Placement Experience Research Articles

Utilizing SBIRT as a Framework for Transforming How We Think About Prevention and Early Intervention for Youth and Young Adults

Utilizing SBIRT as a Framework for Transforming How We Think About Prevention and Early Intervention for Youth and Young Adults

Balancing acting and adapting: a qualitative study of medical students’ experiences of early clinical placement

BackgroundClinical learning experience is an important part of medical education. In the clinical learning environment, students are exposed to various aspects of medical care and may train their skills under supervision. Supervision, in which students’ learning needs and the outcomes of placements are met, is essential. The aim of this study was to explore medical students’ experiences of the early stages of clinical training.MethodsIn 2021, 18 individual semi-structured interviews were conducted with medical students after their first clinical placements in semester 5. The interviews were transcribed verbatim and analyzed using qualitative content analysis according to Graneim and Lundman.ResultsThe findings resulted in an overall theme: balancing acting and adapting. Three categories described that the clinical learning environment was a big leap from campus, that personal relationships influenced learning, and that the organization of clinical placements was suboptimal. The students were encouraged to push themselves forward to practice clinical skills. This, however, did not suit all the students; the cautious ones risked becoming passive spectators. The intended learning outcomes were not frequently used; rather, the supervisors asked the students what they had learned, or the students focused on what seemed to be important on the ward. The students tried to adapt to their supervisors’ working situation and not to be a burden to them.ConclusionsOur findings show that the transition from learning on campus was sometimes abrupt, as the students had to switch to a more active learning role. Ad hoc solutions in supervision occurred, which contributed to the experience that educational responsibilities were downgraded and the opportunities for clinical training varied. Rather than trying to change the circumstances, the students opted to adapt to the busy clinical learning environment.

P32 - An Interprofessional approach to clinical facilitation of midwifery and medical students in the Birth Suite

Quality clinical placement experiences are vital to prepare undergraduate students for their future professional role. Traditionally clinical placements are facilitated in professional silos, a model that when reviewed in the birth suite of a large regional hospital in Victoria, revealed a highly competitive culture of midwifery and medical students who often struggled to meet learning objectives. To address this, an Interprofessional Clinical Facilitator (IPCF) model was introduced that was underpinned by interprofessional education theory and collaborative practice. Facilitators actively supported students to immerse themselves in interprofessional learning experiences in the birth suite, whilst learning how, as a team, they could best support women in the labour and birth setting. The aim of this research was to evaluate the ICPF model in the birth suite. Between 2017 and 2021 midwifery and medical students on clinical placement in birth suite at a large regional Victorian hospital were invited to evaluate their placement by completing an anonymous online survey consisting of statements about placement experience with a 7-point Likert scale and open-ended questions. Ethics approval was obtained. Quantitative data was collected utilising routinely collected data from the Birthing Outcome System to identify student presence and clinical activity in the birthing environment. Results of the student’s evaluation of their placement experiences following implementation of the interprofessional clinical facilitation model will be presented with students describing a more supportive and collaborative learning environment. Data demonstrating learning requirements are being met and an increase in students accoucheuring births despite a decrease in vaginal birth numbers will also be presented. The success of the interprofessional facilitation placement model in Birth Suite has resulted in a significant improvement to the quality of the student learning environment. These outcomes support consideration of wider adoption of this model in other clinical teaching settings.

P48 - Perinatal mental health: using interactive videos and simulation to develop skills in midwifery practice

The aim of this project was to support midwifery students to develop woman centred skills and confidence in communicating with women and birthing people in the context of their perinatal mental health. Simulated activities supported by audio visual resources and assessments which simulate real-world clinical encounters aimed to strengthen teaching and learning objectives. A new Objective Structured Clinical Examination (OSCE) was piloted in 2021 in undergraduate and postgraduate pre-registration midwifery subjects ‘Perinatal mental health’ (PMH). The OSCE was designed and instituted to facilitate an authentic PMH consultation in the antenatal clinic setting. 3 rd year students volunteered to act as pregnant women, in a range of simulated clinical scenarios. Midwifery academics assessed the interaction and after the OSCE, students documented their findings in written progress notes that were also assessed. After the OSCEs, feedback was sought from assessors (midwifery staff), actors (3rd year B Mid students) and students who underwent the OSCE. The feedback was synthesised to inform the production of three interactive videos, aiming to help students prepare for their PMH OSCE and for clinical practice. Current and former students and teaching staff were involved in co-design endeavours to ensure the videos met their needs. One of the videos will be showcased as part of this presentation. Although assessment, support, and referral of women suffering from mental ill health is a core midwifery skill, there is limited opportunity for students to gain clinical placement experiences that are specific to PMH. Prior to this project there were no accessible audio-visual materials available that demonstrate how midwives in Australia work with women in relation to their mental health. Implications for practice include improving the standard of PMH screening, support and care provided by students and graduating midwives to women and birthing people in Australia.

Upskilling Australian registered nurses to enhance students’ clinical placement experiences: a contemporary discussion

Objective: To present and discuss options for upskilling registered nurse supervisors to ultimately improve the quality and consistency of nursing student placements. Background: Many studies have examined clinical learning in nursing, with evidence that student learning and registered nurse clinical supervision experiences can be improved. An independent review of nursing education in Australia confirmed gaps in the preparation and support of supervising registered nurses that may negatively impact students’ learning. Study design and methods: This paper discusses contemporary insights around 1) the current situation in Australian nursing student clinical placements regarding learning, 2) registered nurse clinical supervisor experiences and 3) professional options for recognising role excellence, offered by Australian and international nursing and healthcare specialities. Discussion: Nursing students’ placement experiences are at times sub-optimal. One way to improve learning experiences could be to offer clinical supervisors professional development programs. Now is the time to consider a certification process to recognise excellence in registered nurses’ education capabilities and to better support students’ clinical learning. Conclusion: Upskilling registered nurses for clinical supervision may be assisted through formal and informal education programs specific to the professional nursing context in Australia. Implications for research policy and practice: Upskilling registered nurse clinical supervisors should be a priority on the national agenda of improving students’ clinical learning experiences. This commentary provides contemporary insights to the current situation regarding Australian students’ clinical placement and supervisor experiences. The ways that some nursing specialities recognise excellence in practice are discussed as options for improving clinical supervision. What is already known about the topic? Nursing students’ clinical placements need improvement; students continue to report less than optimal experiences. There are no requirements in Australia for registered nurse clinical supervisors to undertake assessment of capability for the role. National and international processes exist to recognise supervisor capabilities and role excellence. What this paper adds: Options for recognising capability and practice excellence in nursing clinical supervision. A discussion around clinical supervisors engaging with formal and informal education and processes that recognise excellence in role capabilities.

Understanding medical students’ transformative experiences of early preclinical international rural placement over a 20-year period

IntroductionRural placements are an important component of rural medical education programs seeking to develop rural practice pathways for medical students. These placements are usually domestic, but James Cook University in Australia developed an international rural placement program in the first half of the medical course that was funded through bursaries. This study explores how the international rural placement helped to shape the lives (personal development and learning) of the participants, using Transformational Learning Theory as a framework for identifying and describing the transformational elements, process and impact of the program.MethodsSixty-five students received a bursary for an international rural placement between 2001–2019. All were contacted by email and invited to participate in a short survey and a follow-up interview. Fifteen participants agreed and twelve were able to participate in individual semi-structured interviews which were recorded, transcribed and analysed using inductive thematic analysis.ResultsParticipants reported that the bursary provided a “once in a lifetime opportunity” to “experience eye-opening and culturally rich difference”. Nonetheless, some elements of the placement experience presented disorientating dilemmas that triggered deep reflections and shifts in perceptions. The bursary recipients realised that “being open-minded” allowed them “enjoy good company”. They were also able to assume “outsider view which allowed reassessment of their own country” and the “isolation experiences gingered desire to right health wrongs”. The triggers and mental shifts had significant impact on the bursary recipients and fostered the development of “inspirational new horizons” based on an appreciation of the “value of rural practice” and “role-modelling for life-long learning.” These findings are consistent with Transformational Learning Theory.ConclusionParticipants in this study reported meaningful and strongly positive impacts from the experiences gained during an international rural clinical placement early in their course. They described transformative experiences which appear to contribute strongly to personal development. This finding supports maintaining opportunities for international experiences during rurally-oriented medical programs as these may impact longer term career choice.

Care Experienced Adults in Education: Barriers and Facilitators

This study explored the life experiences of care experienced adults in higher education to understand the factors that impeded or enhanced their journeys. Care experienced refers to someone who has been in the care of the state at some point in their life. Six students with a history in the care system took part in semi-structured interviews. Thematic analysis identified global themes of self-reliance, resilience, intrinsic motivation and optimism which derived from underlying experiences of support, attachment, trust, expectations and placement experiences. Findings suggest that more could be done to enable looked after children to proceed into higher education.

1002 Improving the Medical Student Experience of Trauma and Orthopaedic Education – a Quality Improvement Project

Abstract Aim The medical student experience of clinical placements is closely linked with quality of teaching, varied educational opportunities and sense of belonging within the team. Surgical rotations such as Trauma and Orthopaedics (T&O) have a stereotype for being challenging. At a London teaching hospital student satisfaction of T&O placements was low (8% satisfaction) as assessed by feedback. This quality improvement (QI) project aimed to improve the quality of educational experiences and overall student satisfaction in T&O. Method Student feedback from end of placement evaluation forms from academic years 2016–19 was reviewed. A QI driver diagram was created based on the themes raised in the feedback. These were 1) formal teaching, 2) structure and organisation, 3) curriculum content and 4) student engagement and belonging. Each theme was subdivided into multiple achievable strategies to improve student experience while on T&O placements. This included allocated clinic and theatre sessions, bedside teaching, named tutors, curriculum map, WhatsApp communication and a dedicated clinical teaching fellow in the department. Results As a result of the implemented QI strategies, student satisfaction improved over the subsequent semesters to 100%, 89%, 100% and 75%, with a greater number of students providing feedback. Conclusions The project achieved greater student satisfaction of T&O education and improved the student experience of surgical placements. It also validates student feedback as a valuable tool in developing surgical education.

Initial impact of the California continuum of care reform act on youth’s experiences in out-of-home care

In 2015, California passed the Continuum of Care Reform Act (CCR), reforming the state’s policy regarding placement and treatment for youth in out-of-home care. We conducted an initial assessment of the short-term impact of the CCR in a large urban county, focusing on the extent to which the legislation (a) increased placement stability, (b) decreased reliance on congregate care, and (c) reduced the time it takes for youth to be placed in family-based care (i.e., kin or foster care) during the first two years of its implementation. We compared two years of placement data among 359 maltreated youth (aged 6–18 years) whose placement experiences occurred before, during, or after the CCR was enacted. Findings were mixed regarding the CCR improving youth placement experiences: Youth had fewer placement changes during and after the CCR compared to before; however, youth did not differ in the proportion of time they spent in congregate care before, during, and after the CCR was implemented. Finally, a greater proportion of youth received at least one family-based placement prior to the CCR’s implementation than afterward, but the time until youth reached these placements did not differ across groups. Implications for youth, local counties, and other states considering similar reforms are discussed.

Clinical learning during the pandemic: Experiences of LPN-BN undergraduate nursing students.

BackgroundWhen the COVID-19 pandemic was declared in March 2020, nursing programs made rapid decisions regarding clinical placement experiences for students. In many nursing programs, this meant ending clinical placements early, delaying clinical courses, and moving clinical courses to simulation.PurposeThe purpose of this study was to explore LPN-BN students' experiences in clinical courses during the COVID-19 pandemic.MethodA qualitative descriptive approach was employed in this study. Fifteen semi-structured conversational interviews with nursing students and recent graduates were conducted. Inductive content analysis was used to analyse the data.ResultsFour main concepts were identified: (1) logistics of learning; (2) shifts in clinical learning; (3) mental health matters; (4) readiness to practice.ConclusionIt is important to understand the experience of nursing students as this is an inordinately stressful and impressionable time for them. Insight into the student experience, will inform educators in the areas of curriculum and competency-based evaluation as well as supports for student mental health and well-being.

Safety of teaching endoscopic ultrasound-guided gastroenterostomy (EUS-GE) can be improved with standardization of the technique.

Abstract Background and study aims Endoscopic ultrasound-guided gastroenterostomy (EUS-GE) is a novel technique developed to manage gastric outlet obstruction (GOO). It involves creating a fistula between the stomach and the proximal small bowel using an electric cautery-enhanced lumen-apposing metal stent (ECE-LAMS) with EUS guidance. We aimed to publish our experience in improving teaching of this technique to practicing endoscopists with a wide range of experience by comparing the outcomes before and after standardization of procedural steps. Methods All EUS-GEs performed for inoperable GOO at a single institution from 2014 to 2021 were retrospectively analyzed. The technique was taught by one experienced endoscopist with prior expertise. Five advanced endoscopists with prior EUS and ECE-LAMS placement experience participated. The impact of standardization on outcomes (clinical and technical success, length of stay [LOS], procedure time, and adverse events [AEs]) was compared. Results A total 41 EUS-GEs were performed (5 before and 36 after standardization) by endoscopists with practice experience ranging from 2 to 13 years. The patient population was similar in age and sex. Standardization was associated with significantly higher rates of technical success (100 % vs 60 %, P = 0.01) and lower peri-procedural AEs (2.8 % vs 40 %, P = 0.03). Two AEs in the pre-standardized group were gastric perforation and gastrocolic fistula creation. One AE in the post-standardized group was gastric perforation. Procedure time, clinical success, and LOS showed improvement, although it was not statistically significant. Conclusions Teaching EUS-GE after standardizing the procedure was associated with a significant increase in technical success and a decrease in AEs irrespective of prior total experiences.

‘I Had to Take a Casual Contract and Work One Day a Week’: Students’ Experiences of Lengthy University Placements as Drivers of Precarity

University students are increasingly required to undertake lengthy unpaid placements, and for many students this needs to be balanced with the paid work they already do. The literature about internships has focused on whether internships help students get jobs post-graduation, or if placements are exploitative, given pay is minimal or non-existent. This article contributes to this literature by examining how placements affect students’ current paid employment. Vosko’s framework, published in 2010, which identifies the precarious features of the employment relationship and interrogates the social context and location of this employment, is drawn on here. The article is based on a quantitative and qualitative survey of social work students at an Australian university, who need to complete a lengthy placement. The argument made here is that the requirements of lengthy placements restrict the conditions in which students can engage in the workforce and by doing so increase the precarity of their workforce participation.

The clinical learning environment, supervision and future intention to work as a nurse in nursing students: a cross-sectional and descriptive study

BackgroundClinical practice is a core component of nurse education. It is believed that nursing students’ clinical placement experiences can affect their learning outcomes, satisfaction, as well as influence their choice of future career. To examine nursing students’ perception of clinical learning environment and mentoring in hospital where they perform their clinical placement and the connection of these factor with intention to work as a nurse once graduated.MethodsNursing students enrolled in clinical practice at least 6 months in hospitals in China were surveyed between January–March 2021. Percentages, frequencies, mean, standard deviation, t-test, ANOVA, and regression analysis were used to analyse the data.ResultsOf the five scales in the CLES+T, ‘Leadership style of the ward manager’ scored the highest mean while ‘Pedagogical atmosphere at the ward’ scored the lowest. Nursing students with lower educational level, those supervised by fixed preceptor, and those intent to be a nurse in the future were significantly more satisfied with the CLES+T. Most of the nursing students are intent to work as a nurse in the future. CLES+T total scores and sub-dimensions (Premises of nursing on the ward) have significantly effectiveness on the intention to be a nurse in the future.ConclusionsGiven the significant correlation of between learning environments and nursing students intention to be a nurse in the future, ward managers need to build a good clinical teaching atmosphere and promote opportunities for theoretical and practical connections among students through effective feedback mechanisms, which can enable students to experience a better clinical learning environment and meaningful experiences to build their professional roles and competencies, thus helping to enhance students’ willingness to pursue nursing careers in the future.

Variables Influencing Intravenous Catheterization Success by Final-Year Veterinary Students in the Emergency Room.

Successful placement of intravenous catheters (IVC) is a basic and essential clinical skill for veterinary students. The purposes of this study were to determine the overall success rate for IVC placement in cats and dogs when final-year veterinary students are performing the procedure in a clinical setting, to determine if self-assessed experience level affects IVC placement success rates, and to identify factors affecting student success with this procedure. Final-year students were asked to complete an anonymous survey following each catheter placement attempt during their 3-week core emergency medicine rotation. The survey included self-assessed level of experience, patient species, indication for IVC placement, restrainer, catheter type, insertion site, use of sedation, and perceived degree of coaching. Success or failure in catheter placement was recorded and two attempts were allowed. A Chi-square test was used to evaluate differences between insertion outcomes in dogs and cats. A univariate logistic regression analysis was used to assess the relationship between success and all other variables. A total of 256 catheters were attempted by students, with an overall success rate of 61%. The cephalic vein was associated with successful placement compared with the saphenous vein (p = .005). There was no relationship between successful catheter placement and self-assessed experience, species, indication for IVC placement, insertion site, use of sedation, catheter type, or restrainer. Final-year veterinary students do not master intravenous catheterization in the emergency room setting, and additional studies are required to improve clinical instruction in this area.

The Experiences of Indigenous Students on Placement: A Scoping Review

ABSTRACT It has been increasingly recognised that sociohistoric exclusion must be understood, and systemic barriers actively challenged in order for Indigenous students to safely access, participate, and succeed in tertiary education. This includes the field education experience, which is considered core to developing professional identity and competence across a number of professions. This scoping review gathered scarce research literature about Indigenous students’ experience of placement. A systematic search identified 12 sources from 11 studies that described these experiences across the disciplines of social work, education, and nursing. Findings revealed the motivating and challenging lived experiences of Indigenous students, including experiences of racism and discrimination on placement, misrecognition and misrepresentation, and the importance of relationships in facilitating positive placement experiences. Findings also indicated the relevance of implementing unique practice frameworks and offered recommendations for placement for Indigenous students. IMPLICATIONS The placement experiences of Aboriginal and Torres Strait Islander students should be understood through student-led research and voice. Organisers of field education programs can increase their commitment to culturally safe placements by reviewing their processes in the light of this knowledge.

The boy electric.

‘He is completely obsessed with electrical cords and appliances. It is driving us crazy. What do we do about this?’ Sam's parents and I pondered the question together. It was early in our therapeutic journey together. A likeable, inquisitive, imaginative young man, Sam had presented with a range of developmental concerns. His passion for electronica stood out from early days. Sam's parents would regularly discover him wedged in behind the television and sound system. He would turn up the volume and enjoy listening to whatever noise came out. He pulled cords out & then plugged them back in…repeatedly. He fiddled with dials and turned things on & off…relentlessly. He loved to chat about electrical equipment…constantly. He carried around a small collection of extension cords, pausing often to gaze lovingly at these treasured possessions. We wondered if this fascination might be fleeting. We worried it could become all-consuming, non-functional, and crowd out other interests. The harrowing possibility of electrocution added an edge to the conversation. The chosen path was one of cautious exploration of this area of interest. Who knows where this might lead? A potential strength? Could be something, could be nothing. All the while, Sam remained faithful to his instincts. Gradually, and always with the steady encouragement of his parents, his interest in audio-visual technology began to take recognisable shape. Curiosity drove intense personal research and hands-on discovery. Sam acquired technical knowledge and skills uncommon amongst his peers. Sam's development was not without wrinkles. Literacy difficulties cast a shadow over the early schooling years. Emotional regulation skills required coaching. Social relationships took a long time to blossom, but have done so eventually. Sam occasionally found himself on the wrong side of disciplinary proceedings at his school. I have a vivid memory of a ‘crisis’ consultation requested by Sam's parents, mid-way through his high school years. Sam's placement at his school was ‘hanging by a thread’. Sam had hacked into the school's PA system, and proceeded to broadcast to the lunchtime masses a carefully curated playlist of his own favourite music. Sam was swiftly fingered as the culprit. The school took a very dim view of this security breach. Expulsion loomed. Disconnected from the responsibilities of running a school, I admitted to a level of quiet jubilation at this achievement. There was evidence of a handy skill set underpinning the crime. Advocacy efforts were timely and effective. His continuing education salvaged, Sam seemed to flick a switch. As he moved through the upper years of secondary school, the development of Sam's audio-visual capability continued its steep incline. His eye for detail and zeal for the field fuelled his progress. Opportunities presented themselves at school, via subject choices and extracurricular activities. Sam tried his hand as a DJ. He had a prominent role behind the scenes of the school musical, coordinating lighting and sound. He added competencies in digital technologies and media studies. A prized work experience placement with a performing arts centre was secured, though inconveniently scuppered by the pandemic. Sam put this disappointment behind him, and obtained post-school employment as an audio-visual technician, with further studies bolted on. He is on his way. In preparation for our final appointment, I looked back over old letters and notes. Snapshots of an 11-year association. I felt a surge of pride for this young man, especially for the way he has continued to make the most of his strengths, while chipping away at things he finds more difficult. It seems magical that a quirky, early childhood obsession could be transformed into a career path. Of course, the true magic has been in the way this early spark has been encouraged, supported and guided into something bigger. Sam's parents have intuitively and steadfastly implemented a strength-based approach. As we reflected on the road travelled together, a final joyous addition to the sign-off. Sam informed me that his school, which at one point had contemplated dispensing with his services, had now recruited him as a freelance audio-visual consultant!

Analysis of Ordinary and Advanced Level In-field Physics Teachers’ Qualification, Experience and Job Placement

Ordinary and advanced level physics teachers have similar responsibilities in impacting the knowledge of physics among learners. These responsibilities are premised around qualification, experience and job placement. Teachers’ experience has a place in the literature to influence physics performance. The curriculum of both advanced and ordinary level physics is with similarities and occasioned differences with respect to content knowledge. However, are there differences in the qualification, experience and job placement between these two sets of teachers? In view of the foregoing, this study examined advanced and ordinary level in-field physics teachers distribution vis a vis qualification, experience and job placement with a view to aggregate data for decision making, as well as, report gender representation, establish drift and possible remediation in the field. Descriptive research of the survey type was employed with Physics Teachers Ordinary and Advanced Level Inventory (PTOALI) as the instrument to elicit data from 225 physics teachers across the three states under review. Similarities exist in teachers’ qualification at ordinary and advance levels. Experience of teachers at ordinary level were higher than those teaching advanced level curriculum. Underrepresentation of female physics teachers was found among the sample audience. Also, physics teachers are limited in number across the sampled schools and that female physics teachers are under-represented within the sampled respondents. This study concludes that more qualified physics teachers are needed across the three states under review. Experienced physics teachers are also required in advanced level schools. This study recommends training and recruitment of adequate number of qualified physics teachers to cope with the surging number of willing learners.

Reimagining Social Work Placements in the Covid-19 Pandemic

Abstract The Covid-19 pandemic has fundamentally changed how social work education is provided, and these changes are particularly pronounced in field education. Globally, the introduction of restrictions on mobility and social interaction have contributed to the cancellation, postponement and early termination of social work field placements. Accrediting bodies, social work field education departments and industry partner agencies have needed to rapidly adapt how placements are conceptualised and provided. This article examines the experiences of agencies who have continued to provide student placements throughout the pandemic. Interviews were conducted with placement supervisors employed at twelve human services agencies partnering with a university social work department in Melbourne, Australia. Whilst experiencing challenges, agencies outlined how they adapted to the environment to enable meaningful student placement experiences. This article contributes to an ongoing discussion around the trajectory of social work field education and the significance of agency-based placements in this evolution.

EARLY CHILDHOOD STUDENT TEACHING PRACTICUM IN TURKEY THROUGH EMERGENCY REMOTE TEACHING DURING THE COVID-19 PANDEMIC

Turkish early childhood pre-service teachers had to follow their student teaching practicum courses through emergency remote teaching on the online platform available to them during COVID-19 pandemic like in most countries. The pre-service teachers were experimenting with this new form of student teaching practicum by building up new knowledge and experiences without being present in the school context and having no interaction with the children. This study aims to analyse early childhood education pre-service teachers' experiences of emergency remote teaching (ERT) during COVID-19 Pandemic in Turkey and explore how these experiences shape their professional development to meet the quality standards and preschool teacher competencies. Doing a content analysis of the codes through a qualitative data analysis software program (NVivo 12) and making a constant comparison between codes and categories, three themes as a result of this study after doing a content analysis of the data, have emerged: (1) Early childhood education pre-service teachers’ practices in ERT supported only certain competencies. (2) With its natural structure of distance education, ERT restrained pre-service teachers' field experiences to enable them to gain the necessary competencies and qualifications for early childhood education (3) the pre-service teachers perceived ERT as insufficient for their placement experiences. There is a need for a regulation on how the practice in teacher education should be done in ERT since pre-service teachers' field placements have a crucial role in their training and there is a missing gap for practice during distance education. Keywords: Early childhood education, emergency remote teaching, COVID-19 pandemic, preservice teachers

University student experiences of work-based placements during COVID-19 pandemic: an inter-disciplinary survey of allied health and social work students

PurposeWork-based placements are central to the university education of allied health and social work (AHSW) students. As a result of COVID-19, the clinical learning environment of students' work-based placements was dramatically altered resulting in numerous documented challenges. This inter-disciplinary study aimed to evaluate AHSW students' perceptions and experiences of completing a diverse range of work-based placements during COVID-19.Design/methodology/approachThis study was a mixed-method inter-disciplinary study using an anonymous online survey consisting of multiple choice, Likert scale and free text questions. Mixed-methods design supported amalgamation of insights from positivism and interpretivism perspectives and enabled research questions to be answered with both breadth and depth. 436 students were invited to participate who were enrolled in five AHSW educational university programmes: speech and language therapy, occupational therapy, physiotherapy, radiation therapy and social work. Data collected was analysed using both quantitative (descriptive and analytical statistics) and qualitative (thematic analysis) methods.Findings118 students participated (response rate: 27%) representing a range of AHSW disciplines who attended diverse placement settings. While there was extensive disruption in the learning environment leading to increased levels of stress and concern, a triad of individual and systemic supports helped to ensure positive work-based placement experiences and student success for the majority of AHSW students during COVID-19: (1) university preparation and communication; (2) placement site and supervisor support; and (3) students' resilience and capacity to adapt to a changed work-place environment.Originality/valueThis inter-disciplinary study reports the work-based placement experiences from the professional education programmes of healthcare students during the COVID-19 pandemic, giving a unique view of their perspectives and learning during this unprecedented crisis.