Clinical Placement Research Articles

'Changing People's Hearts': The Lived Expertise Perspective of Communicating With Nursing Students at a Mental Health Clinical Placement.

Escalating rates of mental illness emphasise the necessity for sufficient and appropriate mental health services. However, stigma and discrimination remain and can be seen through the multifaceted ways nurses communicate. Clinical placements, where nursing students engage directly with individuals experiencing mental illness, are vital for addressing these challenges by fostering empathy and reducing stigma. This study aimed to explore how individuals with lived experience of mental illness experience the communication of nursing students during their participation in the mental health nursing clinical placement, Recovery Camp. Using a Heideggerian phenomenological approach, five individuals with lived experience of mental illness, referred to as Experts by Experience, participated in individual semi-structured interviews. van Kaam's psychophenomenological approach was used for data analysis. The findings highlight the importance of being Valued for My Lived Experience Expertise, which emerged as a central theme. The two primary themes were Communication and Engagement. Communication entailed students demonstrating Active Listening and Attributes and Engagement was seen through Actions and Behaviours and Rapport. The findings support the growing body of evidence highlighting the substantial impact of Experts by Experience on mental health nursing education. Integrating Experts by Experience into mental health nursing education enhances communication skills by improving students' understanding of mental illness directly from those who experience it. These changes are essential for advancing nursing education and improving mental health services.

Experiences of Intern Nurses Returning From Distance Education to Clinical Practice During the COVID-19 Pandemic: A Qualitative Study.

The present study aimed to understand the experiences of intern nurses returning to clinical practice after a year-long distance education during the pandemic. The study was conducted using the qualitative content analysis method. The participants were 32 intern nurses. The data included specific narratives on the experience of intern nurses returning from distance education to clinical practice during the pandemic. Data were collected through a total of four focus group interviews. Data analysis was conducted using an inductive qualitative analysis approach. The content analysis identified three main categories. The category 'Feelings during Clinical Practice' included the subcategories 'fear', 'uncertainty' and 'intolerance'. The category 'Challenges during Clinical Practice' included the subcategories 'sleep problems', 'alienation from clinical placement', 'lack of knowledge and experience', 'hospital staff', 'difficulty reaching nurse educator' and 'lack of protective equipment'. The category 'Suggestions for Clinical Practice' included the subcategories 'psychological support', 'case discussion and academic counselling' and 'protective equipment support'. The study revealed that intern nurses faced various challenges in clinical settings following their year-long distance education. The results may help nurse educators understand the experiences of intern nurses returning to clinical practice after a year-long distance education and determine the teaching strategies to be followed in specific situations like pandemics in the future.

Inclusivity in Practice Education: The Views and Experiences of Nurse Educators Supporting Nursing Students With Mental Health Needs in Mental Health Clinical Placements.

This study aimed to explore the perspectives and experiences of Nursing Practice Supervisors and Assessors, referred to as Nurse Educators, regarding their support for students with mental health needs during mental health clinical placements. A qualitative survey design was employed to delve into Nurse Educators' views and experiences at two Mental Health Trusts in the Southeast of England, UK. Data were collected using Google Forms to create an anonymous online questionnaire. Thirty-five Nurse Educators, comprising Practice Supervisors and Practice Assessors from two National Health Trusts, providing placements for two universities in the Southeast of England, responded to the survey. Thematic analysis was conducted to interpret the responses. Factors which facilitated and inhibited Nurse Educators efforts to supporting students' mental health needs during placements were identified. They encompassed personal, professional, and procedural issues which were intricately intertwined to support students with mental health needs. While most Nurse Educators expressed a willingness to support students with mental health needs, challenges regarding the reasonableness of adjustments and their impact on Nurse Educators' practice were widely reported. Recommendations include a review of learning arrangements, guidelines, and policies for students with mental health needs in clinical placements, as well as tailored training of students' inclusive needs for Nurse Educators. No patient or public contribution.

A Unique Simulation Methodology for Practicing Clinical Decision Making.

While bedside teaching offers invaluable clinical experience, its availability is limited. Challenges such as a shortage of clinical placements and qualified teaching physicians, coupled with increasing medical student numbers, exacerbate this issue. Simulation-based learning encompasses varied educational values and has the potential to serve as an important tool in medical students' education. In this study, we evaluate a new Clinical Decision Making Integrated Digital Simulation (CDMIDS) method that was developed in order to enhance the clinical decision-making competency and self-confidence of medical students early in their clinical training through practicing fundamental core skills. The study compares 108 4th-year medical students' questionnaire responses pre-/postself-assessments following practice of a new clinical decision-making simulation methodology. Results indicate a positive participant experience, with the simulation perceived as a valuable platform for practicing integrated bedside decision making. Notably, participants demonstrated a statistically significant increase in willingness to make clinical decisions. The simulation contributed to enhanced knowledge, professional skills, and self-confidence in clinical decision making. The use of a CDMIDS method integrates clinical decision making as part of early medical school curriculum. Moreover, the method boosts learners' professional confidence, self-directed learning, and additional experiences. The method is flexible and can be applied in any medical school, especially those with limited resources, by making specific, localized modifications.

Essential Primary Health Care Skills: Virtual Simulations for Nurse Practitioner Education.

Practice-based learning is essential in nurse practitioner (NP) education to ensure public safety and prepare students for independent practice. However, lack of clinical placement opportunities results in variability in clinical experience, necessitating educational innovation. To evaluate the usability, engagement, and impact of the Essential Skills for Nurse Practitioners virtual simulations (VS). Four VS covering concussion management, Medical Assistance in Dying (MAiD), memory concerns in older adults, and prescribing medical cannabis were evaluated across 3 Canadian universities using self-assessment competency rubrics and the Classroom Instructional Support Perception (CRiSP) scale. Competencies improved significantly across all VS, with highest improvement in concussion management. CRiSP results indicated high usability and engagement with all VS, underscoring their effectiveness. Findings indicate VS can enhance students' readiness to manage complex clinical situations and help address clinical placement shortages.

How can we more efficiently train new users of echocardiography?

Abstract Background/Introduction Improving uptake and accessibility of echocardiography necessitates more efficient training. Current training programmes are focused around expert mentorship, clinical practicals, and lectures. All of these are resource-intensive, and difficult to scale. Research into the way humans learn has consistently found that techniques such as spaced testing and interleaving of subjects, deliver superior retention - even of complex topics. These can be most easily and cost-effectively delivered online. Purpose To test how quickly students learn using an online platform, utilising contemporary teaching methods, made freely available to individuals within the NHS. Methods We designed our platform to facilitate interactive questioning of medical images, and performing interpretive and measurement tasks within echocardiography (Picture 1). We piloted it in two phases. In phase one, to establish the acquisition of knowledge and skills without our platform, we recruited non-cardiology trainee doctors with daily access to a handheld cardiac ultrasound device, but without formal teaching. They received 5 consecutive 21-question quizzes, delivered by email and text at weekly intervals. Each quiz was balanced to include knowledge questions, such as anatomy identification; and interpretive questions, including grading ventricular function, chamber size, and valve disease severity. No feedback was provided. To provide a benchmark, 3 experts undertook the same quizzes. In phase two, we opened up to anyone interested in learning echocardiography. In addition to the optimised quizzes, these participants received daily 21-question training modules. Results 7 participants enrolled in phase one. They showed no improvement in test performance across the 5 weeks (+2% per week, 95% CI -2% to 6%, p=0.33). Questions which proved to be properly constructed (scores of 100% for experts) yet "too easy" (scores of 90% or higher for learners) were eliminated, and not used for the testing phase. 12 participants enrolled in phase two. All worked through the modules at their own pace (of those who did all 19 quizzes, time taken ranged from 6.6 to 15.6 weeks; median 14.3 weeks). Participants showed significant improvement over time (+11% per week, 95% CI, p<0.001). Those who took the quizzes later into any training programmes they were undertaking in parallel did not outperform those who took them earlier (p=0.89). For LV function, participants showed little improvement over time (+9% per week, 95% CI -13% to +51%, p=0.23); but after undertaking a 5-quiz module on LV function, test scores increased 36% (95% CI 0% to 74%, p=0.05) from the previous week. Conclusions Our findings suggest that key skills in echocardiography can be efficiently learnt outside of the lecture theatre or clinical environment. Furthermore, precious time spent in the echo lab or on clinical placement might be more efficiently utilised by completing our online modules ahead of time.

Emotional and psychological experiences of nursing students caring for dying patients: an explorative study at a national referral hospital in Uganda

BackgroundCaring for dying patients is associated with psychological trauma, strong emotions and enormous stress for nursing staff and nursing students who are reliable health care providers in such difficult situations. Nursing students involved in End-of –life care need to work through these emotions during clinical placements. This study explored the lived experiences of nursing students caring for the dying patients at Mulago national referral hospital.MethodsAn explorative study was conducted using in-depth interviews among fifteen 3rd and 4th year undergraduate nursing students of Makerere University college of Health sciences. Data was audio recorded, verbatim transcribed and thematically analyzed using Atlas. ti version 6 software.FindingsTwo themes emerged from students’ narratives of their emotional and psychological experiences while caring for dying patients; (1) Psychological and emotional reactions, (2) Coping mechanisms. The sub-themes under Psychological and emotional reactions were; feelings of anger, triggers of anxiety symptoms, triggers of sadness and guilt feelings. The sub themes under coping mechanisms were; peer to peer support through interacting with each other about the experiences, engagement in problem solving, distancing from patients, spirituality and engaging in personal stress reducing activities.ConclusionNursing students experience various negative psychological and emotional reactions but devise different coping mechanisms to overcome them. There is need for development of clear guidelines on orientation of nursing students caring for dying patients, emphasis on building their emotional intelligence and more research on effectiveness of end of life educational interventions to mitigate the anticipated negative psychological and emotional reactions.

The lived experience of women studying nursing online in regional, rural and remote areas: an integrative literature review

BackgroundThere is a critical shortage of registered nurses working in regional, rural and remote Australia. It is the people from these areas that are most likely to address this shortage. This research therefore sets out to explore the question “what is known about the experiences of regional, rural and remote Australian women undertaking a Bachelor of Nursing program delivered online?”.MethodsThe methodology was an integrative literature review which included: 1) problem identification, 2) literature search, 3) data evaluation, 4) data analysis and 5) conclusion. Articles identified as part of the review explored different aspects of the research question.ResultsUsing thematic analysis, it was possible to extrapolate four interrelating themes: (1) juggling ‘women’s work’ and study, (2) the online learning environment is isolating, (3) the cost of clinical placement, and (4) maintaining overall wellness while studying.ConclusionThe literature consistently failed to explore the intersection of the complex challenges facing these students. What is important about this integrative literature review, however, is that the themes identified provide a small and incomplete insight into the experiences of such women, and with a workforce shortage already in play and students continuing to withdraw from their studies, there is a need to find a way to better serve regional, rural and remote Bachelor of Nursing students and their communities.

Facilitators and barriers to interprofessional learning, collaboration, and identity development during interprofessional internship in rehabilitation care: A qualitative study

ABSTRACT The growing complexity of care and healthcare workforce shortages in the Netherlands necessitates exploring interprofessional collaboration (IPC). However, the predominant single-professional education may result in a professional identity (PI) among healthcare students, which may not support successful IPC. Internships in student-run interprofessional learning wards (SR-IPLW) could foster interprofessional identity (IPI) development. There is a need for a better understanding of the intricacies involved in learning to work collaboratively, particularly when undergraduates are still shaping their professional identities. Our aim, therefore, was to identify facilitators and barriers for interprofessional education (IPE), IPC, and identity development among 21 healthcare students during a 20-week clinical placement on a SR-IPLW in rehabilitation medicine. An action-based prospective study using grounded theory analysis of nine focus groups across three semesters identified 17 theoretical codes. These codes are elaborated in a conceptual model highlighting facilitators and barriers for IPC and identity development, emphasizing the importance of fostering feelings of relatedness, competence, and autonomy. There are indications that professional and interprofessional identities changed during the internship. Implications for preceptors are delineated, showing the importance of personal relationships and elements of a positive learning climate.

Augmented Reality Navigation System Enhances the Accuracy of Spinal Surgery Pedicle Screw Placement: A Randomized, Multicenter, Parallel-Controlled Clinical Trial.

The pedicle screw insertion technique has evolved significantly, and despite the challenges of precise placement, advancements like AR-based surgical navigation systems now offer enhanced accuracy and safety in spinal surgery by integrating real-time, high-resolution imaging with virtual models to aid surgeons. This study aims to evaluate the differences in accuracy between novel AR-guided pedicle screw insertion and conventional surgery techniques. A randomized controlled trial was conducted from March 2019 to December 2023 to compare the efficacy of AR-guided pedicle screw fixation with conventional freehand surgery using CT guidance. The study included 150 patients, aged 18-75, with 75 patients in each group. The total number of pedicle screws planned for the clinical trial placement was 351 and 348 in the experimental and control groups. The safety and efficacy of the procedures were evaluated by assessing screw placement accuracy and complication rates. In the full analysis set (FAS) analysis, the difference in the excellent and good rates of screw placement (experimental group - control group) and 95% confidence interval was 6.3% [3.0%-9.8%], with a p value of 0.0003 for the superiority test. In the FAS sensitivity analysis, the success rate was 98.0% (344 out of 351) in the experimental group and 91.7% (319 out of 348) in the control group, with a difference and 95% confidence interval of 6.3% [2.9% and 9.8%, respectively]. In the per-protocol set (PPS) analysis, the difference in the excellent and good rates of screw placement between the experimental and control groups, and the 95% confidence interval was 6.4% [3.3%-9.5%], with a p value of 0.0001 for the superiority test. In the actual treatment set (ATS) analysis, the excellent and good rates of screw placement were 99.1% in the experimental group and 91.7% in the control group. The difference in the excellent and good rates of screw placement (experimental group - control group) and 95% confidence interval was 7.3% [4.1%-10.6%], with a p value of < 0.0001 for the superiority test. The AR surgical navigation system can improve the accuracy of pedicle screw implantation and provide precise guidance for surgeons during pedicle screw insertion.

A Systematic Review of the Evidence for Using Simulation to Replace Clinical Experience for Paramedic Students

Background In health professions education there is a shortage of clinical training opportunities and an increasing demand for workers, creating a need for alternative methods to clinical placements. One alternative method to replace clinical experience is simulation-based education. Currently, the efficacy of simulation as a clinical replacement in paramedicine is unknown. To understand the current state of evidence for substituting clinical experience with simulation in paramedic education, provide implications for SBE implementation, and direct further research in this area a systematic review, following the PRISMA checklist guide, was conducted. Methods Five databases were searched. Primary source studies of all designs investigating replacing clinical experience in paramedicine were included, with eight articles assessed for eligibility screening. Three studies were selected for final inclusion, quality assessment and critical appraisal. Results Inter-rater reliability was good for the quality assessment and quality appraisal ratings were moderate to strong, though the articles were of low levels of evidence. None of the studies directly addressed whether simulation-based education can be used as a clinical replacement, though both learners and program directors found value in simulation and felt a combination of simulation and clinical time was best. Communication skills and high-acuity low-frequency situations were identified as most appropriate for simulation substitution. Discussion The findings of the systematic review indicate a willingness to engage in simulation to replace some clinical experience and certain skill areas that could be suitable for simulation, but no practical recommendations can be made due to the low level of study design based on the levels of evidence and lack of evidence for direct clinical substitution. Simulation as a replacement for clinical experience has support in other health professions, but further research is needed in paramedicine to investigate its efficacy and to inform future educational practice.

The ongoing impact of COVID-19 on the clinical education of Australian medical radiation science students.

The COVID-19 pandemic has had a significant and ongoing impact on health care, particularly for medical radiation science (MRS) professionals. There exist many studies that describe the negative effects of clinical placement restrictions and access to universities on the well-being of all health professional students during the pandemic. There also exists evidence of changes to MRS student teaching and impacts to students and academic clinical educators; however, there exists a paucity of research that investigates how changes have affected the performance of students within the clinical environment and entering the workforce. This study surveyed workplace MRS clinical educators within Australia to gather their perspectives regarding the impact of COVID-19 on student clinical education. A descriptive study comprising an online structured survey of 44 questions was provided to Medical Imaging and Radiation Therapy Clinical Educators across Australia. A total of 55 survey responses were received. Of note, respondents described heavy reductions to student intake capacity, losses of clinical placement time, a noted theory-practice gap and possibility of sites 'failing to fail' students. Negative impacts to all domains of MRPBA professional capabilities, as well as a perceived unpreparedness to meet the MRPBA capabilities were described. There was general agreement that graduating students will require supportive periods upon entry into the profession. This study highlights the considerable impact of changes to the education and training of MRS students in response to COVID-19. The results pose a real concern for a generation of MRS students affected by the COVID-19 pandemic.

Exploring nursing students’ learning experiences within tripartite meetings in nursing home clinical placements: a qualitative study using video-stimulated recall interviews

BackgroundNursing students’ clinical learning is premised on experiences in clinical placements in nurse education, with the processes and outcomes of tripartite meetings among the student, nurse preceptor and teacher being central components. The tripartite meetings form the basis and framework for stakeholders’ dialogue and collaboration and have the central purpose of facilitating student learning and development and assessing the students’ achievement against predetermined learning outcomes for the placement period. Students’ experiences with tripartite meetings seems to be an underexplored field, and therefor this study aimed to explore first-year nursing students’ learning experiences within tripartite clinical placement meetings in nursing homes.Design and methodsA qualitative explorative and participatory approach was adopted in this study, using the video-stimulated interview method “stimulated recall— dialog and reflection”. This method is based on video recordings with subsequent interviews, where video excerpts were used to support reflection and dialogue. Twenty-one video-stimulated recall interviews were conducted with first-year nursing students (n = 7) to explore their learning experiences within the tripartite meetings.FindingsData was analysed using reflexive thematic analysis as described by Braun and Clarke. Four themes were identified: (1) the importance of structure and preparedness; (2) supportive relations and dialogue essential for learning; (3) a possibility to create a common learning focus; and (4) assessment needs to be comprehensive and performance focused.ConclusionsThis study highlights that tripartite meetings can be an excellent forum to support the nursing students’ learning process in their clinical placements. Still, consistent and systematic approaches to clinical placement supervision and assessment need to be developed continuously. Therefore, the study’s findings suggest that targeted efforts are warranted to optimise and enhance the learning potential offered in tripartite meetings in clinical education, such as paying a greater attention to the start-up conversation and facilitating comprehensive supervisory and assessment content in the meetings.

Shielding our angels: Tackling workplace bullying against nurses working in community environments

Background &amp; Aim: Community health nursing plays a vital role in promoting health across diverse settings but faces challenges such as workplace bullying, which significantly impacts nurses' well-being and job satisfaction. Addressing these issues is essential to ensure safer working environments and improved care quality in Oman and globally. This study aims to examine the prevalence and experiences of workplace bullying against community nurses in Oman. Methods &amp; Materials: This study utilized a descriptive cross-sectional design with convenience sampling, involving 197 community nurses who completed the questionnaires. That consists of demographics and the adopted form of the Experience of Bullying during Clinical Placement questionnaire, The survey was distributed via online link from September to October 2023. Results: The author distributed 230 questionnaires, and 197 participants replied, giving an 85.65 % response rate. Out of them, seventy-one percent experienced community-based bullying, primarily verbal (35.7%) and emotional (33.6%) abuse, mostly from Occupation/institution employees (33.6%). While 71.1% were aware of the reporting system, underreporting was common due to perceived inaction and unclear procedures (65%). Alarmingly, 71.1% intended to leave their jobs, underscoring the urgent need for stronger measures against workplace bullying among nurses in Oman. Conclusion: The research found that 71.1% of community nurses in Oman experience recurring workplace bullying driven by employment and social factors. Nurses face mistreatment and are dissatisfied with reporting and organizational responses. Alarmingly, 71.1% want to leave, risking healthcare quality. Comprehensive measures are needed to improve safety, reporting, training, and coordination to protect these frontline workers.

Exploring the effects of financial stress on undergraduate nursing students in Scotland.

The sharp increase in the cost of living in the UK over the past few years has affected all populations, including higher education students. Many higher education students, including nursing students, are experiencing financial difficulties and concerns, which adversely affect their mental health and can cause them to consider leaving their course. This article reports the findings of an online survey undertaken in one university in Glasgow, Scotland, that aimed to explore the effects of financial stress on second and third-year nursing students. Most respondents had experienced financial worries since starting their preregistration nursing degree programme; many were concerned about the cost of living, and financial worries adversely affected their academic performance and clinical placements. The authors suggest there is a need for a collaborative partnership between universities and practice placement areas to adopt a student-centred approach to identifying solutions to nursing students' financial concerns as well as a review of the available funding for this cohort.

Student nurses' learning of practical skills in hospital placements: Perspectives of registered nurse mentors.

To gain insights into the perspectives of registered nurse mentors on the practical skill learning of second-year student nurses during hospital placement by examining the mentors' experiences and expectations. Clinical placement is a cornerstone of bachelor nursing programmes. It is a vital platform for students to transfer, apply, and enhance practical nursing skills learned. During clinical placement, registered nurse mentors play a crucial supervisory role in student nurses' practical skill learning. However, a gap exists in understanding the mentors' perspectives on practical skill learning during placements in hospital environments. We used a qualitative, exploratory, and descriptive research design. Ten registered nurse mentors responsible for student supervision at two hospitals in southern Norway were included. Ten individual interviews were conducted. Ten interviews were audio-recorded and transcribed. A systematic text condensation analysis was performed. The following four categories were identified: 'experiences vs. expectations in practical skill knowledge', experiences vs. expectations of engagement', 'experiences of attitudes' and 'experiences and expectations of emotions'. This study deepened our understanding of issues concerning student nurses' practical skill learning during clinical placement from the perspective of registered nurse mentors. The results emphasise the complexity of learning practical skills and are associated with categories including knowledge, attitudes, engagement, and emotions. These results underscore the multifaceted nature of practical skill learning and highlight the need for comprehensive strategies to effectively address these areas in nursing education, setting the stage for future investigations and potential policy changes in this domain. Registered nurse mentors' perspectives towards student nurses' practical skills.

Shifting Student Attitudes of Gerontology Nursing: A Quasi-Experimental Evaluation of a Clinical Educator Programme.

Enduring shortages in the gerontology nursing workforce are projected to increase as demand for services for older persons grows. Recruitment of Registered Nurses in gerontology is further hindered by negative perceptions held by students towards nursing older people. To determine whether a professional development activity designed to assist clinical supervisors to build the mentorship capacity of care staff in residential aged care facilities could positively improve their clinical learning environment and improve student attitudes towards working with older adults. A quasi-experimental, non-equivalent pretest-posttest control group design. Clinical settings in which participants were undertaking an older person-focused clinical placement. A purposive sample of 466 first-year undergraduate nursing students. Forty-seven students responded to both the pre- and post-placement surveys. The intervention comprised four professional development sessions delivered to clinical supervisors supervising nursing students during clinical placement across three residential aged care facilities. Pre- and post-placement surveys measured Student Perceptions of Working with Older People (SPWOP). The modified Clinical Learning Environment Inventory (CLEI) was included in the post-placement survey to measure student perceptions of the clinical placement learning environment. Control group participants reported higher pre-placement SPWOP scores yet showed no significant improvement in score post-placement; however, the intervention group reported a statistically significant increase in SPWOP score post-placement. Modified CLEI results revealed the control group reported higher levels of engagement in the learning environment, yet the intervention group reported greater motivation to learn. An intervention designed to build staff mentorship capacity in gerontology care settings can positively influence student perceptions of working in gerontology. Despite these positive gains, results indicated that students who undertook placement at the intervention sites were less engaged. This disparity illuminates the need for continued efforts to build staff mentorship capacity in older person-focused clinical learning environments to improve student experiences and perceptions of gerontology nursing. Further research that engages directly with unregulated healthcare workers in geronotological care settings could provide new insights into what this cohort need to become effective mentors and shift student nurse attitudes towards caring for older adults.

The impact of anxiety on undergraduate generation Z nursing students during clinical placement: A narrative synthesis.

In the contemporary educational landscape, nurse education has been confronted with multidimensional challenges, both in the classroom and clinical learning environments. Anxiety amongst nursing students has been on the increase globally with many students seeking counselling and therapies. The range of stressors students are exposed to affects not only their physical health but also their mental health. The study aimed to explore how anxiety impacts undergraduate Gen Z nursing students in clinical placement. Following Arksey and O'Malley (2005); Peters et al., 2020) review framework, an eight-step literature review was conducted. In February 2023, seven electronic databases -CINAHL, PsycArticles, Proquest Psychology Journals, Web of Science, PubMed, ERIC and Nursing and Allied Health Database were searched. A textual narrative synthesis was conducted. From a total of 10 international studies, two main themes were generated from the synthesis (i) The impact of clinical learning environment on anxiety and (iii) Measures taken by students to overcome anxiety and seek support. Anxiety is an issue for current and future pre-registration or undergraduate nursing students. Universities and practice placement providers need to ensure mechanisms support positive coping strategy development for all aspects of psychological wellbeing. Recommendations are offered. Northumbria University.

Ongoing Challenges in Clinical Precepting: Exploring Solutions for the Shortage of Clinical Practicum Placements for Diagnostic Medical Sonography Students in Canada

There continues to be an ongoing shortage of diagnostic medical sonographers in Canada. While much focus has been placed on educational institutions opening more spots in their competitive entry programs, this priority ignores a critical piece of the puzzle—the availability of clinical preceptors required to provide the mandatory clinical training for these students to obtain their Canadian Clinical Skills Assessment (CCSA) competencies. Students must obtain their CCSAs to be eligible to write the Sonography Canada written examinations and gain entry-to-practie in the field. To continue to train competent sonographers and open more clinical practicum placements in Canada, clinical preceptors require increased support and training, both from educational institutions and the facilities they work for. The lack of adequate professional training in teaching skills, a lack of scanning time, and minimal support for clinical preceptors has led to a scarcity of clinical spots for sonography students, undermining students’ training and impeding their ability to acquire essential hands-on scanning experience required to meet the Sonography Canada entry-to-practise requirements.

Enriching surgical theatre competence through computer-based simulation.

Radiographers support the multidisciplinary team by facilitating medical imaging within the operating theatre environment. This project aimed to enhance student readiness for clinical competency in operative theatre imaging by implementing an authentic C-arm simulator for students to use prior to attending clinical placement. This study followed a pre-post, quantitative study design. Medspace.VR© CA is a computer simulation software which allows users to produce radiographic images using a virtual 'C-arm' imaging scanner, within a 3D operating theatre environment. Educational workshops were followed by Likert-scale surveys to ascertain perspectives relating to student satisfaction, engagement, knowledge and skill enhancement, and reflections on behavioral changes following engagement with the simulator. The post-simulator survey demonstrated favourable scores were favourable in terms of student enjoyment (94% agreed or strongly agreed), skill development (94%), anatomical knowledge (63%), operation of the machine (94%) and its relevance to the radiographer's role (100%) and professional capabilities (87%). Most students found the program's instructions to be straightforward (81%). Questions relating to confidence also demonstrated favourable results, with students highlighting perceived greater confidence in their abilities (87%) and the theatre environment (61%). When asked whether the C-Arm simulator is just as effective as hands-on placement experiences, 50% of participants disagreed or strongly disagreed with this statement. The C-arm simulator enabled our students to engage in authentic, scenario-based cases within simulated settings, mirroring conditions encountered in clinical practice. Overall, the findings highlight positive levels of perceived development and satisfaction. Future studies should evaluate objective knowledge and skill development within the clinical setting. Simulator use in this context prior to clinical placements, has the potential to reduce anxiety, increase satisfaction and expedite skill acquisition.