD. The male-to-female ratio among those with BDD was 1:5. Additionally, it was observed that approximately 61.5% of students who were under 21 years of age were likely to have BDD. Furthermore, it was noted that 45.8% of the total students surveyed experienced slight distress due to their physical features, while approximately 47.1% of students reported that they always avoided certain situations or activities because their features caused them distress. Additionally, 44.4% of the total student population expressed being slightly preoccupied with their physical features and thinking about them frequently. Moreover, approximately 25.1% of the overall student population stated that their features slightly affected their ability to work or study, indicating interference with their academic or professional pursuits. Conclusion: The data suggests that a significant portion of the surveyed population, particularly females, are susceptible to BDD. The disorder appears to affect a substantial percentage of students, with a higher prevalence among those under 21 years of age. Additionally, a considerable number of students report experiencing distress, avoidance behaviors, preoccupation with their physical features, and interference with their work or study due to these concerns. These findings highlight the importance of addressing mental health and body image issues among students and may warrant further investigation and support for those affected by BDD.

Knowledge and utilization of family planning services among tertiary students in Northern Ghana: The case of College of Nursing and Midwifery, Nalerigu.

Though tertiary students studying health-related programs are assumed knowledgeable about family planning, this does not always translate to increased use of family planning services. In a cross-sectional survey, this study assessed 411 nursing, midwifery and allied health students' knowledge of family planning, contraceptive use, perceptions, and factors affecting the utilisation of family planning services. Each student completed a 24-itemised questionnaire in a Computer-Assisted Personal Interviewing Survey. The data was analysed with Stata /IC version 16. Statistical significance was set at p<0.05. Overall knowledge of family planning was 99.7%, commonly gained in school (51.8%), followed by clinics and hospitals (41.4%). Only 21.7% of the students used family planning services. Menstrual cramps (57.9%), infertility (33.1%), and weight gain (32.5%) were the commonly perceived side effects of contraceptive use. The high proximity of participants to family planning service providers and lack of community, family, and partner acceptance of modern contraceptives were associated with underutilisation. Despite the high level of knowledge of family planning, the student's utilisation of family planning services was poor. To boost family planning service uptake among tertiary health students, it is essential to tackle barriers related to community, family, and partner acceptance. This can be achieved through educational programs that involve men in family planning discussions and by enhancing service accessibility.

Awareness and attitudes towards eye donation among medical and allied health students in Jeddah, Saudi Arabia.

Many national studies in Saudi Arabia have revealed a lack of knowledge about eye donation. The current study assessed awareness and attitudes towards eye donation among health faculty students in Jeddah, Saudi Arabia. It aims to increase their awareness as future healthcare providers are expected to raise general awareness to attain more local corneal donations. A cross-sectional study including 1,060 health faculty students was conducted at King Abdulaziz University. Data were collected through an online questionnaire that covered participants' demographics, academic year, knowledge, and attitudes regarding eye donation. Thirty-five percent of students had heard about eye donation, with the most common sources of information being social media (29%) and health workers (24%). Most respondents, 61% (n = 643), indicated willingness to donate their eyes after death. Of these respondents, 93% (n = 986), 6.8% (n = 72), and 0.2% (n = 2) had poor, fair, and good knowledge levels, respectively. A total of 66% (n = 696) and 34% (n = 364) had negative and positive attitudes, respectively. Students in this study showed low levels of knowledge and negative attitudes about eye donation. Students should be adequately educated about the significance of eye donation.

Physiological Knowledge Loss in Fourth-Year Nursing Students

There is a growing concern that nursing students struggle to retain adequate physiological knowledge throughout their program to meet their entry to practice competencies. However, how much and what knowledge is lost and when this occurs over a four-year undergraduate Bachelor of Science in Nursing program remains to be evaluated. Moreover, physiological knowledge retention has not been studied as extensively as anatomical knowledge retention in health care disciplines, including nursing programs (Narnaware, Y., 2021). Most of these studies are conducted after graduation (Aari et al., 2004) or focused on very limited systems (Pourshanazari et al., 2013). The present study aims to evaluate the level of physiological knowledge loss by nursing students in the fourth year between completing their physiology course in first-year nursing and fourth-year Critical Care nursing course . To evaluate physiological knowledge loss in the fourth year, nursing students were quizzed on ten organ systems using the online quizzing platform- Kahoot. Approximately nine to eleven knowledge and comprehension-level multiple-choice questions were delivered via kahoot. Then, these scores were compared to first-year quiz scores on the same content to determine overall knowledge loss over three years. Using SPSS II, the data was analyzed, and means were compared using 2-sample t-tests. The scores are described for each organ system by reporting the mean and standard deviation (±SD) with statistical significance set at P &lt; 0.05 for all tests. The mean score of questions from all organ systems in year one was 62.89 ± 10.49 (±SD). Comparing that score to matched test items evaluated in the Critical Care course, there is a decrease in the overall mean score from 62.89 ± 10.49 (±SD) to 47.69 ± 8.23 (±SD). This equates to a 15.2% knowledge loss or 84.8% retention rate within three years. Organ-specific knowledge loss was highest for fluid and electrolytes (30.7%), hormones (28.6%), defences (22.5%), and reproductive physiology (22.5%), followed by renal physiology (19.7%). Knowledge loss was comparatively lower for blood (15.9%), inflammation (11.2%), vascular (7.5%) and respiratory physiology (4.7%). However, this loss was lowest for digestive physiology (-3.7%). The results of this study demonstrate a lower level of knowledge loss overall, with variations in loss being system-specific. The level of knowledge loss in the present study was significantly lower than previously reported in medical and allied health students (Pourshanazari et al., 2013) and lowest than anatomical knowledge retention levels in the same population (Narnaware and Neumeier, 2021). However, compared to the third year, knowledge loss in the fourth year is not significantly different (Narnaware et al., 2021). Applied for Teaching Physiology Section- Travel Fellowship Award. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

EDUCATION FOR EXERCISE PROFESSIONALS, DELIVERED BY EXERCISE PROFESSIONALS: THE ACTIVE EDUCATION PROGRAM

CASE SETTING Experience as director of a young exercise physiology clinic has facilitated extensive supervision of practicum students and graduates. This exposure has highlighted the inconsistent learning opportunities offered in pilates exercise prescription. This is alarming given the emergence of recent findings that suggest pilates is beneficial in the management of various pathologies. TREATMENT/INTERVENTION “The Active Education Program” was developed in January 2023 to facilitate structured learning opportunities for allied health students, graduates and professionals, particularly in the prescription and delivery of pilates based exercise. The courses involved in the program provide professional development in matwork, reformer, other studio equipment and rehabilitation based pilates exercise. Course participants receive a workbook and online exercise library for each course. The foundations and learning outcomes of this program are also embedded in a self-developed exercise science and physiology student placement strategy. Participants were asked to complete a survey on course completion pertaining to resource quality, experience and satisfaction. RESULTS A total of 32 participants completed at least one course in 2023. The quality and volume of the online exercise library was rated as ‘exceeding expectations’ by 87.5% and 90.6% participants respectively. The majority of participants (93.8%) felt confident in their ability to prescribe and deliver a matwork pilates class following participation, while 84.4% felt the course provided a high value of contribution to their professional development. Finally, 100% of attendees felt they received enough feedback during the course. REFLECTIONS/LEARNINGS The Active Education Program has demonstrated high quality learning experiences and promoted industry readiness. Previous feedback has facilitated the refinement of content and delivery strategies for forthcoming courses. For example, future endeavours include offering an online delivery option to increase program reach. The program will continue to connect professionals and provide a network of support while providing a high quality of professional development.

Acceptance and Hesitancy of COVID 19 Vaccination Among Medical and Allied Health Students in India - A Pilot Study

Coronavirus disease 2019 (Covid-19) has had a lasting impact globally, resulting in an exponential rise in mortality and morbidity associated with it. In order to counteract this deadly disease, several Covid-19 vaccines were introduced in human trials. In the midst of lot of controversies regarding the efficacy of these vaccines, as well as the potential adverse effects experienced by the vaccinated individuals the questions of acceptance and hesitancy grew stronger. Since the medical and allied health students have access and understanding of evidence based research, their opinions would help in understanding the situation better. Hence, the aim of the present study was to learn about acceptance, hesitancy of Covid vaccination among health care students. A questionnaire-based online survey was conducted in India between 1st May 2021 and 12th July 2021. A total of 212 responses from health care students were obtained from various states. The questionnaire was circulated via social media platforms, which mainly included questions on acceptance, hesitancy, efficacy and adverse effects of vaccines available in India. Responses have been received from Maharashtra, Karnataka, Goa, Haryana, New Delhi, Chhattisgarh, Andhra Pradesh, Tamil Nadu, Kerala, Uttar Pradesh and Punjab. 61.8% of the responders were from the age group of 18-24. The review of this very important aspect is crucial which has been often neglected amidst the pandemic. This study may help in implementation of better public policies in future.

Insights into Shared Decision-Making in Interprofessional Teams for a Boy with Down Syndrome with Communication and Language Issues: Simulation-Based Training for Medical and Allied Health Students.

Shared decision-making is one key element of interprofessional collaboration. Communication is often considered to be the main reason for inefficient or ineffective collaboration. Little is known about group dynamics in the process of shared decision-making in a team with professionals, including the patient or their parent. This study aimed to evaluate just that. Simulation-based training was provided for groups of medical and allied health profession students from universities across the globe. In an overt ethnographic research design, passive observations were made to ensure careful observations and accurate reporting. The training offered the context to directly experience the behaviors and interactions of a group of people. Overall, 39 different goals were defined in different orders of prioritizing and with different time frames or intervention ideas. Shared decision-making was lacking, and groups chose to convince the parents when a conflict arose. Group dynamics made parents verbally agree with professionals, although their non-verbal communication was not in congruence with that. The outcome and goalsetting of an interprofessional meeting are highly influenced by group dynamics. The vision, structure, process, and results of the meeting are affected by multiple inter- or intrapersonal factors.

Positive change in intent to practice rurally is strongly associated with nursing and allied health students of metropolitan origin after rural clinical placement.

To: (1) assess whether rural clinical placements influence change in intention to practice rurally for nursing and allied health students, (2) to assess whether residential origin (metropolitan or rural) or university location (metropolitan or non-metropolitan) influence this change, and (3) assess residential origin of health professionals practicing rurally after graduation. Cross-sectional survey (2014-2022) conducted in Northern/Northeastern Victoria and Grampians region by nursing and allied health students completing rural clinical placements. Survey explored student placement satisfaction, intention to practice rurally and demographic information, with a follow-up two years' post-placement. Experience of a rural placement increased students' intention of practicing rurally. Importantly, 57% of metropolitan origin students studying at metropolitan campuses exhibited positive change. Logistic regression analysis suggested that after controlling for age, gender and satisfaction with placement and supervision, students of metropolitan origin at metropolitan campuses were 6.4 times more likely to report positive change in intent to practice rurally after placement than students of rural origin studying at non-metropolitan campuses.Follow-up data suggested that a substantial proportion of health professionals providing services in rural areas were of metropolitan origin. These findings concur that rural origin and rural training are important predictors of working rurally. Additionally, metropolitan students can change their intention to practice rurally after a rural placement. This study supports strategies to enhance intention to practice rurally that are not restricted to rural origin students to build rural workforce.

Study supports for rural mature-aged university health students: a Stakian multicase study

Background The participation and success of university health students in rural areas is critical in addressing the maldistribution of the rural health workforces internationally. Particular attention to the experiences of mature-aged health students is needed to build a sustainable rural health workforce, given the higher proportions of mature-aged university students in rural, regional and remote areas compared with metropolitan areas and rural mature-aged students wanting to stay in their communities. However, little is known about the kinds of supports rural mature-aged students require to succeed with their studies.Methods Drawing on rural standpoint theory and using structural inequality as a retention lens, we explored the current and potential supports that rural mature-aged nursing and allied health students require to successfully participate and complete their pre-professional university course. A Stakian multicase study was undertaken with cases at three rural university campuses in Australia. The data collection was primarily qualitative, with semi-structured interviews, campus surveys and focus groups involving 36 participants (including students, academic and professional staff, and placement supervisors).ResultsThis study found supports were provided formally and informally by the university, by the community and manifested by students. Several support gaps as well as potential supports to alleviate them were identified. These include formally acknowledging the mature-aged cohort and their diverse experiences and non-university commitments; fostering connections between mature-aged students; making university affordable; preparing mature-aged students for university; adapting course content and delivery; and restructuring placements for mature-aged students.ConclusionsWe argue that rural mature-aged nursing and allied health students require supports that are age-specific, appropriate to the community context, and harness existing relational processes of rural university campus activity. Rural university campuses need to involve rural mature-aged students and other stakeholders relevant to each context in the process of identifying and implementing student supports for this cohort.

Utility and challenges of ultrasound education for medical and allied health students in Asia.

Utility and challenges of ultrasound education for medical and allied health students in Asia.

Breaking Barriers and Building Confidence: Interprofessional Education's Impact on Allied Health Students' Competence and Self-Efficacy in Addressing Exercise Accessibility for People with Disabilities

Breaking Barriers and Building Confidence: Interprofessional Education's Impact on Allied Health Students' Competence and Self-Efficacy in Addressing Exercise Accessibility for People with Disabilities

Interprofessional education within a nurse practitioner led paediatric service: A multi-methods study

AimThis project explored whether a nurse practitioner led mobile paediatric screening service in early learning centres could incorporate allied health and nursing students and develop their confidence in interprofessional collaboration. BackgroundInterprofessional collaboration is essential for health professionals across all contexts of care, including early childhood screening and intervention that enables children to thrive. MethodsThis multi-methods study (pre-test/post-test design) was conducted with nursing, physiotherapy, occupational therapy and nutrition and dietetics students attending clinical placement within the nurse practitioner led mobile paediatric service. Data were collected via pre and post placement surveys (ISVS-21) and post placement semi-structured interviews. ResultsTwelve students participated from July to December 2022. Survey findings demonstrated students improved inter-professional socialisation and readiness, supported by qualitative findings that uncovered unique mechanisms for how positive experiences were achieved. Unique pedagogical elements included 1) the nurse practitioner’s professional attributes and 2) the mobile nature of the service leveraging learning opportunities within the shared commute. ConclusionsThis study provides proof-of-concept of a placement model that facilitates interprofessional collaboration in nursing and allied health students. Further research should explore longer-term outcomes and scalability.

Robust Interprofessional Clinical Education and Practice to Improve Health Equity

The purpose of this paper is to highlight innovative interprofessional clinical learning opportunities at a Nurse-led Mobile Health Clinic (MHC) that prepares nursing students and allied health students to care for diverse populations with a focus on screening for the social determinants of health (SDOH) and acting on positive screens. Our Nurse-led MHC provides free health screenings in partnership with food pantries and crisis ministries in urban and rural areas. We also provide self-management support classes for those with hypertension and/or diabetes.

Perceptions and experiences of health professionals when supporting adults with stroke to engage in physical activity

Background Understanding health professional perceptions and experiences when supporting post-stroke physical activity may assist with development of strategies targeting low physical activity observed in this group. The aims of this study were to explore health professionals’ perceptions and experiences of post-stroke physical activity, the barriers they experience and potential facilitators when supporting people with stroke to be active. Methods Ten focus groups were conducted with 57 health professionals (physiotherapists, occupational therapists, nurses, exercise physiologists, psychologists and sports scientists) and allied health students. Data were analysed via inductive thematic analysis. Results Health professionals were reluctant to recommend moderate intensity physical activity. Barriers included: (1) post-stroke barriers being varied and individual; (2) resources being under pressure and (3) physical activity goals falling through the cracks. Suggested facilitators included: (1) clearly defined roles, processes and environments which encourage activity; (2) funding for more staff; (3) improving health professional skills and confidence and (4) using internal motivation and social supports after stroke. Conclusions Post-stroke physical activity is a complex goal. Varied and individual barriers require tailored solutions. Health professionals report insufficient time, resources and skills to address these individual barriers as well as limited pathways to access physical activity support. Resource-efficient interventions and care models that allow routine strategies targeting post-stroke physical activity are required.

Interprofessional education collaborative: A pilot simulation project

BackgroundInterprofessional education (IPE) is fundamental to healthcare because good team functioning is associated with good patient outcomes, increased staff satisfaction, and high quality of patient care. This paper will discuss an IPE collaboration at a university in Southwest Georgia in partnership with the local health care facility with nursing students and a variety of allied health students. InnovationThe mission of the project was to facilitate interprofessional simulation opportunities and academic-practice partnerships among health care faculty, professionals, and students. The goals were to establish four interprofessional competency domains for collaborative practice: values/ethics, roles/responsibilities, interprofessional communication, and teamwork during an interdisciplinary simulation experience. ResultsAt the completion of the collaborative IPE, participants from the respective educational disciplines were able to appreciate the four interprofessional competency domains. More IPE simulations are recommended to enhance learners’ knowledge and skills. ConclusionThe collaboration among all health care students will lay the groundwork for more advanced learning activities and can offer immense opportunities for students to be “practice ready” graduates into the workforce which leads to improvements in patient outcomes.

The Effect of an Educational Intervention Program on the Knowledge, Attitudes, and Practices of Allied Health Students with Regard to Cardiopulmonary Resuscitation

The Effect of an Educational Intervention Program on the Knowledge, Attitudes, and Practices of Allied Health Students with Regard to Cardiopulmonary Resuscitation

Depression, Anxiety And Stress Among Medical And Allied Health Sciences Students At Sargodha Medical College

Objective: This study attempts to determine the frequency of depression, anxiety and stress and associated factors among medical and allied health sciences students of Sargodha Medical College. Methods: The nature of the study is cross-sectional, among 350 (175 each) medical and allied health sciences students of Sargodha Medical College. The students were recruited using convenient sampling. Socio-demographic information was recorded and depression, anxiety and stress were assessed using the depression, anxiety and stress scale (DASS-21). Statistical Package for Social Sciences (SPSS) version 24.0 was used for data entry and analysis. Results: The study shows that nearly half of medical students (53.1%) had depression, 69.7% had anxiety and 44% had stress; while among allied health sciences students, 60.6% were depressed, 73.7% had anxiety and 45.1% had reported stress. The mean depression score among medical students was 12.19 ± 9.98 and 13.29 ± 11.12 among allied health sciences students (p≤0.332). Conclusion: Based on the results, it is recommended that various methods should be adapted and prioritized for enhancing the mental health of the students to support and improve academic learning among students. Keywords: Depression, Anxiety, Stress, mental health, medical students, allied health students