Practice Placement Education Research Articles

‘We are the (simulation) champions – evaluating the role of simulation champions to enrich the diversity of simulation practice placements within higher education institutions undergraduate healthcare programmes’

Due to the COVID-19 pandemic, there has been a significant impact on undergraduate healthcare practice placement education [1]. In response, the Scottish Government, committed to ensuring Adult and Mental Health Nursing, Midwifery, and Paramedic Science students have adequate provision to student placements, awarded Higher Education Institutions (HEIs) funding to develop simulation placements. Within our HEI a Clinical Skills and Simulation Team (CSST) has been created comprising 3 Lecturers, a Simulation Technician, and a Digital Technologist. The team then built a Simulation Champions group (n=30) through fostering working relationships, to help promote simulation-based education (SBE) pedagogy across the HEI. The purpose of this study is to explore whether creating a simulation champions group has any impact on the delivery of simulated practice placements within undergraduate healthcare programmes. The Simulation Champions are a diverse group comprised of internal academic faculty and external National Health Service (NHS) partners (such as practice education facilitators) who are passionate educators in SBE. Each external partner has a contact within the HEI, aligned to their area of clinical expertise. Through an agreed Terms of Reference, their aim is to enhance, resource, and assist the delivery of high-quality, high-fidelity simulation placements to students by working collaboratively in line with the relevant professional body standards and proficiencies [2]. The CSST oversee the Simulation Champions, providing strategic direction, leadership, following the HEI strategy [3], and support the delivery of Simulation Placements. The group meets every quarter to discuss simulation practices, explore Continuous Professional Development (CPD) opportunities, and share knowledge and learning. The impact of this team will be measured through staff and student reflection using a framework to objectively analyse scenario diversity, achievement of learning outcomes, and alignment to professional body proficiencies. Following ethical approval, a group of Year 1 Adult Nursing students (n=60) will have completed a 40-hour Simulated Practice Placement designed and delivered by Simulation Champions (n=10). This study will then evaluate and conclude whether there is a need to create and develop a diverse, multi-professional Simulation Champions Group before successful Simulated Practice Placements can be achieved. It will also help determine if securing strong working relationships ensures a smooth transfer of knowledge and skills from clinical practice to the simulation setting within a HEI, and if all of this enhances the student experience. 1. Caplan J, Clements R, Chadwick C, Kadirgamar J, Morgan J, Rao A. Medical education in 2020: developing COVID secure undergraduate hospital placements. Medical Science Educator. 2020;30(4):1677–83. 2. NMC 2018a, 2018b, 2018c, 2018d: Nursing and Midwifery Council. The Code. Professional standards of practice and behaviour for nurses, midwives and nursing associates. Nursing and Midwifery Council. Realising professionalism: Standards for education and training. Part 3: Standards for pre-registration midwifery programmes. Nursing and Midwifery Council. Realising professionalism: Standards for education and training. Part 3: Standards for pre-registration nursing programmes. 3. University of the West of Scotland. Strategy 2025. 2020. uws-strategy-2025.pdf. [Accessed on 25/01/2022]

Exploring Students’ Experiences in Occupational Therapy Education: A Phenomenological Study of Professional Identity Development

The existing literature on professional identity enactment and development, subscribes to students’ socializing in a learning environment, where they regularly encounter practicing professionals throughout their education period. However, in most countries with less resourced occupational therapists like Ghana, education in occupational therapy is fraught with inadequate number of same professionals to mentor undergraduate occupational therapy students. The students are thus faced with serious dilemma regarding their professional identity which tends to elicit a bleak perception of their chosen career. The present study was therefore envisaged to interpret and analyse the students’ lived experiences, with the view to capture the process of constructing and developing professional identity. The study focused on purposively sampled group of nine undergraduate occupational therapy students during their practice placement education, and their learning styles on didactic lectures. A hermeneutic phenomenological approach was adopted for the study. The students were followed up throughout their four-year study program for data collection, using one-to-one semi-structured interviews each year. With reference to the threshold concepts, transcribed interview data were analyzed using interpretative phenomenological procedures. The study established a transformational development of professional identity from the novice stage into graduate professionals, amidst complex interaction of co-constructed themes which included: personal knowing, professional knowing and experiential knowing.

Exploring the patient perspectives of student‐resourced service delivery of rehabilitation groups: A qualitative study

AbstractIntroductionOccupational therapists commonly use groups to deliver rehabilitation. Previous research has established that patients value participation in such groups. With increasing demands for rehabilitation services, meeting the intensity of occupational therapy practice required for recovery is challenging. Group‐based services are one approach to support increased rehabilitation need for intensity of practice. Student‐resourced service delivery (SRSD) of rehabilitation groups is a novel practice placement model that shows potential for rehabilitation care delivery. There is little research reporting patient experiences and perspectives of SRSD rehabilitation groups. Understanding the perspectives of patients' experiences of the groups is required for meaningful programme evaluation. This study aimed to explore patient experiences of SRSD of rehabilitation groups.MethodsThis multisite qualitative study examined the perspectives of 26 rehabilitation inpatients participating in SRSD group sessions across two rehabilitation sites. The SRSD group sessions were overseen by an occupational therapist. Data were collected through semi‐structured interviews and analysed using inductive thematic analysis guided by a phenomenological approach.ResultsThree themes emerged: (1) seeing the relevance of SRSD groups, (2) enhancing the process of SRSD groups, and (3) the value of social interaction.ConclusionSRSD rehabilitation groups were well received by patients with perceived benefits such as opportunities for social interactions. Findings from this study may inform clinical practice including models of student practice placement education.

Supporting AHP students: A resource for non-registered AHP support staff

Purpose: Practice placement education (PPE) is a key component of healthcare training and therefore it's essential that PPE provides a supportive and safe learning environment for students (HCPC, 2017). In searching for innovative ways to increase our practice learning experience and capacity for PPE and from student feedback we identified the significant role our non-qualified workforce play in PPE, not only in improving the quality and pastoral support for students but also as role models with a wealth of knowledge and skills to share.

A New Tool for Assessment of Professional Skills of Occupational Therapy Students.

The assessment of the acquisition of professional skills is an essential process in occupational therapy students. Until now, there has been no standardized and validated instrument for evaluating these skills in Spanish occupational therapy students. This study reports the development and testing of the psychometric properties of the professional skills in students of occupational therapy during their practical training. Methods: A new instrument was developed to assess the professional skills of occupational therapy students, called CPTO. A total of 69 occupational therapists participated in evaluating 295 occupational therapy students from the University of Granada, between the 2018 and 2021 academic years. Results: Of a total of 79 items, the factor analysis yielded a final solution of 33 items, which explains 70.22% of the variance with the following three dimensions: (1) self-appraisal and professional responsibility (α = 0.951); (2) communication skills and delivering intervention (α = 0.944); and (3) clinical reasoning for assessing and planning the intervention (α = 0.947). The instrument allows students with low, medium, high and excellent clinical skills to be differentiated according to the cutting points established by the quartiles. Conclusion: the instrument has good psychometric properties, and is a useful tool to assess professional competencies in occupational therapy students during their practice placement education.

Changes in Resilience in Students of Occupational Therapy After Their First Exposure to Practice Placement Education.

Introduction: Resilience is a multidimensional and dynamic construct associated with positive growth and the capacity to transform stressful and negative factors into opportunities of personal development and self-improvement when faced with difficult experiences. The resilience process of each individual integrates multiple analysis levels, which range from genetic-environmental interactions to a complex process of adaptation between the individual and his/her family, friends, co-workers, society, and culture.Objective: To determine whether resilience improves in students of occupational therapy when exposed for the first time to practice placement education.Methodology: Quasi-experimental, prospective, observational, multi-center study with a sample composed of students from the Degree of Occupational Therapy of the public universities of Málaga (UMA) and Castilla-La Mancha (UCLM) (Spain). Two weeks prior to the beginning of the practice education period, the participants completed a questionnaire that included sociodemographic data and the area of their internships. They were also given the Spanish version of the Connor-Davidson's resilience scale (CD-RISC). All these instruments were also completed 1 week after the end of the clinical practice.Results: There were statistically significant differences between the variables that make up resilience and the different internship areas. On the other hand, there was a significant improvement of global resilience after the clinical practice period, in both women (13.85 points; p < 0.001) and men (7.72 points; p < 0.035), when the internship area was not considered.Conclusions: The results show that resilient students are more optimistic and work to improve a situation beyond doing simply what is expected of them, knowing how to control their feelings. This is beneficial for students in practice education, since, during these, they face difficult situations that require a resilient pattern, which helps reduce stress and the burnout syndrome.

Peer-assisted learning and small-group teaching to improve practice placement quality and capacity in dietetics.

Peer-assisted learning (PAL) has been positively evaluated during practice placements for medical, nursing and some allied health professional students. The aim of this study was to evaluate a PAL and small-group teaching model of dietetic practice placement education implemented in the UK setting as part of a quality improvement process. A PAL placement model was adapted from a previously published Australian model, implemented and evaluated among dietetic students at King's College London and with their practice educators. Process evaluation with students and practice educators from PAL practice placements at two sites and traditional 1:1 practice placements at six sites consisted of weekly questionnaires and end-of-placement focus groups with 16 students and 35 practice educators. Perceptions of the barriers, concerns and strengths of the novel model were identified. Implementing the PAL placement model at just two sites increased placement capacity by 12 students, a 1.3-fold increase across London. Students on PAL placements reported a good learning experience (89.3 vs 67.7%; P < 0.001) and a satisfactory workload (83.1 vs 61.3%, P = 0.005) more frequently than those on a traditional 1:1 placement. Practice educators reported significantly less time undertaking direct student supervision on PAL practice placements compared to 1:1 placements (153 minutes/week 95% confidence interval (CI) 124-183 vs 264 minutes/week 95% CI 204-324; P = 0.001). PAL practice placements offer potential benefits to placement capacity and possibly quality. The detailed evaluation will enable others to implement similar novel models of dietetics placements.

Development of a framework to facilitate a collaborative peer learning 2:1 model of practice placement education

Aim: The educational approach towards practice placement education in health-related disciplines has changed in recent years. The use of collaborative or peer learning models has increased, associated with positive effects on desired outcomes such as learning, competence and reflective practice. At present, there is little published literature on the implementation or use of such models in dietetics practice placement education. The aim of this study was to conduct a pilot study of a collaborative peer learning 2 students to 1 educator (2:1 model). Methods: Experienced practice placement educators from four clinical sites in the discipline of dietetics in the Republic of Ireland were invited to participate in the study and form an advisory group. Feedback from this group was used to inform the design and development of a framework to guide the wider implementation of the 2:1 model. Results: Feedback from the pilot study was largely positive, with all four sites willing to facilitate a 2:1 model again. The main recommendation was that the practice placement educators require more practical information on the implementation of a 2:1 model, particularly the facilitation of the peer feedback process. In response to this feedback, the Lynam framework was designed, which is the focus of this paper. Conclusions: This pilot study of a 2:1 model in dietetics practice placement education informed the design and development of a framework for implementation of the model. Further research into the use of the 2:1 model for practice placement education and the effectiveness of the Lynam framework to guide the implementation of this model is required.

Development of a framework to facilitate a collaborative peer learning 2:1 model of practice placement education

AbstractAimThe educational approach towards practice placement education in health‐related disciplines has changed in recent years. The use of collaborative or peer learning models has increased, associated with positive effects on desired outcomes such as learning, competence and reflective practice. At present, there is little published literature on the implementation or use of such models in dietetics practice placement education. The aim of this study was to conduct a pilot study of a collaborative peer learning 2 students to 1 educator (2:1 model).MethodsExperienced practice placement educators from four clinical sites in the discipline of dietetics in the Republic of Ireland were invited to participate in the study and form an advisory group. Feedback from this group was used to inform the design and development of a framework to guide the wider implementation of the 2:1 model.ResultsFeedback from the pilot study was largely positive, with all four sites willing to facilitate a 2:1 model again. The main recommendation was that the practice placement educators require more practical information on the implementation of a 2:1 model, particularly the facilitation of the peer feedback process. In response to this feedback, the Lynam framework was designed, which is the focus of this paper.ConclusionsThis pilot study of a 2:1 model in dietetics practice placement education informed the design and development of a framework for implementation of the model. Further research into the use of the 2:1 model for practice placement education and the effectiveness of the Lynam framework to guide the implementation of this model is required.

Listening and Communication Styles of Undergraduate Occupational Therapy Students: A Cross-Sectional Study

Background: Listening and communication are two critical aspects of positive relationships. In the context of health care, they have been found to have a positive impact on many aspects of client care, including patient satisfaction, emotional wellbeing, and functional and physiological status. However, little is understood about the specific listening and communication styles exhibited by students enrolled in the health-related disciplines, including occupational therapy. The aim of this study was to investigate the listening and communication styles of undergraduate occupational therapy students. Method: This was a cross-sectional study of 210 students (response rate of 95.5%) enrolled in a Bachelor of Occupational Therapy (BOT) course, who completed paper-based versions of the Listening Styles Profile (LSP) and the Communicator Style Measure (CSM). Both the LSP and CSM are valid and reliable measures. Results: Participants reported a strong preference for the People listening style and the Friendly and Attentive communication styles. A moderate preference was also shown for the Content listening style. There were only two minor differences between participants enrolled in the different year levels of the BOT course, and only minor differences between the male and female students. Conclusion: The participants' reported preferences are well suited for the role of occupational therapy. The findings suggest that occupational therapy students exhibit a disposition towards listening and communication styles that are indicative of an underlying interest in the care and welfare of others and which are traits of the ‘helping, people-oriented’ professions. The implications of these findings are that it is important to consider the listening and communication styles of occupational therapy students during their professional education and while completing practice placement education.

An Exploratory Study of the Occupation-Focused Models Included in Occupational Therapy Professional Education Programmes

Introduction: Occupation-focused models are one method of integrating occupation into occupational therapy education programmes. They offer a theoretical basis for practice by providing explanations about the process and practice of the profession. Method: This exploratory study used a quantitative research framework to investigate which occupation-focused models are included in occupational therapy programmes, the rationale for their inclusion and how the models are integrated into curricula. A survey was sent to 193 occupational therapy programmes in Australia, Canada, the United Kingdom and the United States. Results: The response rate was 33.8% (n = 65). The data showed that each programme included between 3 and 10 occupation-focused models. The Canadian Model of Occupational Performance and Engagement and the Model of Human Occupation were included in 98.5% of all curricula surveyed. Conclusion: The educators used a multilayered decision-making process to determine which occupation-focused models to include in a curriculum. The instructional methods varied, but most programmes used practice placement education as a teaching strategy. Further research is required into how curriculum design influences a practitioner's future use of occupation-focused models in practice. A better understanding is needed of how professional practice education affects students' values and attitudes towards the use of occupation-focused models.

Peer Interactions and Their Benefits during Occupational Therapy Practice Placement Education

Peer collaboration is believed to assist in the development of critical thinking and reflection skills. However, collaboration may be difficult to achieve in the practice placement environment because students often experience placements away from peers. This study aimed to establish the frequency and types of peer contact experienced by first year occupational therapy students during practice placement education, in order to identify any benefits from interactions during this time and to establish any unmet needs that may arise from restricted peer contact. The data from responses to a survey by 53 of a cohort of 121 students demonstrated the diversity and disparity in the opportunities available. Many interactions provided support and reassurance and made a positive contribution to learning. Return-to-university days during practice placements and regional support groups to facilitate collaboration were suggested. The analysis of an online discussion board made available to all 121 students showed that only 12 students contributed to the discussions. The perceived benefits included contact with peers and practical support from tutors. Improved education and increased input from tutors were suggested as methods to encourage more effective use of this tool, in order to meet the learning and social needs of students with limited opportunities for peer interaction during placement modules.

Learning in International Practice Placement Education: A Grounded Theory Study

Objective: There is a growing trend towards international practice placement education in occupational therapy, yet little research documents the learning that individuals who participate in such experiences report. The purpose of this study was to examine the process of learning that arises through engagement with occupational therapy practice placement education in an international context. Method: A constructivist grounded theory methodology was employed. In-depth, semi-structured interviews were conducted with eight individuals who had completed an international practice placement during their tenure as an occupational therapy student. Findings: The core category of learning identified by participants was personal and professional development. The subcategories included thinking outside the box, adaptability/flexibility, cultural sensitivity, recognition of the value of interpersonal relationships, and gaining confidence through moving beyond one's comfort zone and through increasing autonomy. The comments from participants also invoke critical reflection on the appropriateness of the transfer of North American occupational therapy practice into resource-poor countries. Conclusion: This research documents the process of learning described by a group of individuals who participated in international practice placement education as part of their occupational therapy education. The research contributes to knowledge about international practice placement education in occupational therapy.

Occupational Therapy Students' Consideration of Clients' Spirituality in Practice Placement Education

Spirituality in occupational therapy has become more prominent through research and discussion over the last decade. This study aimed to examine further the topic of occupational therapists' inclusion of spirituality in their practice through exploring the experiences of occupational therapy students. The study investigated students' consideration and understanding of spirituality in practice after undertaking all their degree course placements. A simplified grounded theory approach was used. Semi-structured interviews with six occupational therapy students explored their experiences and opinions regarding spirituality. A qualitative data analysis of the transcripts, using the Atlas.ti package, was the basis on which the findings were grounded. The findings showed that it was the participants' opinions that spirituality was not covered well during their occupational therapy education. Other barriers to considering spirituality included the lack of a clear definition, omission from assessment forms and the perceptions of other staff. The participants' narratives indicated that they did not overtly focus on or consider spirituality during their practice placement education. However, all the participants discussed spirituality, in varying ways, with some of their clients. The findings from this study imply the need for specific education on recognising and addressing spirituality for students of occupational therapy.

A Review of Non-Traditional Occupational Therapy Practice Placement Education: A Focus on Role-Emerging and Project Placements

Practice placement education has been recognised as an integral and critical component of the training of occupational therapy students. Although there is an extensive body of literature on clinical education and traditional practice placement education models, there has been limited research on alternative placements.This paper reviews the literature on various practice placement education models and presents a contemporary view on how it is currently delivered. The literature is examined with a particular focus on the increasing range of practice placement education opportunities, such as project and role-emerging placements. The drivers for non-traditional practice placement education include shortages of traditional placement options, health reform and changing work practices, potential for role development and influence on practice choice. The benefits and challenges of non-traditional practice placement education are discussed, including supervision issues, student evaluation, professional and personal development and the opportunity to practise clinical skills.Further research is recommended to investigate occupational therapy graduates' perceptions of role-emerging and project placements in order to identify the benefits or otherwise of these placements and to contribute to the limited body of knowledge of emerging education opportunities.

The Use of DVD Simulation as an Interprofessional Education Tool with Undergraduate Occupational Therapy Students

Health care professionals, including occupational therapists, are required to work collaboratively with other disciplines in order to provide high-quality care to their clients. As such, it is paramount that health care professional students learn about the professional roles of others and teamwork through interprofessional education (IPE). However, students are often educated in isolation from other disciplines and difficulties with clinically-based IPE have been acknowledged. Therefore, the purpose of this study was to evaluate occupational therapy students' perceptions of the use of digital video disc (DVD) simulations as a learning tool for IPE and practice placement education. Eleven DVD simulations were developed by Monash University and a team of health care professionals. Students from the Bachelor of Occupational Therapy programme at Monash University viewed two or more simulations, and their perceptions were elicited using a mixed methodology approach consisting of a self-report questionnaire (n = 19) and three focus groups. Overall, the DVD simulations were perceived positively as a useful tool for IPE, to supplement practice placement education by occupational therapy students. Although the students did not feel that the simulations could replace actual practice placements, the cost benefit of using DVD simulations to teach, promote and facilitate IPE should be further investigated.

An Evaluation of a Role-Emerging Practice Placement Model for a Full Cohort of Occupational Therapy Students

It is accepted that practice placements are instrumental in providing an invaluable education on professional concepts, attitudes and behaviours. However, despite suggestions that practice placement education needs to be modernised to meet the demands of the current climate, there is only evidence of a limited number of role-emerging placements within the United Kingdom despite their relative popularity and history abroad. This paper describes and briefly evaluates a ‘model’ of practice placement education within role-emerging settings for a full cohort of pre-registration occupational therapy students, which meets national and international standards and guidance for such programmes.

Evaluation of a Collaborative Project to Engage Occupational Therapy Clinicians in Promoting Practice Placement Education

The Queensland Occupational Therapy Fieldwork Collaborative (QOTFC), which was founded in 2004, includes representatives from universities, practising occupational therapists, professional registration bodies and key employers, and aims to promote a shared vision for the future of practice placement education (fieldwork) in Queensland, Australia. Strategic alliances between key occupational therapy stakeholders were fostered by the QOTFC to address a shortfall of occupational therapy practice placement education opportunities in Queensland. This paper describes a project that aimed to engage occupational therapy clinicians in localised ‘hubs’ across the state of Queensland, with a view to solving practice placement shortfalls. The project evaluation and outcomes are discussed. The outcomes indicated that ownership of practice placement education across the entire profession is critical, and can be achieved through a strategic and a collective focus of key stakeholders working collaboratively with local professionals.

A Practice Placement Education Model Based upon a Primary Health Care Perspective Used in South Australia

Undergraduate education programmes play a major role in the development of the profession; providing practice placement education opportunities across a range of settings prepares graduates for the diversity of practice. This paper describes a practice placement education model, developed in South Australia, which enables graduates to work effectively from a primary health care or social health perspective to engage actively with the paradigm shift occurring in health. The model consists of three phases. Phase one comprises academic input relating to social health philosophy and the link with occupational therapy, as well as knowledge and skills in project management. Phase two allows students to explore a range of community-based agencies and potential project opportunities. Phase three involves the implementation and evaluation of a project aimed at addressing a specified need in the community in a sustainable manner. A synopsis of several projects is provided to demonstrate the variety of agencies and issues that can be addressed using such a model.

The Practice Placement Education Experience: An Australian Pilot Study Exploring the Perspectives of Health Professional Students with a Disability

Practice placement education is an essential component of health professional programmes. The number of students with a disability entering health professional education programmes is anticipated to rise, yet research about the perspectives of students with a disability is limited, especially related to practice placement education. Therefore, the need to investigate student experiences has intensified. In this study, qualitative research methodology was used to investigate the perceptions, feelings and experiences of health professional students with a disability during practice placement education. Five health professional students, recruited from a regional university in New South Wales, Australia, participated in semi-structured, individual interviews. A phenomenological approach was used. Following inductive analysis of the data, three themes reflecting the students' experience of practice placement education emerged: the impact of disability, including the barriers and the strategies used to overcome these; the experiences of practice placement education, including the feelings of the participants; and support, which came from the practice placement educator, the university staff, family and friends. This pilot study provides valuable insight into the perspectives of these students about practice placement education. The findings reinforce the need for further exploration of the unique experiences of students with a disability to ensure success within their university programme and future profession.