Student Placement Research Articles

Financial implications of unpaid clinical placements for allied health, dentistry, medical, and nursing students in Australia: a scoping review with recommendations for policy, research, and practice.

Investing in allied health, dentistry, medical, and nursing undergraduate and postgraduate qualifying education is critical to meet a growing demand on global health care systems. Clinical placements are an integral component of qualifying training and are conventionally unpaid. Widespread economic challenges, attributed to a post-COVID-19 pandemic recovery era and global unrest, have led to growing economic hardship for populations, even in high-income countries like Australia. Allied health, dentistry, medical, and nursing undergraduate and postgraduate students undertaking unpaid clinical placements are not immune from these stressors, which has implications for education providers, ageing populations, the future health care system, and policy-makers. The purpose of this review was to better understand these stressors by scoping the financial implications of unpaid clinical placements for allied health, dentistry, medical, and nursing students in Australian research. The Joanna Briggs Institute's scoping review methodology was used. This involved a search of academic databases and an extensive search of grey literature sources. Literature published from 1 January 2014 was included. Citations were independently screened by two reviewers. Thirty-three research studies were included. Most studies focused on allied health students (n = 12), followed by nursing (n = 11), and medical students (n = 5), with an additional five studies focused on multiple disciplines, including dentistry. One study had an interventional component. Findings were grouped around four concepts: reliance on self-reported measures of financial implications, costs of unpaid clinical placements for students, implications of costs for students, and an urgent need for targeted strategies to redress. The financial implications of unpaid clinical placements for allied health, dentistry, medical, and nursing students in Australia are well-established in research. Impacts are significant for the future of Australia's health workforce and health system. Research findings have been consistent over the past decade in advocating for greater financial support for students undertaking unpaid clinical placements and flexibility of placement models to mitigate the indirect costs of placements. Collaboration between state and federal government, universities, peak professional bodies, and placement host organisations is imperative to implement a suite of strategies to redress the financial burden experienced by students and secure the future of Australia's health workforce.

Learning from the best: How medical-students construct role models in general practice during the COVID-19 pandemic and what factors influence this process, a qualitative study.

Background Role-modelling has been found to strongly influence speciality choice for medical students either positively or negatively. There is a deficit in recruitment toward general practice, set to exacerbate the shortfall in GP numbers over the coming decade in the face of spiralling demand. In medical school, students acquire knowledge, skills and start to form their professional identity by observation and interaction with medical educators through the process of role-modelling. Given the significance of this process, the present study attempted to explore the “lived experience” of medical students encountering potential role models during their GP placement using a qualitative method. Methods Following a design based upon the principles of Grounded Theory 10 qualitative interviews were conducted with third-year medical student volunteers at Warwick Medical School. Interviews were recorded, transcribed and analysed using theoretical axial coding demonstrating data saturation in key themes. Results Analysis of data gave insights regarding student perception of positive and negative role modelling in three corresponding domains: Personal Attributes, Student Relationship and Patient Relationships. Conclusions The findings offer unique insights into the influence and impact of GP role-modelling on medical student’s experiences and perceptions during a time of the Covid-19 pandemic and the immediate post-pandemic period and add to the wider body of literature by exploring the influences GP role-modelling has on medical student training experience. The findings support easily implementable recommendations to strengthen positive role modelling in the GP medical student placement context.

First experiences with the introduction of genetic counselors in human genetic services in the German-speaking countries.

In 2019, the Medical University of Innsbruck introduced the first Genetic and Genomic Counseling master's program in the German-speaking countries. A major challenge of this process was the absence of practicing Genetic Counselors (GC) in these countries, leading to a lack of experience with GCs in medical genetic services and the absence of a legal framework for the profession. Consequently, student placements within the program commenced with neither the students nor their supervising consultants having any previous experience of collaborative teamwork between clinical geneticists and GCs. To share insights from the initial implementation phase, supervising consultants from the seven student placement institutes were invited to participate in semi-structured interviews guided by open-ended questions. From these interviews, three models of interprofessional teamwork between GCs and clinical geneticists emerged: (1) the alternating or tandem model, (2) qualified preliminary and follow-up patient interviews, and (3) the provision of genetic (counseling) services without genetic counseling in the legal sense. In addition, the interviewees provided recommendations for addressing legal concerns and for the effective establishment of appropriate compensation structures for GCs within the German-speaking countries. Clinical geneticists taking part in the study estimated that the integration of GCs could potentially enhance their counseling capacity by as much as 50%. Importantly, they did not foresee any reduction in counseling quality caused by the inclusion of GCs. This study provides evidence that the GC profession can provide additional skills to human genetic services and positively impact both patient support and overall capacity of genetic services also in the German-speaking countries.

Civil engineering employers engagement in work-integrated learning

In this paper I provide two case studies of enhancing undergraduate students’ learning through Work-Integrated Learning (WIL). Both interventions involve university-industry partnerships with local and regional civil engineering employers. Industry Mentoring (2010-2024) is a curricular activity with an authentic assessment. Third-year students mentees (N=1130) were mentored by 298 practising civil engineers, representing 80 employers. Civil Engineering 4 Real (CE4R, 2012-2024) is a co-curricular hybrid programme of problem / project-based evening workshops (N=133), attended by 594 students with circa 2867 student attendances, supported by 218 engineers, representing 76 employers. Industry Mentoring and CE4R support students to network with employers, enhance their employability skills, and shape their professional identity. Through their pro bono assistance, employers have established a talent pipeline, recruiting students for summer placements and graduate jobs. For employers, their engagement provides evidence of enacting their Corporate Social Responsibility (CSR) through providing a social value contribution to a local university.

Factors influencing the inclusion of diverse volunteer patients within medical student primary care placements.

Research shows that medical students are graduating with inadequate teaching on diverse patients and insufficient experience of working with diverse patient groups. The inclusion of patients from diverse groups is necessary in healthcare teaching to ensure medical students are adequately prepared for practice. In this study, we explored the perspectives of General Practitioner (GP) tutors on the recruitment of diverse volunteer patients for medical student primary clinical care placements. In particular, we focused on the current representation of diverse volunteer patients, barriers affecting their inclusion and recommendations to help with this. Focus groups were carried out with GP tutors involved in the recruitment of volunteer patients from one region in the United Kingdom. Transcripts were analysed using Thematic Analysis. Participants acknowledged the importance of ensuring that medical students have clinical experience in assessing and managing patients from diverse populations, but most did not actively think about the diversity of the patients they were recruiting. Instead, recruitment was driven by the need to cover the curriculum and teaching requirements. To ensure that students' learning was not diminished and recognising time was a significant factor, participants automatically discounted certain patients from being a volunteer patient. They acknowledged that they did not feel comfortable identifying patients based on their demographics and were more likely to invite patients who had been volunteer patients before. Suggested solutions to overcome the factors affecting the recruitment of diverse patients are presented. Patient populations will continue to become more diverse, and therefore, medical schools must prepare their students for this and encourage GP tutors to make a conscious effort to recruit diverse patient volunteers for teaching.

Impact of nurse education prior to and during COVID-19 on nursing students’ preparedness for clinical placement: a qualitative study

Introduction: Nursing students internationally entered challenging clinical placements during COVID-19. Lessons learnt could inform nurse education planning, particularly in preparation to implement future workforce plans.Aim: This study aimed to explore the impact of COVID-19 on nursing students undertaking clinical placements across the UK, particularly the extent to which nursing education prior to and during COVID-19 had prepared them for placements, and to distil key messages for future nursing education.Methods: A UK-wide qualitative study was conducted using audio or written placement diaries and post-placement telephone or online interviews with nursing students from all years of study and from adult, children, mental health and learning disability disciplines. Transcripts were analysed thematically using the Framework Approach. A pre-survey collected participants’ demographic information, details and expectations of their upcoming clinical placements, and how well prepared they felt. Ethical approval was gained.Results: Two hundred and sixteen nursing students from across the UK participated in the study. Five key themes were identified: ‘stepping up to the challenge and feeling the fear’, ‘new ways of learning’, ‘theory versus clinical practice’, ‘impact on clinical and academic partnerships’, and ‘concerns around demonstrating proficiency’.Discussion: Differing levels of preparedness of nursing students for clinical placement were reported. While many felt honoured to be a part of the nursing workforce during COVID-19, the rapidly changing clinical landscape led to unplanned changes to placements, lack of skills practice, uncertain practice supervision and distance learning which impacted on their confidence and perceived levels of competence leading to anxiety around demonstrating proficiency and achieving practice hours. Greater collaboration between universities, clinical placement teams, policy makers and regulators are key lessons post COVID19 to improve the support and preparedness of nursing students.

Elective placements for medical students in a regional Public Health Department in Ireland

Abstract Exposure to different specialties during medical school influences the subsequent career choice of students. We describe the development of elective student placements in Public Health in a regional Public Health Department (PHD) in Ireland which serves a population of just over one million. In September 2023, a collaboration to oversee the electives was established between our PHD (HSE Dublin and Midlands) and an academic institution (Trinity College Dublin (TCD)). An Elective Working Group (WG) was formed which developed learning objectives and an elective plan. The electives were scheduled for October and November 2023. The key learning objectives were for students to: • Develop an understanding of the role of Public Health across all domains, in our regional PHD and in Ireland; • Develop an understanding of the career pathway in Public Health Medicine in Ireland; • Contribute to a public health project within the PHD. The elective plan included approximately 15 1:1 tutorials across the public health domains, attendance at PHD meetings and a literature review-based project. Between October and November 2023, two students (one per month) were attached to the PHD. At the end of each elective, students presented project findings to the WG for discussion. Debrief sessions gathered feedback from the students, the WG and the TCD partner. Student feedback was overwhelmingly positive. Feedback suggested taking pairs of students at the same time may increase efficiency and capacity for future electives in our PHD. A collaborative approach to planning and coordinating the electives was crucial to its success. We are building on this experience to expand the electives with an increased number of students being facilitated by our PHD in 2024, providing students with greater opportunity to gain exposure to Public Health Medicine during medical training. Application and evaluation materials were refined which can be shared. Key messages • The success of the Public Health electives in our regional Public Health Department was underpinned by a collaborative academic partnership and a structured, coordinated approach. • Availability of Public Health electives during medical school training can support students to gain exposure to this specialty in a time when they are considering future career choices.

Getting everyone on the same page: Assessing interprofessional competencies during student placements

Getting everyone on the same page: Assessing interprofessional competencies during student placements

Using Generative Artificial Intelligence in Exams: A Research on KPSS with ChatGPT

ChatGPT is a language model developed by OpenAI that uses generative artificial intelligence (GenAI) algorithms for natural language processing (NLP) tasks. It is a popular Chatbot due to its impressive ability to respond consistently to users' various prompts. In this study, the Public Personnel Selection Examination (KPSS) questions, organized by ÖSYM (Turkish Student Selection and Placement Center) every year, were asked to ChatGPT, and its performance was evaluated. The evaluation was made based on fundamental text questions asked in the last three years (2021-2023) in Biology, History, Geography, Turkish Language Literature, and Social Studies in KPSS. This study also aims to investigate the accuracy and reliability of the questions asked to ChatGPT in the field of KPSS educational sciences. According to the research results, ChatGPT's KPSS knowledge and interpretation skills are significantly lower than the university graduate candidates who took the exam. Some suggestions are included for better Chatbot performance, more effective prompt engineering and ethical use of these tools.

Young people's right to flourish: A 21st century social justice issue for youth and community work

AbstractThis article argues for youth and community work (YCW) to be recognised for its critical role in working alongside young people to enhance their well‐being. We supply amalgamated vignettes as evidence from student's placement practice and explore the value of informal education practices in YCW in more formal settings. We assert that it is important to offer recognition of the distinctive methodologies YCW practitioners employ to enable meaningful engagement with young people. We argue young people's well‐being is a 21st century social justice issue of primary concern to YCWs. Cuts to youth services have led to a crisis in the YCW workforce, which urgently needs to be addressed. Therefore, as a reminder of the ongoing need for young people to be at the heart of integrated and holistic policies, the anonymised vignettes supply reflections on student professional practice placement that take account of their experiences of working collaboratively with schools. Policy makers should seek ways of drawing on YCW student's perspectives and in working to develop parity of esteem with other social professions, create environments in which young people can flourish. This article therefore joins the recent calls from the YCW sector for the need to fund and re‐grow YCW.

Implementation of research, education and leadership placements into Operating Department Practitioner training: A 4-pillar practice-based learning approach.

Practice-based learning has traditionally focused on clinical practice in pre-registration courses. However, recent national strategies emphasise the importance of incorporation of all four pillars, clinical, education, leadership and research, into practice-based learning (placements). This article details the introduction of practice-based learning in research, education and leadership alongside clinical placements for BSc Operating Department Practice students at Sheffield Hallam University. It provides insights into the benefits of this approach, outlines the components of each placement with examples of completed projects, shares feedback from students and practice partners and addresses challenges. The authors advocate for adoption of this approach across all pre-registration Operating Department Practice courses, to ensure a workforce capable of meeting evolving health care needs and driving the Operating Department Practice profession forwards.

Fairer schooling for a better housing environment: Effect of abolishing school zones on the housing market

Access to high-quality public education is often closely linked to residential property ownership and location in many countries, contributing to rising housing costs in areas with better educational resources. This creates challenges in housing affordability and perpetuates inequality in education access. Our study explores the effectiveness of two policies aimed at reducing the association between property ownership and access to premium public education: the "six-year-one-position" policy, which limits school enrolment to one student per property every six years, and the "multi-dicing" policy, which uses a random allocation system for student placement. While this research focuses on Beijing, China, the implications of such policies are of broader relevance to cities worldwide facing similar issues. Using a spatial difference-in-difference approach, we find that eliminating school zoning can decrease housing prices by 2.5% in areas where these policies are implemented, with reductions of 4.4%–7.9% in districts previously associated with high-ranking schools. However, the announcement of these policies triggers short-term price spikes, with increases of 2.7%–4.7%, reflecting a panic-buying effect. Moreover, we observe a spillover effect, where demand shifts from regions that abolished school zones earlier to those that implemented the policy later, as revealed by a staggered difference-in-difference analysis. These findings offer insights for policymakers in other urban contexts where educational access is intertwined with housing markets, highlighting the need for balanced strategies to address both housing affordability and equitable education access.

An inpatient mental health placement for paramedic undergraduate students: a pilot study

BackgroundThe prevalence of mental and behavioural illnesses in the Australian community is increasing. Paramedics are frequently the first health responders to a mental health crisis, and their workload associated with mental health presentations is also increasing. The present study explored the experience and perspectives of undergraduate paramedic students who participated in a pilot mental health placement.MethodsA pilot workplace learning opportunity was established in which students completed a portion of their community service hours in an inpatient mental health setting at Port Macquarie Base Hospital. Eight students attended and completed the placement and were administered the Clinical Placement Evaluation Questionnaire.ResultsStudent responses to this placement experience were overwhelmingly positive. The data showed that all the students responded “Strongly Agree” or “Agree” to each of the survey items. Thematic analysis of the qualitative data yielded four central themes related to benefits, additional training and education, nursing staff, and improvements.ConclusionsThis pilot study suggests that mental health placements for paramedics have meaningful educational value and can impact student learning. Since this pilot study, mental health placements have been permanently included as part of the undergraduate curriculum in our institution.

General education inclusion of students with significant disabilities: the role of the school-based occupational therapy practitioner

ABSTRACT Since the passage of The Individuals with Disabilities Education Act (IDEA) in 2004, it has been mandatory for disabled children to be educated with non-disabled children within public agencies to the greatest extent possible. While school systems have responded by creating academic and functional programs better suited for educating students with disabilities, they tend to be self-contained environments with limited opportunities for exposure to typical peers throughout the school day. The inclusion of special education students, especially those with significant impairments, is currently not meeting the expectations set forth by IDEA. The reasons for this vary widely and have led to the pervasive restrictive placement of students with extensive support needs (ESN) despite the numerous benefits of inclusive placement presented in available research. This manuscript will compile the existing evidence on the educational placements of significantly disabled students and use it to paint a picture of the current state of inclusion, identify the barriers to its implementation, list the benefits of inclusion for all students, and discuss how occupational therapy practitioners can facilitate, enhance, and expand inclusion of these children. This manuscript serves as a call to action for school-based occupational therapy practitioners to expand their role in this setting by emphasizing their unique skill sets to educators and fully utilizing their strengths to act as advocates for the significantly impaired students they serve.

Predicting Academic Performance: Correlating IELTS Scores with End-of-Term Grades in Vietnamese High School Students

English proficiency is increasingly crucial in Vietnam’s globalized landscape, with standardized tests like IELTS serving as key indicators of language ability. However, effectively translating international test scores to local grading systems remains a challenge. This study aimed to establish a reliable conversion method between IELTS scores and end-of-term grades for high school students in Vung Tau, Vietnam. Utilizing a quantitative, correlational design, we analyzed data from 371 students in grade 10 at Le Quy Don specialized school. Data sources included mock IELTS scores administered by The Forum and official end-of-term grades. Pearson correlation and linear regression analyses were employed to examine the relationship between the variables. A significant positive correlation (r =0.432,p < 0.01) was found between IELTS scores and end-of-term grades. Linear regression analysis yielded a statistically significant model (End-of-term grade = 0.501 × IELTS + 5.843) for predicting grades based on IELTS scores. A conversion table was developed to provide a practical reference for educators. This study provides a valuable tool for bridging the gap between IELTS scores and academic performance in a Vietnamese educational context. The conversion table can inform educational decision-making regarding student placement, targeted support, and curriculum development, ultimately enhancing the understanding of English proficiency expectations for students and educators alike.

Supervising social work students in field placements during COVID-19: Recommendations for future delivery during a pandemic

The COVID-19 pandemic induced a marked transformation in higher education worldwide in the wake of social distancing. From course delivery to pedagogical style and student assessment, the educational landscape has altered, necessitating more creative and compatible approaches to support student learning. Intertwined with this phenomenon are the systemic, pedagogical, and technological challenges for the faculty supervising field students in the digital environment. Social work education is no exception. This article offers a brief overview of pandemic and post-pandemic related literature of online social work field education, shares faculty field educators’ reflections on challenges and opportunities associated with remote field supervision, and offers recommendations for future delivery during a pandemic or natural disaster, such as using a trauma-informed lens and Spiritually Informed Pedagogy for teaching and field supervision.

Simulation as a method in a supervision course, experiences of midwives and specialist nurses: A qualitative study

AimTo explore supervisors’ experience of simulation in a student supervision course BackgroundThe relationship between student and supervisor is crucial for the students’ learning and quality of education. The supervisors have an important role in facilitating a good start and the best learning opportunities for students in clinical placement. Supervision can be demanding and there is a need to strengthen supervisors in their role. An interprofessional supervision course was designed, using simulation as a method. Simulation is frequently used for acute situations to improve patient safety but is less common in student supervision. In our supervision course, simulation was introduced in the digital component and practiced in the physical component. The 4–6 members of the interprofessional simulation groups were assigned roles as either participants or active observers. They were guided by a facilitator, who constructed student-supervisor scenarios, allocated roles and facilitated reflection. DesignA qualitative, explorative design involving focus groups and written reflections. MethodsTwo focus groups (n=9) were conducted following a pilot course in addition to written reflections (n= 80) after four courses. After revising the course and the interview guide, two additional focus groups (n =10) were held and a further 43 written reflections received. The empirical data were analyzed using thematic analysis by Braun and Clarke. ResultsThe three themes.1. Interprofessional simulation provides a wider perspective on the student- supervisor relationship.The participants experienced being active in different roles, followed by subsequent joint reflection. They expressed increased relational understanding as well as the importance of verbal and nonverbal communication in supervision through learning from other interprofessional supervisors.2. Simulation provides realism by entering into the situation. Simulation fostered activation of the senses that improved the supervisor’s ability to be attentive to the student’s needs.3.Challenging to simulate the role of supervisor. Most participants were willing to force themselves out of their comfort zone to learn. However, quite a few felt uncomfortable participating in simulation on communication and preferred observing others. ConclusionThe participants experienced simulation as valuable for strengthening their awareness of their ability to influence students’ learning and relational understanding. The results showed the value of reflective observation in addition to participating in simulation. Simulation might contribute to improved supervision, although different experiences that inhibit learning outcomes must be acknowledged.

Sharing midwifery philosophy through a positive learning environment prepares students for a future providing midwifery continuity of care: A mixed method study

BackgroundGlobal and national frameworks for midwifery education recognise and prioritise the provision of midwifery continuity of care. Previous studies report that learning is enhanced when students have professional experience placements within these models, however there remains wide variation in midwifery students’ access to placements within these models in Australia. AimTo evaluate Bachelor of Midwifery students’ experiences in midwifery continuity of care models within two local health districts in New South Wales, Australia. MethodA mixed methods design was used: qualitative data collected through interviews, and quantitative data collected via an online survey using the Midwifery Student Evaluation of Practice (MidSTEP) tool. Thematic analysis of qualitative data and descriptive analysis of quantitative data was undertaken. ResultsSixteen students responded, four students were interviewed, and 12 students completed the survey. The MidSTEP mean scores for all sub-scales rated above 3.0/4.0. Participants rated ‘work across the full scope of midwifery practice’ and five out of eight subscales of Philosophy of Midwifery Practice at 100 %. ‘Experiences prepare me to be a change agent for maternity service reform’ rated the lowest (67 %). Three qualitative themes emerged: care versus carer model; learning experience; and future career as a caseload midwife. ConclusionA mixed method approach using a validated tool to measure student experiences, contributes to the evidence that students value professional experience placements within midwifery continuity of care models. Currently this is not an option for all midwifery students and as midwifery continuity of care models expand, these findings will inform further implementation of student professional experience placement within these models.

Partnership to Increase Care Access Through Mobile Outreach to Migrant Farm Communities: A Feasibility Study

Abstract: Background: Health care access for migrant farmworkers is limited given the nature of seasonal farm work, including migration patterns, capacity, and availability of local community health services. Consideration of these contextual elements when exploring a community–academic partnership to increase access to care for migrant farmworkers is essential. Objective: Explore the partnerships and processes for integrating nursing faculty and students from a regional public university’s school of nursing into a farmworker health outreach program’s mobile clinic process. Methods: A feasibility study was undertaken using Bowen et al.’s feasibility framework. Results: Integrating faculty and students into the farmworker health outreach program’s mobile clinic process was determined to be feasible. Conclusions: Integrating faculty providers and students into a farmworker outreach program’s mobile health process has several nuances requiring consideration before operationalizing the partnership, including nursing faculty practice (e.g., credentialing, malpractice insurance), student clinical placement processes, the farmworker outreach program’s processes, and farmworker availability.

A qualitative study examining medical students′ expectations of psychiatric inpatient and intensive care settings

Background There is limited literature to date regarding medical students’ expectations of the psychiatric inpatient environment. This study aims to explore what medical students expect from psychiatric wards and psychiatric intensive care units prior to their placement. Psychiatric intensive care, arguably the most intense experience students will have in psychiatry, was used to highlight the full extent of student preconceptions. Methodology: Students were invited to complete a semi-structured questionnaire over a six-month period, from July to December 2021. Questions explored emotions prior to placement, expectations of the ward atmosphere, layout, patient behaviour and care strategies. 37 responses were received. Analysis followed the well-recognised six stages of thematic analysis. Results: Five themes emerged from the data: (1) Mixed feelings about placement; (2) Varied views about patient behaviour and illness; (3) Restrictive and controlled practice; (4) Similarities to acute general hospital care; (5) Care with empathy and compassion. Some of the expectations of students were markedly different to the reality of psychiatric inpatient and intensive care settings, with ideas of patients being physically restrained, unconscious and attached to ventilators. Conclusion: This study offers a unique insight into what medical students expect from psychiatry inpatient and intensive care settings, an issue that all clinicians who have student contact should be aware of. Results can better inform student preparation and placement supervision, leading to more meaningful learning and improved wellbeing.