Practicum Education Research Articles

Perceived features of practicum effectiveness and acquired professional competences among graduate class students in Dilla University

Background: Even though practicum is required to integrate and apply acquired theories, skills, and knowledge recently, there is a huge disparity between types of skills and knowledge, taught in pre-service programs and the realities of work place practice. Objective: The objective of the study was to examine perceived features of practicum effectiveness and acquired professional competence of graduate class students. Methods: The quantitative research approach with descriptive design was employed. Total of 169 graduate class students of Dilla University were selected through multistage sampling. Questionnaires were used as tools of data collection. Mean, standard deviation, person correlation and one-way ANOVA were used to analyze the data. Result: The result revealed that the readiness for future work was (M=2.0809, SD=58024), creativity enhancement (M=1.7678, SD=.61876), and practice of the learned concept (M=2.1302, SD=.42897) respectively. With regard to graduate students, acquired the professional competence: student’s knowledge, skills and ethics that students, gained from the field trip, were (M=2.0000, SD=.48659), (M=2.1550, SD=.43300), and (M=1.9172, SD=.48428) respectively. Further, person correlation analysis showed that perceived features of practicum effectiveness and acquired professional competence were moderately positively correlated r (169) = 0.367, p < 0.05. Besides the result, demonstrated by one-way ANOVA, there was a statistically significant difference in students’ satisfaction with practicum education host organization services, in that Psychology students ( F (11,11) = 3.477, p = .025), and Journalism students( F (8,5) = 5.747, p = .035) respectively. Conclusion: Practicum is/was less effective in enhancing student’s creativity and ethics. Thus, Universities, and host organizations have to work to promote students’ professional competence

Is the signature pedagogy still worthwhile? An empirical study of field practice experience among social work students in Nigeria

ABSTRACT The ability of social work education to graduate ethical, competent, innovative, effective social workers is highly reliant on the quality of the field experience. The focus of this study, therefore, is to share the reflections of Nigerian social work students about their field practice education and training. Semi-structured interview schedule based on one-on-one interviews was conducted among graduating social work students in one major university in southern Nigeria. Following the qualitative data analysis, findings illustrate that the students, while having a sense of fulfillment and pride in the profession as a result of the fieldwork education, encountered several challenges. Although involving a cohort of social work students, the findings of this study may have broader implications for social work education across the country. Consequently, suggestions are offered to social work educators, as conveyors of social work knowledge, skills, and values, to ensure that students undergo a memorable and hitch-free practicum education.

A case study of the use of the Six Thinking Hats to enhance the reflective practice of student teachers in Taiwan

ABSTRACT This study integrated Six Thinking Hats into the reflective practice of nine student teachers during their practicum in a teacher education programme in the northwest of Taiwan. Based on the analysis of the artifacts, interviews, and observations, this study had the following major findings. First, participants had a positive attitude toward the technique because participants’ innovation, critical thinking, and problem solving were fostered. Second, participants’ unfamiliarity with the Six Thinking Hats and the limited time they had to utilise the technique affected their ability to use it to its full potential. A framework was suggested to facilitate the integration of Six Thinking Hats into practicum and teacher education programmes.

Teaching Efficiency and Satisfaction of Clinical Practicum for College Students in Audiology Major

Purpose: This study investigated teaching efficiency and satisfaction with clinical practicum for college students in the audiology major. Through this research, the author seeks to improve quality and teaching methods in clinical practicum.Methods: Although a total of 140 participants who completed at least one course in audiology clinical practicum were recruited, the author analyzed only 131 surveys. The questionnaire consisted of general characteristics, audiology clinical practicum satisfaction, and teaching efficiency in audiology practicum education. All questions other than those related to general characteristics were prepared on the Likert 5-point scale.Results: Audiology clinical practicum satisfaction and teaching efficiency averaged 3.91 and 4.04, respectively. Audiology clinical practicum satisfaction and teaching efficiency based on participants’ characteristics showed statistically significant differences related to clinical practicum period, health status, interpersonal relationships, difficult interpersonal relationships in clinical practicum, satisfaction with college life, satisfaction with major, and satisfaction with audiology clinical practicum. There were significant positive correlations between the sub-factors of teaching efficiency and audiology clinical practicum satisfaction.Conclusion: In the audiology major, teaching efficiency and clinical practicum satisfaction were very similar to or higher than those in health departments, and teaching efficiency was found to have a significant effect on clinical practicum satisfaction. Therefore, the College of Audiology and the Korean Faculty Council for Audiology will develop and investigate specific clinical practicum instructional plans and clinical practicum guidelines that can improve audiology clinical practicum satisfaction, and the introduction of a systematic system to reflect these results should be actively considered.

KNOWLEDGE OF END-OF-LIFE CARE, LIFE-SUSTAINING TREATMENT, AND ADVANCE DIRECTIVES IN NURSING STUDENTS

Knowledge of end-of-life (EOL) care and being able to make the appropriate decisions for patients who are dying is important for nursing students, who will soon play a critical role in EOL decision-making among patients and their caregivers. Accordingly, the purpose of this study was to examine the level of knowledge of EOL care, life-sustaining treatment, and advance directives among nursing students in South Korea. This cross-sectional descriptive study was conducted from December 2017 to February 2018. Data were collected from 220 undergraduate nursing students and analyzed using descriptive statistics, t-tests, one-way ANOVA, and a post hoc test with the SPSS 19.0 program. The score for knowledge of EOL care was 7.8 out of 11 points, for knowledge of life-sustaining treatment was 4.6 out of 6 points, and for knowledge of advance directives was 7.0 out of 9 points. There were significant differences in knowledge of EOL care scores by year of study, experiences in clinical practicum education, and experiences of caring for dying patients. Knowledge of life-sustaining treatment significantly differed by year of study, experiences in clinical practicum education, experiences of caring for and observing dying patients during clinical practicum education, and perceived self-rated health. There were significant differences in knowledge of advance directive scores by year of study, satisfaction with nursing major, experiences in clinical practicum education, and experiences of caring for and observing dying patients during clinical practicum education. Further studies should develop educational intervention programs that improve knowledge of EOL care, life-sustaining treatment, and advance directives.

توکيد الذات وعلاقته بتقدير الذات لدى طالبات التربية العملية بجامعة أم القرى

هدفت الدراسة إلى التعرف على العلاقة بين توکيد الذات وتقدير الذات لدى طالبات التربية العملية بجامعة أم القرى، حيث طبق مقياس توکيد الذات لوولب ولازاروس (Wolpe & Lazarus, 1966)، تعريب غريب (1983)، ودليل تقدير الذات لهودسون (Hudson, 1994) تعريب الدسوقي (2004)، وذلک على عينة مکونة من (239) طالبة من طالبات التربية العملية بجامعة أم القرى، متوسط أعمارهن (25,15) وانحراف معياري (2,769). ودلت النتائج على وجود فروق في تقدير الذات بين منخفضي توکيد الذات وکل من متوسطي ومرتفعي توکيد الذات، في اتجاه منخفضي توکيد الذات الأقل تقديرا لذاتهم، وبين متوسطي ومرتفعي توکيد الذات في اتجاه متوسطي التوکيد الأقل تقديرا لذاتهم. کما کان مستوى توکيد الذات لأفراد العينة متوسطا، بينما کان تقدير الذات فوق المتوسط، کما استطاع توکيد الذات التنبؤ بتقدير الذات (0,505= β). الکلمات المفتاحية: توکيد الذات، التوکيدية، تقدير الذات. The relationship between assertiveness and self-esteem in female students enrolled in practicum education at Umm Al-Qura University Salwa Abdulmohsen Abdullah Al-Majnooni, (Ph.D) Assistant Professor of Psychology College of Education, Umm Al-Qura University Abstract: The present study aims to investigate the relationship between assertiveness and self-esteem in female students enrolled in practicum education at Umm Al-Qura University. The Assertiveness Scale developed by (Wolpe & Lazarus, 1966) (translated by Ghareeb, 1983) as well as the Index of Self Esteem (Hudson, 1994) (translated by Eldesoki, 2004) have been distributed to a sample consisting of (239) female students enrolled in the Practicum Education Course at Umm Al-Qura University (average age 25.15 and with a standard deviation of 2.769). Findings show that there are differences in the level of self-esteem between students with low assertiveness levels and between students with average and high assertiveness levels, where students with low assertiveness levels scored the lowest levels in self-esteem. Whereas students with average assertiveness levels scored lower levels in self-esteem compared to students with high assertiveness levels. The level of assertiveness for the members of the sample was average, whereas the level of self-esteem was above average. Moreover, assertiveness could predict self-esteem (β= 0.505). Keywords: Assertiveness, Self-Assertion, Self-Esteem

Development and Effects of a Simulation-Based Convergence Practicum Education Program for Nursing Seniors

Development and Effects of a Simulation-Based Convergence Practicum Education Program for Nursing Seniors

Incivility experiences in clinical practicum education among nursing students

BackgroundNursing students' incivility experiences not only cause stress and burnout but also have other negative effects on general clinical training, hindering their learning or even affecting their career decisions. ObjectivesThis study aimed to comprehensively and thoroughly examine the specific phenomena and implications of incivility experienced by nursing students during clinical practicum. DesignBased on the hermeneutical philosophy, this study utilizes an exploratory and qualitative design to describe the incivility experiences among nursing students undertaking clinical practicum. SettingThis study was conducted at Y nursing college located in W city of South Korea. ParticipantsThe participants were nursing students attending nursing colleges who were able to describe, in detail, their incivility experiences in clinical practice. These 32 senior-year students completed an entire course of clinical practice. MethodsData were collected through focus group interviews from September to November 2017. The focus group comprised 6 subgroups, with four to seven individuals each. For data analysis, the research manager compared the transcriptions with the recordings to confirm their accuracy. Qualitative content analysis methods were used to analyze the transcription contents. ResultsBased on the data analysis, 5 themes and 12 subheadings were derived from 131 significant statements. The derived themes included lack of respect, lack of role models, excessive demands, hostile behavior, and mean behavior. ConclusionsNursing students felt neglected and disrespected during clinical practicum, and clinical practice guides made unreasonable demands rather than presenting examples as role models during the learning process. The students also experienced mean behaviors such as refusal and hostile acts. The findings of this study imply the necessity to promote clinical practicum environments that can reduce incivility experiences and empower nursing students undertaking clinical practicum education.

The Development and Effects of a Simulation-based Practicum Education Program on Urinary Catheterization Care for Women

The Development and Effects of a Simulation-based Practicum Education Program on Urinary Catheterization Care for Women

The Effects of Clinical Nursing Practicum Education using On-line Nursing Education Contents: Focused on Clinical Nursing Practicum of Special Unit

The Effects of Clinical Nursing Practicum Education using On-line Nursing Education Contents: Focused on Clinical Nursing Practicum of Special Unit

학습성과기반 단계적 통합간호실습교육 매트릭스 개발

학습성과기반 단계적 통합간호실습교육 매트릭스 개발

Healthcare Epidemiology Practicum Rotation for Postgraduate Physician Trainees in Medicine–Infectious Diseases

Practicum education in healthcare epidemiology and infection control (HEIC) for postgraduate physician trainees in infectious diseases is necessary to prepare them to be future participants and leaders in patient safety. Voss et al suggested that training in HEIC should be offered as a “common trunk” for physicians being trained in clinical microbiology or infectious diseases. A 1-month rotation has been recommended previously. A survey by Joiner et al indicated that only 50% of infectious diseases fellows found the infection control training adequate. The objective of this article is to report our 2-year experience with a 1-month practicum rotation we designed and implemented at our institution.The setting is the Adult Infectious Diseases fellowship program at the University of Texas Southwestern Medical Center (UTSW), Dallas, Texas. The fellows have clinical rotations at the Parkland Health and Hospital System, UTSW University hospitals, North Texas Veterans Affairs Health Care System, and Children's Medical Center Dallas. The 2-year program recruits 7 fellows every 2 years. The 1-month core rotation was established in July 2011 and is ongoing. Fellows who completed the rotation during the period July 2011 to April 2013 are included in this study.

Trends in higher education in Canada and implications for social work education

Canada, like other countries around the globe, is facing new challenges and opportunities with respect to post-secondary education. Trends in higher education in Canada include rising enrolments and falling revenues; a focus on enhancing employability of graduates through experiential and interactive learning; increased calls for accountability through the assessment of teaching and learning; and the rise of technology-enabled teaching and learning. Social work education is, in many ways, well positioned to take advantage of the opportunities presented by these trends due to the focus on case-based learning and practicum education, the focus on assessment of practice competencies as learning outcomes, and the long-standing commitment to teaching innovation and excellence. Nevertheless, meeting fiscal challenges and finding ways to exploit new technologies will require creativity and the development of an expanded body of research on social work education.

일 지역 3년제 간호대학생의 대학생활 적응: 방법론적 트라이앵귤레이션 적용

본 연구는 일 지역 3년제 간호대학생의 대학생활 적응 정도와 경험을 분석하기 위해 시도된 방법론적 트라이앵귤레이션 연구이다. 일 지역 3년제 간호대학생 139명을 연구대상으로, 2012년 9월 15일부터 11월 17일까지 자료수집 하였다. 양적자료는 빈도와 백분율, 평균과 표준편차, t-test, One-way ANOVA로 분석하였고, 질적자료는 면담 녹취록을 Strauss & Corbin(1990)의 개방코딩과 범주화 방법으로 분석하였다. 일 지역 3년제 간호대학생의 대학생활 적응 점수는 5점 만점에 평균 2.96점이었고, 전공 선택이유(F=6.23, p=.003), 학업 부담감(F=4.47, p=.013) 및 지각된 학업성취도(F=6.87, p=.001)에서 유의한 차이를 보였다. 대학생활 적응 경험으로는 '학업 부담감 극복', '취업 부담감 극복', '다양한 지지자원 확보', '다양한 교과 외 활동 참여' 및 '질 높은 실습교육'의 5개 범주가 도출되었다. 일 지역 3년제 간호대학생의 대학생활 적응 향상을 위하여 학업과 취업 부담감 경감, 지지자원과의 연계, 다양한 교과 외 활동의 계획 및 질 높은 실습교육의 제공 등의 방안 마련이 필요하겠다. This is a methodological triangulation study to investigate of adjustment to college life in associate nursing college students. Participants were 139 associate nursing students. Data were collected from September 15 to November 17, 2012. Quantitative data were analyzed using PASW 20.0. Qualitative data were analyzed using open coding and categorization. Mean value for adjustment to college life was 2.96. It was significantly different according to nursing major (F=6.23, p=.003), study loading (F=4.47, p=.013), and perceived learning achievement (F=6.87, p=.001). 'Burden on study loading', 'Burden on job finding', 'Securing diverse support', 'Diverse extra-curricular', and 'Qualified practicum education' were extracted from the qualitative data. Results suggest diverse program development to decrease study loading, increase chances to connect with supporters, provide various extra-curricular activities and guarantee qualified practicum education are important in associate nursing college students' adaptation to college life.

Midwifery clinical practicum education

Midwifery is a practical facet of the health sciences that emphasizes professional competence-oriented teaching and learning. Cognitive and practical processes integrate and build midwifery student professional knowledge, attitudes, and skills. Clinical education is a teaching method and strategy used to prepare midwifery students for professional practice. Midwifery clinical teaching plans are designed using literature review, expert opinions, and student comments and determine total required hours and caseloads. Midwifery clinical teaching activities and methods promote self-reflection, childbirth education fundamentals, learning by role model observation, and learning role function through overseas observership programs. This paper discusses midwifery education dilemmas and coping methods in Taiwan.

EL PRACTICUM I DE PEDAGOGÍA EN LA UNIVERSIDAD NACIONAL DE EDUCACIÓN A DISTANCIA

This article describes the features of the implementation and development of the subject of Practicum Education at UNED explained. In particular, this course introduces innovations in management and teaching are described. Regarding the management in the text is presented with the organizational members of the university involved and their functions. In part that is dedicated to teaching the roles of teacher and learner as well as the purpose and content of the course are explained. Finally, some recommendations for the students on the basic rules for the implementation of practices are included.

9. Clinical and Practicum Education in the Professions: The Student Voice

Undergraduate students in professional education programs typically rate their clinical or practicum experiences as teh most important component of their entire pre-service preparation. This essay addresses the value of students’ views regarding the effectiveness of practicum programs. We summarize the views of 546 post-practicum students from three professional disciplines (engineering, nursing, and teacher education), concerning what they considered to be the most positive and negative aspectsof their respective practicum/clinical field-experiences.Our data analysis revealed three positive themes across the disciplines: the supportive interrelationships that students experienced; their own professional achievements; and their personal contribution to the welfare of their clients/pupils. Three negative elements also emerged: individual personal/professional challenges; site-based interpersonal conflicts; and policy or procedural problems with the program. Implications are raised for practicum administrators regarding the contribution of the student voice to clinical program enhancement.

Enablers and challenges to international practice education: a case study

AbstractInternationalization is a growing priority for professions, universities and governments around the globe. This has led to increased numbers of health and social care students participating in international practice education experiences. This study identifies enablers and challenges to participation in international practicum education through a case study. The case involves one occupational therapy programme and its international partners, and investigates the perspectives of students, university personnel and preceptor stakeholders. Challenges included: lack of financial support, limited placement availability, and procedural complexity. Enablers included: external financial support, champions for the concept, international connections, and access to the appropriate communication technology. Practical insights that may be relevant for enabling student participation in international education experiences are highlighted.

Social Work Education for Health Care

The study discussed in this article examines how social work graduates are prepared to help clients and families who need health and mental health services. The study identifies recent shifts in social work practice in health care settings, calls for greater integration of practicum and classroom education, and proposes curriculum enhancement to ensure competence in three key areas: self-directed practice, population-based practice and a refocus on basic skills. Findings are based on a New York Academy of Medicine study conducted from 1997-1999 which included a survey of course offerings at 128 CSWE-accredited schools; literature review of current practice models, focus groups, and review by an expert advisory council.

An Enhanced Role in Comprehensive Geriatric Assessment for Community-Nurse Case Managers

ABSTRACTWe evaluated an enhanced role in comprehensive geriatric assessment for community-nurse case managers. Following practicum education in geriatric assessment, two community-nurse case managers conducted assessments of frail older clients and served as a resource for their case-manager teams. Impacts on their colleagues' assessment skills were investigated in a non-randomized, controlled trial. Intervention-group case managers had higher confidence in assessing and managing the health and social concerns of older persons, greater use of standard assessment tools, and higher case-study assessment scores, than did control-group case managers. Case managers reported that interaction with the enhanced-role case managers had enhanced their skills and benefited clients; family physicians reported that improved patient outcomes had resulted from the assessment information received. Community case managers with enhanced training in geriatric assessment can have a valuable clinical and educational role. Issues include resource implications and integrating the enhanced role into home care operations.