Clinical Field Experiences Research Articles

Creating personalized partnerships across diverse districts

PurposeThis work aligns with two of the following NAPDS Essentials: Clinical Preparation and Learning and Leading. The authors collaborated with district partners to determine how to best meet their needs. Additionally, our institution continues to develop a reciprocal relationship; pre-service teachers can hone skills during the clinical field experience, and the university will better support the professional development initiatives of districts with whom we partner. Clinical field assignments are designed with intentionality to align with the needs of our districts. Consequently, pre-service teachers will be better equipped to immerse themselves in the field experiences and effectively address the diverse needs of students. The authors will continue to engage our preservice and in-service teachers and personalize supports.Design/methodology/approachA needs assessment was conducted to determine the most appropriate supports for our district partners. A survey was disseminated, and individuals ranked their area for support. The authors followed up with in-service teachers and district leaders to discuss specific strategies that could strengthen academic achievement and social emotional development. Additionally, the data were used to determine how to better equip teacher candidates to serve in the partner districts.FindingsTwo programs that have been highly successful have been the Teacher Assistant to Teaching Professional program which is a specialized grow your own and bringing high school students to campus that are interested in becoming educators their junior year, lastly, the use of Mixed Reality Simulations to strengthen educator preparation. Creating diverse partnerships is not a one-size-fits-all approach in every district. Needs assessment and ongoing conversations are needed to ensure both the district and the Educator Preparation Program are able to support pre-service and in-service teachers along with the needs of PreK–12 students.Originality/valueThis paper highlights diverse approaches to strengthening partnerships and the teacher pipeline.

376 CARDIAC CONTRACTILITY MODULATION: A NEW THERAPY FOR HEART FAILURE

Abstract Introduction Cardiac Contractility Modulation is a therapy for chronic Heart Failure patients with EF 25-45% in sinus rhythm with QRS < 130 ms clinically symptomatic (NYHA Class > II) despite optimised medical therapy. It is made possible by the implantation of the OPTIMIZER SMART® device. The CCM works by delivering a non-excitatory high-energy bipolar signal, synchronised with local electrical activity (or cooperating with another pre-existing CIED), in the absolute ventricular refractory period, by means of two actively fixating leads, positioned in the interventricular septum and spaced at least 1-2 cm apart. Purpose Assessment and feedback of the CCM therapy process in patients with dilated cardiomyopathy. Educational update for health professionals. Patient education. Method A Pubmed search correlated with clinical data and field experience was performed. Results Patients with severe Dilated Cardiomyopathy already on optimised medical therapy. The mechanism of action demonstrated a remodelling of the left ventricle with a so-called 'metabolic' therapy. In CCM therapy, electrical stimulation is delivered to the heart muscle during the absolute refractory period. In this phase, electrical signals activate the mobilisation of calcium ions in cardiomyocytes. CCM signals applied during the absolute refractory period cause an increase in cytosolic calcium during systole, resulting in improved cardiac contraction without an increase in oxygen consumption. Conclusions CCM therapy has shown to improve contractility and cardiac performance improving the quality of life of patients undergoing this treatment by reducing symptoms of fatigue and dyspnoea; it has reduced the number of hospitalisations for moderate to severe heart failure. Healthcare professionals recognise The typical ECG of a patient implanted with a CCM device shows a 'spike' in the absolute refractory period of the cardiac cycle: the 'R wave' of the QRS complex without being alarmed. The patient has been trained to be autonomous in charging. OPTIMIZER SMART® is recharged externally with a weekly rechargeable battery through a mini induction charger, rechargeable by itself.

1124 THORAFLEX HYBRID AS FROZEN ELEPHANT TRUNK

Abstract Introduction Dissection and aneurysms of the aorta are pathologies that greatly compromise the prognosis of patients. By examining these pathologies in the area under consideration, knowing that they also subject the epiacortic arterial structures to this dilation, an endovascular solution was sought that would reduce the long and risky times of surgery. A hybrid operation that is implemented is that of the Thoraflex™ implant. During cardiac surgery, the replacement of the ascending aorta, whether by dissection or aneurysm, is incorporated with the endovascular implant with this state-of-the-art prosthesis that can circumscribe the problem to the descending thoracic aorta. This device has three outlets that will play the role of the supraortic arteries. Purpose Assessment of patients for the treatment of aneurysms and chronic thrombosed dissections of the aortic arch and describe the effectiveness of this treatment. Method A Pubmed search related to clinical data and field experience was performed. Results Patients with different aortic pathology were treated and evaluated. The recovery, compared to the classic surgery, was faster due to the lower exposure to extra-body circulation and a reduced surgical time. Conclusions Thoraflex™ hybrid as frozen elephant trunk presents a cutting-edge option and a valid alternative for the treatment of complex aortic pathologies. It is clear how much, despite the surgery, the risks of stroke, of infections due to the procrastination of the operation are considerably reduced and above all how the mortality rate has been reduced, making the approach to a pathology that is usually treated less complex in an emergency.

Clinical Field and Alternative Clinical Practice Experience in a Pandemic Situation of Nursing Students Who Have Experienced Clinical Practice before COVID-19.

This study aimed to understand the experiences of nursing students who experienced clinical practice before the outbreak of COVID-19 on clinical field practice and alternative clinical practice adopted during the COVID-19 pandemic. A phenomenological study was conducted on 14 graduates who experienced clinical field practice and alternative clinical practice during a pandemic. Data were collected using individual in-depth interviews that were semi-structured. Data were analyzed according to Colaizzi’s procedure. As a result of data analysis, five themes and 17 sub-themes were selected. The five themes were: alienation during the process of clinical practice change, regret caused by alternative clinical practice, alternative clinical practice as a supplementary measure, difficulties due to COVID-19, non-replaceable clinical field practice. It is necessary to consider using alternative clinical practices to complement the clinical setting and improve the quality of clinical practice in the post-corona era. To this end, it is necessary to supplement the disadvantages of alternative clinical practice, such as reduced concentration and lack of sense of presence, by applying integrated education using Edutech.

Building Primary Preservice Teachers’ Identity as Engineering Educators

The purpose of this qualitative case study was to investigate how two primary preservice teachers built their engineering education identities during a clinical field experience that emphasized engineering education. More specifically, we explored the development of their engineering education identities while facing unforeseen circumstances and unfamiliar engineering content. We used a nested qualitative case study approach that was bounded by a university practicum field experience that took place at the height of the COVID-19 pandemic. Data sources included preservice teacher interviews and reflective field notes. We found that the preservice teachers faced a series of contextual factors in the clinical experience that both afforded and constrained professional learning opportunities that influenced their identity development. The affordances made professional learning opportunities possible, while the constraints limited professional growth. We also found that it was the negotiation of the factors, where the preservice teachers worked to mitigate the effect of the constraints while maximizing the advantages of the affordances, that had the greatest influence on their engineering pedagogical knowledge and engineering teaching self-efficacy. Findings from this study could provide teacher educators with insight into preparing primary teachers for unexpected challenges when teaching engineering, as well as how to best prepare engineering-efficacious teachers.

The knowledge of cardiac catheterization among the staff nurses working in a cardiac unit

Cardiac catheterization is performed to evaluate coronary artery disease, valvular heart disease, congestive heart failure, and/or certain congenital (present at birth) heart conditions, such as atrial, septal defect or ventricular septal defect, when other less invasive types of diagnostic tests indicate the presence of one of these conditions. Many of the studies and researcher’s own experience reveal an inadequate knowledge among the staff nurses. Hence the researcher wants to improve the knowledge of staff nurses regarding cardiac catheterization by using a Structured Teaching Programme. research approach: For the present study, evaluative research approach. research design : For the present study, research design selected is one group pre -test and post- test design. In pre-test the level of the knowledge score 50% of the staff nurses have average knowledge, 32% of the staff nurses have good knowledge, 18% of the staff nurses have poor knowledge about the cardiac catheterization And in post test the level of the knowledge score of the staff nurses that is 80% of the staff nurses have excellent knowledge and 20% have good knowledge about cardiac catheterization. Area-wise analysis of the knowledge score of pre test level Analysis reveals that the total mean score was 18.5which were 54.4%of the maximum score. Area-wise analysis of the knowledge score of post test level Analysis reveals that the total mean score was 28.42 which were 83.6% of the maximum score. There is a significant association between the post-test knowledge with the demographic variables like Years of experience in clinical field and cardiac unit.

Learning in Practice: What Preservice Teachers Report Learning about Writing in a Middle School Role Based Field Experience

ABSTRACT Despite the importance of learning to teach writing, many preservice teachers do not take a writing course as part of their teacher preparation. For those universities that do offer a writing methods course, teacher educators face challenges in designing responsive and rigorous clinical experiences especially since writing is often under taught in middle and high schools. This qualitative study examines supportive clinical field experiences where preservice teachers apply and enhance what they learned in their methods courses. This study examined PSTs’ experiences learning about practice in practice when provided with specific roles to enact in the field: Lead Teacher, Secondary Teacher, Participation Partner, and Notetaker. Preservice teachers taught writing in teaching teams, once a week for seven weeks in an eighth-grade classroom. Preservice teachers responded to two open ended questions via google forms following their weekly field experience. In total, they made 377 comments within three categories: Understandings about Teaching (n = 169, 45%), Students (n = 90, 24%), and Writing (n = 118, 31%). A deeper analysis revealed that the roles made an important contribution to their learning by supporting their practice in practice and providing nuanced and rich opportunities for learning about the teaching of writing. Findings from this study demonstrate that preservice teachers benefit from collaborative field experiences learning about different aspects of how to teach writers when inhabiting different roles.

Accountable Care Organization: Is It Early Approach in Saudi Arabia?

Accountable Care Organization (ACO) is trying to evolve all around the world moving towards and keeping cost-effective at a minimum, providing a better quality of care and improving health outcomes in a patient-centered manner, adopting technology to organize and coordinate care between health care network, primary health care and hospitals to facilitate care and management, monitoring, and reporting quality and cost data to track patient across health care providers by allowing access to patient electronic medical file, and avoiding duplication of services and prevent medical errors. Objectives and Aims: The main objectives of this study is to find out the association of demographic data and the level of knowledge, attitude and confidence of the physicians of various age, gender, specialty, area of work and their clinical and administrative field experiences. This is to assess the ability to establish a successful basement to build a new trend in healthcare system “Accountable Care Organizations” (ACOs) in Saudi Arabia. Results: This prospective and cross-sectional study was conducted on 321 physicians with an average age of 42.8 ±11 SD. Results showed the average score for knowledge of all respondents was 65.2 out of 100 with ±15.7 SD. The overall average of the modes of the attitude was 6.8 out of 10; While the overall average of the modes of the confidence was 5.9 out of 10. Conclusion: This study was conducted to assess physicians’ knowledge, attitude and confidence toward implementation of ACO in Saudi Arabia. The current study suggested that there was no significant difference between the level of knowledge of ACOs between males and females and between the specialties (consultant, specialist, or resident). Results showed that there was no significant difference in attitude between males and females neither there was a significant difference between different specialties consultants, specialists and residents. Moreover, those physicians with administrative experience had better attitudes towards ACO than those with clinical experience. Males showed higher confidence compared with females. There were similarities in results with no significant changes between consultants, specialists and residents with predominantly average mode of what is considered as moderate confidence. This study is confirming that Saudi Arabia is ready for the transformation and vision of 2030 to adopt the ACO health care system with this knowledge, attitude and confidence of the Saudi physicians.

The "new normal" for medical education during and post-COVID-19.

After outbreaks in more than 110 countries, the World Health Organization declared COVID-19 a global pandemic on the March 11, 2020, heralding unprecedented challenges in medical education. Our aim is to provide a descriptive overview of the impact of COVID-19 on medical education worldwide and to assess its future repercussions. Worldwide, medical students were removed from clerkship training. Clinical skills and practical procedure training transitioned to being online, and in some cases, postponed. Medical educators scrambled to convert the curriculum into online formats. Access to Internet, technology, and computer education posed resource allocation challenges in developing countries and further widened the disparities in medical education. Even in countries where the framework and funding were available to support the online transition, debatably, this arrangement can lead to disparities in clinical skills, bedside manner, and field experience among pre- and post-COVID-19 medical graduates. Challenges extend beyond undergraduate medical education to include the medical licensing process of international and national postgraduates. The international community of medical educators needs to collaborate to drive the future of medical education, as the world adapts to the "new normal."

Supporting Practitioner Inquiry in Teacher Education: Opportunities and Challenges in ESOL Contexts

Formal preparation and professional development with an explicit focus on the teaching of English to Speakers of Other Languages (ESOL) is essential. Thus, teacher preparation programs play a vital role in meeting this pressing need. Practitioner inquiry has the potential to be a powerful anchor in clinical field experiences for teacher candidates working with emergent bilingual/multilingual students (EB). The purpose of this paper is to present practitioner inquiry as a promising pedagogical practice for teacher education, drawing from examples of implementation in an elementary, preservice teacher preparation program that leads to state credentialing in ESOL. Opportunities and challenges related to the use of this practice with teacher candidates, as well as recommendations, are discussed. Keywordspractitioner inquiry, professional development, teacher education, English to Speakers of Other Languages (ESOL), bilingual/multilingual students

Initial Investigation of a Reality Therapy Model of Clinical Supervision

A single-case research design was conducted to evaluate a reality therapy driven model of clinical supervision as an effective modality for increasing supervisee report of counseling skill use and counseling self-efficacy. Three white, female participant supervisees from the United States received reality therapy driven site supervision during part of a nine-week clinical field experience. The findings indicated that for two of the three participants, self-report of skills and self-efficacy significantly increased during the reality therapy driven supervision phase, while accounting for the supervisees’ predicted growth trend. The third participant did not have a significant change in self-report of skills or self-efficacy; however, all three participants evaluated the reality therapy driven supervision process positively, stating that the model promoted self-evaluation and accountability. The results indicate that reality therapy driven supervision may be an effective model for some supervisees. Discussion includes implications for supervision practice and future research.

The Development, Validation and Implementation of a Professional Disposition Instrument for Educator Preparation Programs

The identification and measurement of professional dispositions is widely recognized as an important component of any assessment system in educator preparation programs for pre-service teachers and other school professionals. Professional dispositions are the shared attitudes, values, beliefs, and behaviors that are expected from and demonstrated by educational professionals in a variety of different settings through their interactions with others. Teacher educators in the School of Education at a midsize public midwestern university recently developed and validated an instrument to measure the professional dispositions of candidates both on campus and during clinical field experiences. The process included identifying the purpose, forming a committee, researching the literature, developing the instrument, validating the instrument, and forming an implementation plan. The professional disposition instrument was developed by a committee of seven faculty and staff in the School of Education representing seven different undergraduate and graduate educator programs. The professional disposition instrument was validated by conducting a survey of the Program Advisory Committees serving as a panel of external stakeholders and educational experts. The survey respondents rated each dispositional item as essential, useful but not essential, or not necessary. A Content Validity Ratio (CVR) was calculated for each professional disposition item based on the survey results. This article describes the development, validation, and planned implementation of the new professional disposition instrument, including a discussion of the benefits and challenges of the process.

The Collective Intelligence from the clinical field experiences“OPEcloud VR” - VR clinical remote learning platform by JOLLYGOOD

The Collective Intelligence from the clinical field experiences“OPEcloud VR” - VR clinical remote learning platform by JOLLYGOOD

Student Voices: Child Perspectives on the Impact of Working With Teacher Candidates via Clinically Based Teacher Preparation Programs

ABSTRACT This study seeks to understand the perspectives of children who work with teacher candidates in classrooms that partner with clinically based teacher preparation programs. Researchers interviewed 32 third- and fourth-grade students who work with teacher candidates. The study presents the little-heard voices of children, who spend considerable time with teacher candidates during clinical field experiences and whose perspectives contribute meaningfully to what is known about implementation of clinically based teacher preparation. The findings reveal that children perceive that teacher candidates have a positive impact on student learning outcomes and school culture by providing needed emotional and behavior support, contributing to lowered student-teacher ratios, and increasing perceptions of a safe school environment. The findings fill a void in the research literature and inform implementation of effective clinically based teacher preparation programming.

Striving towards an ideal: coevaluation of student coteaching experiences

ABSTRACT The goal of clinical practice is to enrich teacher candidate learning through enhanced field experiences. Evaluation is a key element of coteaching during which coteachers review their teaching and its impact on pupil learning. However, coteachers are challenged in enacting coevaluation, that is, a critique of the teacher candidate’s and clinical educator’s teaching. In this paper, dyad and triad evaluation of teaching practices in coteaching field experiences are discussed to illuminate barriers to enacting coevaluation that aligns with coteaching principles. Most preservice evaluation tools, systems, and structures are designed for compliance with consensus standards (Zeichner 2006); some of these structures focus upon teacher candidates’ competencies with limited emphasis on pupil learning. Using data from examinations of field instructor meetings with coteachers and interviews with clinical educators, we find that coevaluation meetings address pupil learning and improvement of practice along with accreditation and licensure. However, when evaluative instruments with a teacher competency emphasis are introduced, triad discourse about teacher development narrows. If we are to expand the field of teacher education to provide clinical field experiences that emphasise new ways of thinking and learning for all participants, then it is critical to understand how existing evaluative structures circumscribe teacher learning opportunities.

Qualitative Analysis for Major in Speech Therapy and Auditory Rehabilitation and Working Experience in Clinical Field

The purpose of this study was to investigate the relationship between graduated students with major in speech therapy and auditory rehabilitation and their working experience in the clinical field by using a qualitative research method. After conducting in-depth interviews with seven graduates who majored in speech therapy and hearing rehabilitation, content analysis was performed. As a result of open coding the interview data, 2 dimensions, 8 core categories, 13 subcategories, and 69 concepts were derived. The 2 dimensions were divided into personal and social dimensions. Employment considerations, overall work, the relationship between majors and work, and the skills needed to perform work were discussed. This study explained the current status of work and job satisfaction of graduates from the department of speech therapy and audiology rehabilitation, a considerable relation between majors and jobs, and future development directions.

Preservice teachers’ perception of longitudinal child development field coursework at a university-affiliated teaching school

Background: Most field coursework in teacher education (TE) programmes do not incorporate extended in situ interaction with individual children in a classroom. Furthermore, child development theory (from coursework) is not taught in tandem with students’ extended periods of practicum placement in schools.Aim: This study sought to determine preservice teachers’ perception of their longitudinal study of children’s development and learning in a clinical setting at a university-affiliated teaching school.Setting: This study focusses on two undergraduate primary school TE programmes at an urban university in Johannesburg, South Africa. These programmes incorporate six semester courses on child development with extended clinical field experience at a teaching school on campus. Each student teacher follows a particular child’s development and learning over four years of their undergraduate coursework.Methods: This was a qualitative descriptive study with some cross-sectional data. Data were collected from 120 undergraduate students, by using anonymous questionnaires and four focus group interviews.Results: Students reported that they had gained in-depth learning of child development during their longitudinal pairing with an individual child and that assigned observation activities had taught them to recognise, and support, nuanced differences in a child’s learning.Conclusion: Students regard their longitudinal interaction and learning in the clinical setting positively. Future research should focus on the long-term value of the clinical model with insights from students who have graduated from the programme and are in the teaching profession.

Attitudes Toward Spiritual Care and the Provision of Spiritual Care Interventions Among Jordanian Baccalaureate Nursing Students: Prevalence and Correlates

The aim of this study was to identify aspects and frequencies of spiritual care intervention provided by baccalaureate nursing students and to explore factors associated with the frequency of spiritual care interventions. Provision of spiritual care is a part of good quality nursing and is an important dimension in patients' health and well-being. A cross-sectional descriptive and correlational design was employed. A convenience sample of 267 Jordanian baccalaureate nursing students completed a structured, self-administered questionnaire. Participants had a low mean level of provision frequency for religious spiritual care interventions. Nursing students with a greater spiritual perspective, positive attitudes toward spiritual care, and adequate education and training in spiritual care were more likely to provide interventions more frequently. Jordanian baccalaureate nursing students provide religious spiritual care interventions only infrequently. Implications for nursing education, clinical field experience, and nursing program curricula are explored.

Interpersonal Dynamics of the Supervisory Triad of Pre-Service Teacher Education: Lessons Learned from 15 Years of Research

Clinical field experience is recognized by many as the most influential and beneficial component of pre-service teacher education. The present article represents part of a larger qualitative meta-synthesis, the purpose of which was to explore the influence of the interpersonal dynamics of the supervisory triad—comprised of the pre-service teacher candidate, the mentor teacher, and the university supervisor—on pre-service candidates’ clinical experiences. Positioning theory was chosen to frame this investigation, as it employs distinct definitions for role and position, the delineation of which is of critical importance in the context of pre-service clinical relationships. Findings of the larger study reveal three primary factors of influence, four primary patterns of communication, and many modes of positioning of self and others as influential to pre-service teachers’ clinical experiences. This article addresses those findings regarding factors of influence and modes of positioning, the implications of which are discussed through the lens of positioning theory and in connection to practice in the field.

Reflecting on Others Before Reflecting on Self: Using Video Evidence to Guide Teacher Candidates’ Reflective Practices

A convergent parallel mixed methods study investigated the potential of one teacher preparation approach for promoting candidate reflection. Thirteen candidates participated in clinical field experiences and four corresponding seminar classes with guided video analysis activities. Candidates were systematically guided through focusing on others before focusing on self and explicitly learned about a reflection continuum using an instructional framework to build prerequisite skills and ultimately improve reflective abilities. Results of paired-sample t tests indicated candidates demonstrated significantly higher reflective ability scores over time as measured by a reflection checklist. Qualitative analysis of structured interviews revealed candidates felt activities were (a) a systematic approach to authentic growth, (b) a challenging approach to necessary self-confrontation, and (c) allowed for connections between self and other. Methodological triangulation was used to validate the findings. Implications for teacher preparation research and practice are discussed.