Placement Coordinators Research Articles

College Management System

This project focuses on the developing a College Management System that will offer a systematic interface for maintaining the records of the students, staff, and general college information. The system provides a centrally located platform to various stakeholders, like students ,faculty, head of sections ,placement coordinators and the principal. It will also facilitate the college administrator's generation of notifications to staff and students. Key functions include timetable management, complaint resolution, and appointment approvals, which the Head of the respective Section will handle. Faculty members are responsible for updating the assignments, and attendance records of students, and generating course-related notifications, while students through this platform can access their profiles, raise complaints, view attendance, and even request event approvals. The principal is responsible for escalating complaints, scheduling meetings with section heads, and approving events or programs. Finally, the Placement Coordinator generates and informs about job opportunities and manages campus recruitment notifications. The system is meant for efficient record-keeping across sections like faculty leave requests, and student complaint management and ensures the smooth movement of information within the department. Keyword: College Management, Student Records, Staff Information, Notifications, Time Table, Complaint Handling, Program Approval, Attendance, Assignments, Leave Requests.

“Here It Is Not Like at Home”: Cross-Cultural Competencies for Midwives

Cross-cultural competence in midwifery practice is an important skill when caring for childbearing women from different cultural backgrounds. Cross-cultural competence has many definitions and technical, professional, and personal skills vary by profession. In the midwifery profession it can be achieved through improved education curricula, greater faculty and student diversity, and the opportunity for students and faculty to participate in global placements. At the University of British Columbia (UBC), the Division of Midwifery has developed a 6-8 week Global Midwifery placement as an option during the end of the third year of the program. Students who experience a global placement face many challenges and a thorough orientation on local custom and expectations should occur. The benefits of an international placement experience are numerous, including increased cultural sensitivity and awareness of global health issues, skills to adapt to a low-resource environment and improved communication skills. Planning for an international placement program is discussed in this article from the perspective of an overseas placement coordinator and tutor.

Placement Application for Department of Commerce with Computer Applications (Navigator)

The project's goal is to provide a proposal for the college's "DEPARTMENT PLACEMENT APPLICATION". The system is an application that, with the right login enabled, can be accessed and used efficiently across the entire organisation. The college's Department Placement Coordinator and Placement Cell can utilise this system as an application to manage student placement data. Students who log in should be able to upload a résumé with their personal and academic details on it. This project's primary feature is its one-time registration capability. The ability to keep track of student details is something our project offers. It lowers manual labour and paper work, which saves time. MYSQL is used for the backend and PHP is used for the front end of this project. This will give both the placement officer and students an accurate communication channel and reduces repetitious work that has to be carried out.

Midwifery students’ experiences of their clinical internship placement during the COVID-19 pandemic in Ireland: A qualitative descriptive study

ObjectiveTo explore the impact of the COVID-19 global pandemic on midwifery students’ experiences of clinical internship placement in the final year of their midwifery programme. DesignA qualitative descriptive study was conducted following ethical approval. Four online focus groups were facilitated. Setting and participantsTo prepare for autonomous practice, BSc Midwifery students in the Republic of Ireland (RoI) undertake a 36-week internship in the final year of their programme. Midwifery students (n = 15), from one Higher Education Institute (HEI), who were undertaking internship across two clinical practice sites volunteered to participate in the study. FindingsFour overarching themes were identified: Fear and uncertainty of internship in the context of a pandemic, Consequences of COVID-19 within the clinical environment, Student supports, Opportunities and challenges during internship. Working within a health care environment dominated by the presence of COVID-19 had significant consequences for the students and their provision of care for women and families. Students were challenged with managing increased responsibility within the context of COVID-19 practice requirements and restrictions. Students balanced their need to progress to autonomous practice, whilst acknowledging their needs as learners. COVID-19 also brought unexpected benefits, which included enhancing students’ ability to develop relationships with women in their care, and students described a sense of belonging within the midwifery team. Key conclusions and implications for practiceMidwifery students identified internship, during the COVID-19 pandemic as challenging and stressful. However, students also portrayed a sense of pride in their achievements. Support structures assisted students to cope during this period which included peer support, protective reflective time (PRT) in the HEI and support from clinical placement coordinators in midwifery (CPC-Midwifery) within clinical placements sites. It is essential that these support structures continue within midwifery educational programmes. Promoting peer support in a more formal support structure may need consideration. These support structures need to be protected and enhanced during unprecedented times, such as the COVID-19 pandemic.

What counts? A Delphi consensus-based approach to interpreting accreditation standards for Direct Client Activities in clinical psychology and clinical neuropsychology programs

ABSTRACT Objective Despite operating from the same professional accreditation standards, discrepancies in what is recorded as Direct Client Activities (DCA) in postgraduate psychology trainee logbooks have been noted across training programs in Australia. The aim of this study was to create a consensus-based list of DCA to guide the completion of trainee logbooks while undertaking practicums in clinical psychology or clinical neuropsychology. Method A modified Delphi approach was used to gather data across three rounds. Two expert panels, representing the two areas of practice endorsement (AoPEs), rated the degree to which they agreed or disagreed with a range of activities being recorded as DCA in trainee logbooks. Activities with over 80% agreement or disagreement during any round were accepted or rejected from the final list, respectively. Results Sixteen activities for clinical psychology and 30 activities for clinical neuropsychology were endorsed by the expert panels. Only nine activities across the two panels did not reach consensus over the three rounds. Conclusions This study has created a list of consensus activities within these two AoPEs which will facilitate benchmarking activities, and reduce confusion and anxiety for trainees, supervisors, and placement coordinators. Discrepancies do, however, remain across the AoPEs, warranting further clarification and definition refinement.

Exploring the Use of an Electronic Competency Assessment Document Using iPad Minis to Assess Clinical Practice Competency in a Preregistration Nursing Program: A Cross-sectional Feasibility Study.

The aim of this study was to explore the feasibility of using iPad minis as a method of completing competency assessment in clinical practice. Digital technology helps to revolutionize all aspects of our lives. The use of digital technologies in clinical practice can facilitate a move toward a more flexible learning environment and enable students to adapt in a rapidly changing, interconnected world. The introduction of electronic clinical booklets in practice placements could facilitate the sharing of clinical information through connected healthcare systems, thus improving the student experience. A cross-sectional design was used in this study. A sample of BSc nursing students (n = 53) and clinically based healthcare professionals (n = 27) (preceptors and clinical placement coordinators) participated in this study. Data were collected using a modified version of Garrett and colleagues' instrument, the System Usability Scale, a demographics questionnaire, and three open-ended questions. There was a significant difference between the students and preceptors/clinical placement coordinators across all items with higher proportions of students (ranging from 66% to 75.5%), indicating that they agreed or strongly agreed with the reliability, ease of use, and effectiveness of the device in assessing their clinical competency (ranging from 11.1% to 40.7%). In addition, the iPad minis were found to be smaller, lighter, and easier to carry than paper-based booklets and encouraged students to access timely online learning resources during placement to help augment their learning. The use of iPad mini to complete the electronic competency assessment document as a replacement for a paper-based system to assess clinical practice is feasible. The introduction of electronic assessment documents should incorporate a robust training plan and standard operating procedures.

Subject-Specific Modeling of Implant Placement for Type I Thyroplasty Surgery.

Type I thyroplasty is widely used to improve voice production in patients affected by unilateral vocal fold paralysis. Almost two-thirds of laryngologists report using Silastic® implants to medialize the vocal fold, with implant size, shape, and location determined experientially. However, post-surgical complications arising from this procedure (extrusion, migration, resizing) necessitate revision in 4.5-16% of patients. To improve initial surgical outcomes, we have developed a subject-specific modeling tool, PhonoSim, which uses model reconstruction from MRI scans to predict the optimal implantation location. Eleven vocal fold sample sides from eight larynges of New Zealand white rabbits were randomized to two groups: PhonoSim informed (n = 6), and control (no model guidance, n = 5). Larynges were scanned ex vivo in the abducted configuration using a vertical-bore 11.7T microimaging system, and images were used for subject-specific modeling. The PhonoSim tool simulated vocal fold adduction for multiple implant location placements to evaluate vocal fold adduction at the medial surface. The best implant placement coordinates were output for the 6 samples in the PhonoSim group. Control placements were determined by the same surgeon based on anatomical landmarks. Post-surgical MRI scans were performed for all samples to evaluate medialization in implanted vocal folds. Results show that PhonoSim-guided implantation achieved higher vocal fold medialization relative to controls (28 to 55% vs. - 29 to 39% respectively, in the glottal area reduction), suggesting that this tool has the potential to improve outcomes and revision rates for type I thyroplasty.

The invisible work of co-creating disability access in work integrated learning.

Promoting health equity necessitates the diversification of healthcare workforces. Disability is one aspect of diversity that is increasing in healthcare. While the number of Disabled students in health professions increases, barriers in their work integrated learning (WIL), such as placements in hospitals or clinics, persist. While literature has addressed some of these barriers, there is less known about the social processes that enable access in work integrated learning when it does occur. Therefore, an interdisciplinary team from design, geography, occupational science, nursing, occupational therapy, critical disability studies, and knowledge mobilization explored questions regarding social processes involved in WIL accessibility in clinical settings. The team conducted twenty-five in-depth interviews with 4 placement coordinators, 8 placement supervisors, 6 access professionals, 4 education leaders (e.g. Deans) and 3 healthcare leaders (e.g. site education leaders) from two hospitals and two universities in eastern Canada. The team's collaborative thematic analysis of participant narratives constructed four themes regarding the invisible work clinical and academic educators engage in to create access: putting in extra time, doing emotional labour, engaging in relational work, and navigating complexities. This labour is unrecognized and optional, and therefore its result-access to education-is inequitably distributed. Educators, policy makers, and institutions need to know how access is created in WIL to promote diversity within health professions and systems.

Professional practice placement as a unique challenge for students with disabilities in health and human service educational programmes

ABSTRACT Students with disabilities face barriers to full participation in Health and Human Service (HHS) programmes. Few studies have focused on students’ experiences in practice placements, an aspect of HHS programmes which yield unique barriers. This study aimed to understand the barriers that disabled students in HHS programmes experience during practice placements and their perspective of how to better support and accommodate them. Disabled students from 12 HHS programmes at a Canadian university and 14 Canadian occupational therapy programmes were invited to participate in a survey about their placement experiences. Eighty-two students responded to the survey. Of these, eleven volunteered to engage in follow up interviews. Results showed that students with disabilities are navigating accommodation practices that frequently lack communication, clarity, ease of use and are structured in ways that are less conducive to ever-changing practice environments. Students expressed relying on relationships with practice educators and placement coordinators to facilitate their accommodations. However, negative attitudes and stigma complicate these processes. Collaboration across HHS programmes is needed to develop clear and effective placement accommodation procedures. Those who support disabled students in placement should receive education on supporting students with disabilities and legal obligations of accommodation. Students may benefit from advocacy and disclosure skill education.

102 Mayo Clinic Rochester, MN Hub Placement Process for Clinical Research Coordinators

OBJECTIVES/GOALS: Mayo Clinic implemented a CRC Placement Hub to improve hiring experiences for candidates and hiring managers. Candidates apply to a centralized posting. A Placement Coordinator handles administrative and screening responsibilities, allowing hiring managers to focus on selecting best candidates. METHODS/STUDY POPULATION: The CRC Placement Hub was implemented in phases. Initially, first and second interviews were conducted using Zoom and hiring manager utilization of the Hub was voluntary. Positive candidate and hiring manager feedback shifted Hub utilization to the standard practice and hiring managers must request an exception to post separately for unique candidate requirements. The third phase progressed to utilizing the HireVue hiring platform. Qualified candidates are invited to complete an on-Demand interview at their convenience, which hiring managers utilize to select candidates to continue through the interview process. HireVue utilization has decreased time to fill metrics for CRC candidates. RESULTS/ANTICIPATED RESULTS: The intentions for the CRC Placement Hub are to offer a positive hiring experience for candidates and reduce administrative burden for the hiring managers, while maintaining autonomy of hiring decisions. Additional purposes for the Hub are to increase the candidate pool by developing recruitment pipelines and decrease overall timeline to fill an open position. Qualitative and quantitative metrics were established to monitor performance. Metrics depict positive experiences for candidates and hiring managers, and decreased timelines to fill open positions. Candidate pools continue to increase as the Hub Placement Coordinator holds off-campus and online recruitment events. DISCUSSION/SIGNIFICANCE: The CRC Placement Hub provides candidates a positive experience, allowing them to apply to one posting but considered for all open positions. The Hub decreases administrative burden for hiring managers, allowing them to focus on critical aspects of candidate selection and managing clinical research.

Honey bee introductions displace native bees and decrease pollination of a native wildflower.

Introduced species can have cascading effects on ecological communities, but indirect effects of species introductions are rarely the focus of ecological studies. For example, managed honey bees (Apis mellifera) have been widely introduced outside their native range and are increasingly dominant floral visitors. Multiple studies have documented how honey bees impact native bee communities through floral resource competition, but few have quantified how these competitive interactions indirectly affect pollination and plant reproduction. Such indirect effects are hard to detect because honey bees are themselves pollinators and may directly impact pollination through their own floral visits. The potentially huge but poorly understood impacts that non-native honey bees have on native plant populations combined with increased pressure from beekeepers to place hives in U.S. National Parks and Forests makes exploring impacts of honey bee introductions on native plant pollination of pressing concern. In this study, we used experimental hive additions, field observations, as well as single-visit and multiple-visit pollination effectiveness trials across multiple years to untangle the direct and indirect impacts of increasing honey bee abundance on the pollination of an ecologically important wildflower, Camassia quamash. We found compelling evidence that honey bee introductions indirectly decrease pollination by reducing nectar and pollen availability and competitively excluding visits from more effective native bees. In contrast, the direct impact of honey bee visits on pollination was negligible, and, if anything, negative. Honey bees were ineffective pollinators, and increasing visit quantity could not compensate for inferior visit quality. Indeed, although the effect was not statistically significant, increased honey bee visits had a marginally negative impact on seed production. Thus, honey bee introductions may erode longstanding plant-pollinator mutualisms, with negative consequences for plant reproduction. Our study calls for a more thorough understanding of the indirect effects of species introductions and more careful coordination of hive placements.

Co-creation of a student-implemented allied health service in a First Nations remote community of East Arnhem Land, Australia.

To co-create a culturally responsive student-implemented allied health service in a First Nations remote community and to determine the feasibility and acceptability of the service. Co-creation involved a pragmatic iterative process, based on participatory action research approaches. Feasibility and acceptability were determined using a mixed-method pre/postdesign. The service was in Nhulunbuy, Yirrkala and surrounding remote First Nations communities of East Arnhem Land, Northern Territory, Australia. Co-creation of the service was facilitated by the Northern Australia Research Network, guided by Indigenous Allied Health Australia leadership, with East Arnhem local community organisations and community members. Co-creation of the day-to-day service model involved local cultural consultants, service users and their families, staff of community organisations, students, supervisors, placement coordinators and a site administrator. A reciprocal learning service model was co-created in which culturally responsive practice was embedded. The service was feasible and acceptable: it was delivered as intended; resources were adequate; the service management system was workable; and the service was acceptable. Health outcome measures, however, were not appropriate to demonstrate impact, particularly through the lens of the people of East Arnhem. Recommendations for the service included: continuing the reciprocal learning service model in the long term; expanding to include all age groups; and connecting with visiting and community-based services. The co-created service was feasible and acceptable. To demonstrate the impact of the service, measures of health service impact that are important to First Nations people living in remote communities of northern Australia are required.

The Benefits, Challenges and Impacts of Telehealth Student Clinical Placements for Accredited Health Programs During the COVID-19 Pandemic.

IntroductionDespite the advantages of telehealth, there has been a reluctance in its widespread adoption. During the COVID-19 pandemic, telehealth services and related placements increased internationally. Yet, there is currently limited research on the use of telehealth for student clinical placements.AimTo explore the perceived benefits, challenges, and impacts of telehealth placements for key stakeholders (clients, students, clinical educators, and placement co-ordinators) in allied health courses.MethodsStakeholder experiences with telehealth placements, undertaken within an Australian Allied Health University Clinic, were explored in virtual focus groups held between November 2020 and March 2021. These discussions used semi-structured interview questions, were audiotaped and transcribed verbatim. They were then thematically analyzed independently by two researchers, then cross-checked for consistency, using a qualitative descriptive approach, with reflexivity applied.ResultsTwenty-six stakeholders from six allied health disciplines participated in seven homogeneous focus groups. Three themes were identified: (1) telehealth placements support competency development and graduate employability; (2) telehealth placements enable students to provide person centered-care; and (3) telehealth placements enabled innovation.ConclusionTelehealth placements can make a valuable contribution as part of an overall placement program within accredited health courses and offer distinct advantages to student learning outcomes.

Unveiling how Clinical Nursing Education can be Improved in Northern Ghana: The Perspectives of Key Informants.

IntroductionClinical nursing education is an important component of the professional development of nursing students. Key informants such as nursing lecturers, nurse managers and clinical placement coordinators play an essential role in clinical education.PurposeThe purpose of the study was to explore the perspectives of key informants on how the current state of clinical nursing education in Northern Ghana can be improved.MethodsThe study used an exploratory qualitative design. Sixteen participants were purposively selected and data were collected through face-to-face individual interviews. Data were analysed using framework analysis.FindingsThe study findings indicate that clinical nursing education can be improved by decreasing the overcrowding of students in the clinical setting, decreasing the theory-practice gap and providing relevant material resources in the clinical facilities. Also, nursing education institutions can improve clinical nursing education by equipping the skills laboratories, engaging an adequate number of lecturers, and carrying out clinical accompaniment.ConclusionThere is a need to improve clinical education through collaboration between nursing education institutions and clinical facilities. Effective collaboration will ensure the planning of clinical placement to avoid overcrowding, provision of continuous professional development programmes for preceptors and improvement in clinical supervision. Also, the provision of material resources in skills laboratories and clinical facilities to enhance clinical teaching should be given priority.

Marŋgithirri guŋga'yunarawu ga guŋga'yunyarawu marŋgithinyarawu Learning to connect and connecting to learn: Preparing the rural and remote allied health workforce through a co-created student-implemented service in East Arnhem, Australia.

To explore the process of learning for allied health students providing a student-implemented service for older Yolŋu in remote East Arnhem, Northern Territory, Australia. An exploratory qualitative study following an 8-week student-implemented service. Nhulunbuy and Yirrkala and surrounding remote Aboriginal communities of the East Arnhem Region of the Northern Territory. Data were collected from: 4 students who implemented the service; 4 professional supervisors, 3 placement coordinators, a Yolŋu cultural consultant and a care manager from a local community organisation, all of whom supported implementation of the service; and 7 older Yolŋu and their families who were recipients of the service. A student-implemented service for older Yolŋu delivered by allied health students from James Cook University. Clinical, cultural and pastoral supervision and support was provided by Flinders University, James Cook University, Indigenous Allied Health Australia and 2 Yolŋu cultural consultants and 2 local community organisations. Semi-structured interviews with those who implemented, supported and received the service. Data were analysed thematically using an inductive approach. 'Learning to connect and connecting to learn' described how allied health students were learning to provide a service for older Yolŋu. Four interrelated processes connected their learning: 'preparing and supporting', 'bonding and responding', 'growing and enriching' and 'working and weaving'. The co-created student-implemented service provided a unique learning opportunity for allied health students on how to provide a culturally safe service in a remote Aboriginal community in northern Australia.

Ensuring an Essential Supply of Allied Health Professions (AHP) Placements: Using Crowdsourcing to Develop a National Call to Action

Sustainable growth in the Allied Health Professions (AHP) workforce is an ambition of the United Kingdom’s NHS Long Term Plan. However historically, access to good quality placements has been a barrier to increasing pre-registration training numbers. This article focuses on work carried out by Health Education England (HEE) to gain insights on the impact of the COVID-19 pandemic on capacity. Using a pragmatic, embedded mixed-methods approach, insights were gathered using an online workshop, crowdsourcing, open for two weeks in the summer of 2020. AHP placement stakeholders could vote, share ideas or comment. Descriptive data were extracted, and comments made were analysed using inductive thematic analysis. Participants (N = 1,800) made over 8,500 comments. The themes identified included: diversity of placement opportunity, improved placement coordination, a more joined-up system, supervision models and educator capacity. Alongside considering the challenges to placement capacity, several areas of innovative practice owing to the pandemic were highlighted. Generated insights have shaped the aims and objectives of the Health Education (HEE) pre-registration AHP student practice learning programme for 2020/2021 and beyond. The COVID-19 pandemic has disrupted the delivery of AHP placements. In the absence of face-to-face activities, crowdsourcing provided an online data collection tool offering stakeholders an opportunity to engage with the placement capacity agenda and share learning. Findings have shaped the HEE approach to short-term placement recovery and long-term growth.

Data-driven Exploration of Engagement with Workplace-based Assessment in the Clinical Skills Domain

The paper presents a multi-faceted data-driven computational approach to analyse workplace-based assessment (WBA) of clinical skills in medical education. Unlike formal university-based part of the degree, the setting of WBA can be informal and only loosely regulated, as students are encouraged to take every opportunity to learn from the clinical setting. For clinical educators and placement coordinators it is vital to follow and analyse students’ engagement with WBA while on placements, in order to understand how students are participating in the assessment, and what improvements can be made. We analyse digital data capturing the students’ WBA attempts and comments on how the assessments went, using process mining and text analytics. We compare Year 1 cohorts across three years, focusing on differences between primary vs. secondary care placements. The main contribution of the work presented in this paper is the exploration of computational approaches for multi-faceted, data-driven assessment analytics for workplace learning which includes:(i) a set of features for analysing clinical skills WBA data, (ii) analysis of the temporal aspects ofthat data using process mining, and (iii) utilising text analytics to compare student reflections on WBA. We show how assessment data captured during clinical placements can provide insights about the student engagement and inform the medical education practice. Our work is inspired by Jim Greer’s vision that intelligent methods and techniques should be adopted to address key challenges faced by educational practitioners in order to foster improvement of learning and teaching. In the broader AI in Education context, the paper shows the application of AI methods to address educational challenges in a new informal learning domain - practical healthcare placements in higher education medical training.

Post-Stroke Adaptation of Lateral Foot Placement Coordination in Variable Environments.

Individuals with stroke often have difficulty modulating their lateral foot placement during gait, a primary strategy for maintaining lateral stability. Our purpose was to understand how individuals with and without stroke adapt their lateral foot placement when walking in an environment that alters center of mass (COM) dynamics and the mechanical requirement to maintain lateral stability. The treadmill walking environments included: 1) a Null Field – where no forces were applied, and 2) a Damping Field – where external forces opposed lateral COM velocity. To evaluate the response to the changes in environment, we quantified the correlation between lateral COM state and lateral foot placement (FP), as well as step width mean and variability. We hypothesized the Damping Field would produce a stabilizing effect and reduce both the COM-FP correlation strength and step width compared to the Null Field. We also hypothesized that individuals with stroke would have a significantly weaker COM-FP correlation than individuals without stroke. Surprisingly, we found no differences in COM-FP correlations between the Damping and Null Fields. We also found that compared to individuals without stroke in the Null Field, individuals with stroke had weaker COM-FP correlations (Paretic < Control: p = 0.001, Non-Paretic < Control: p = 0.007) and wider step widths (p = 0.001). Our results suggest that there is a post-stroke shift towards a non-specific lateral stabilization strategy that relies on wide steps that are less correlated to COM dynamics than in individuals without stroke.

Animal Assisted Intervention at The Nelson ARK: A social work placement reflection

The involvement of animals in aspects of social work assessments and interventions has been touted as a positive development. Yet, little attention has been given to the potential for animal involvement in social work education and training. This practice reflection describes social work student placements at The Nelson ARK, where Animal Assisted Intervention (AAI) is employed in programmes for youth. Social work placement coordinator, Letitia, and The Nelson ARK manager, Karen, provide the background to this initiative, while students, Tessa and Brooke, share a snapshot of their placement experiences that highlight a fresh appreciation of human–animal relations. From our collective experiences, the authors propose that field education in services that provide AAI affords novel and valuable learning for social work students.

How Methods Instructors and Program Administrators Promote Teacher Education Program Coherence

Although a growing body of scholarship points to the importance of teacher education program coherence, few studies focus on the ways in which teacher education program directors, field placement coordinators, and methods course instructors foster program coherence. This mixed-methods study draws on interview data from four teacher education program directors, seven field placement coordinators, and 25 elementary mathematics and English language arts methods course instructors at four large, public research universities, as well as survey data from 305 elementary teaching candidates at those universities. Using a coherence framework, we analyze differences across programs in the degree to which teaching candidates perceived their programs as having clear visions and high levels of program coherence. We also describe ways in which program directors, field placement coordinators, and methods instructors described and promoted shared visions across courses and between courses and field experiences. Implications for teacher education programs and research are discussed.