Placement Preparation Research Articles

An Innovative Student Interview to Assess Clinical Placement Readiness – Could This Be the End of the OSCE?

An Innovative Student Interview to Assess Clinical Placement Readiness – Could This Be the End of the OSCE?

Oral interview in place of traditional objective structured clinical examinations for assessing placement readiness in nutrition and dietetics education.

Objective structured clinical examinations have long been used in dietetics education. This observational study aims to describe the development, deployment, feasibility and validity of assessment using an oral interview in place of traditional objective structured clinical examinations, and to determine the ability of this assessment to identify students who are either not ready for placement or may require early support and/or remediation. Student assessment data were collected over a two-and-a-half-year period and used to test the predictive ability of an oral interview to determine dietetic placement outcomes and highlight a need for early remediation. Descriptive statistics as well as a between-group one-way ANOVA was used to describe results. A total of 169 students participated in the oral interview and subsequent medical nutrition therapy placement over the study period. Significant differences in oral interview score were seen between students who passed placement and students who passed with remediation or those who failed. Oral interview performance was able to predict placement outcome, yet required less resources than traditional objective structured clinical examinations. An oral interview may provide the same utility as the objective structured clinical examinationin dietetics education .

Mern(Mongodb , Express-Js, React-Js, Node-Js) Stack Web-Based Themefied Education Platform For Placement Preparation

This paper examines how webapps can be developed and implemented in a themefied way for education. The MERN stack, which means MongoDB, Express.js, React.js and Node.js is the technology employed to build these modern dynamic web applications through the paper. Themefication has potential to motivate as well as engage students within a learning environment when non-themed situations are incorporated into thematic aspects. Traditional teaching approaches fail to fully captivate learners’ attention, leading to reduced motivation in educational settings as a whole. In particular, computer science and IT students often have this feeling. The problem this research review poses is whether themefication can help address these issues in education background, especially in a college setting. The paper is developed on the basis of creating a platform that will offer an interactive and engaging learning environment around various technologies focusing mainly on placement preparation through different methods. This paper has been informed by data insights from google surveys and other datasets available on previous studies, as well as an extensive literature review of works already existing on the topic. This study aims at finding out if this platform can aid students to improve their attention level while studying thus also have focus using thematic approach which maybe more familiar to them hence encouraging them to keep going. Moreover, it provides valuable details about the technical aspects of the platform i.e., its features, design ideas and underlying technology implemented during this educational development. This survey examines new approaches to creative educational technology and practices for placement readiness based on an examination of survey data, drawing upon prior research insights, and analysis of the codebase behind such system

Clinical Documentation During Clinical Placements: Perspectives of Physiotherapy Students and Clinical Educators

Background: Clinical documentation is a critical form of communication in healthcare settings. As defined by the Physiotherapy Practice Thresholds, clinical documentation that complies with relevant professional and legal obligations is a requirement for all physiotherapists in Australia and New Zealand. Aims: The aims of this study were to explore the experiences of clinical documentation and perceived support and training needs for physiotherapy students whilst on clinical placement, from the perspective of students and clinical educators. Method: A qualitative approach was used to investigate physiotherapy student (n=18) and clinical educator (n=17) experiences and perspectives. Interviews from eight focus groups were professionally transcribed, and reflexive thematic analysis was applied to the data to determine common themes. Results: Four overarching themes were generated; 1) Recognising the value of documentation, 2) Variance of expectations, 3) Challenges in measuring performance, and 4) Clinical placement readiness and requirements. Conclusion: The main findings from this study identify the unique challenges that students experience to meet documentation requirements on clinical placement. This study highlights the shared responsibility of university education providers and clinical placement facilities to support students to understand the importance of clinical documentation and assist in improving their documentation skills.

Evaluating allied health students’ readiness for placement learning

BackgroundExperiential learning opportunities, such as work integrated learning placements, are often challenging for health professional students. It is therefore imperative that students are adequately prepared before engaging in placement learning. Operationalising ‘readiness for learning on placement’ as a construct, is necessary for providing quality student feedback and assessment.MethodsAn integrative mixed methods approach was adopted for this study, utilising a survey to canvass the perspectives of academics, students, and placement educators around the construct of readiness to inform potential assessment items. An assessment tool measuring student readiness for placement was then developed. Data from occupational therapy, physiotherapy and speech pathology programs were evaluated using Rasch analysis to explore the unidimensionality of this construct.ResultsThe online survey was completed by 64 participants, confirming the importance and measurability of foundational skills integral to readiness for placement learning. These foundational skills were then reflected in a pilot 20-item tool covering domains of professional and learner behaviour, communication, information gathering skills and reasoning. The Rasch analysis of 359 pre-registration student assessments confirmed unidimensionality, suggesting that the skills and attributes (operationalised as assessment items) that are considered part of ‘readiness for placement’ are components of this construct. Together, these findings provide support that the items on this tool are relevant and representative of the skills and behaviours that indicate readiness for placement learning. Two items regarding documentation and appropriate professional dress demonstrated some lower importance scores and interpretation variance warranting further investigation.ConclusionThrough the exploration of the construct of readiness for placement learning, we have created and subsequently revised, an innovative assessment tool that measures novice students’ pre-placement capabilities. Further research is now needed to explore the psychometric properties of the tool.

Transforming the Field Education Landscape: national survey on the state of field education in Canada

ABSTRACT The Transforming the Field Education Landscape (TFEL) project conducted a survey to gather information from field education coordinators and directors (FECDs) about their field education programs, staffing models, resources, and activities, and to invite their perspectives on field education in Canada. The purpose of this mixed methods study was to better understand the state of social work field education in Canada, from the perspectives of FECDs in accredited Canadian social work education programs. The study used an adapted version of a survey instrument developed by the Council of Social Work Education (CSWE) in the United States in 2015. Field education staff at 39 of the 43 accredited programs in Canada completed the survey. Results revealed differences in staffing and program administration models based on program size, and highlighted the workloads and challenges experienced by FECDs in facilitating quality practicum opportunities. The results show that FECDs are engaged in unique activities and responsibilities within social work education programs. The impacts of funding cutbacks, student readiness for placement, and resource shortages, including staff, time, institutional support, and placement disruptions, are among the challenges discussed in this article. The findings establish a baseline on the state of social work field education in Canada.

178 Upstream Immersion: Preparing Allied Health Students with Foundational Placement Skills through a Multi-Disciplinary Simulation Week

The COVID-19 pandemic has led to an increased demand for clinical placements for Allied Health Professional (AHP) students. Consequently, we have needed to be creative to explore other ways to ensure students complete their 1,000 hours of clinical experience across the programme. A potential option is to use simulation to replace a portion of clinical hours. Evidence confirms that up to 25% of authentic physical practice with standardized simulated patients results in comparable student competency as assessed by an educator and that a 1-week period of simulation is effective in building students’ confidence before continuing with a placement in the clinical setting Our aim was to design, develop, implement and evaluate a multi-disciplinary simulation programme to prepare students with foundational placement skills. We sought to therefore reduce the burden on NHS staff. We also sought to determine the effect of the programme on student readiness for placement, student confidence, investigate stakeholder perceptions of the programme and determine the suitability of simulation in contributing to clinical hours.Simulation-based educational (SBE) pedagogy and principles guided the programme design and included: pre-brief, simulation with regular time outs to enable rehearsal of an activity and debriefing for reflection. We employed actor role players to act as the patient, relative or carer and clinical educators to guide the students as they would on a traditional placement. We developed three generic patient case studies designed specifically to focus on the development of the key programme learning outcomes: developing patient-centred communication skills and professional behaviours. We adopted a mixed-methods approach in our research design, collecting quantitative data from student self-report pre–post questionnaires, clinical educator questionnaires and qualitative data from focus groups to address our research questions and aims.A total of 29 Allied Health Professional students (from physiotherapy, occupational therapy and podiatry) completed a 5-day intensive simulation programme. The programme included an inter-professional ‘fishbowl simulation’ followed by 3 days of profession-specific clinical scenarios with profession-specific learning outcomes ending on the final day in six simulated multi-disciplinary team meetings. The sessions were interactive with simulated patients and their relative/carers giving authentic patient feedback from a patient perspective. We observed rich transformational learning observing students improve their communication skills and becoming more patient-centred in their approach. Preliminary student feedback indicates that they found the simulation programme challenging but extremely rewarding. Formal data analysis is continuing.

Picture guided learning - A picture-based clinical skill teaching resource in undergraduate nursing in South Australia

A competent nursing graduate is required to perform psychomotor skills related to clinical procedures, articulate knowledge to support their activities, work in a team with efficient time management skills and have strategies to perform in the increasingly busy clinical environment and with complex patient acuity. Student Evaluation of Teaching data from an undergraduate nursing clinical subject 2014-2018 identified an inconsistency in clinical skill teaching/delivery by educators which needed to be addressed. This study aimed to evaluate the outcome of implementing the Clinical Skill Storybook as an additional teaching resource for students’ clinical skill development. A descriptive analysis approach was applied to summarise quantitative and qualitative subject evaluation data along with Clinical Skill Storybook evaluation questionnaires (2018-2020). Data analysis identified five themes: (1) Clinical Skill Storybook as a Learning Resource, (2) Self-directed learning and peer support, (3) Developing clinical skill competency, (4) Preparation for clinical placement, and (5) Maintaining teaching consistency. It was evident that the Clinical Skill Storybook provided an easy-to-follow visual guide which assisted students’ confidence and competence of skill development. The subject evaluation highlights that students were significantly more satisfied with the teaching resources than in previous years. The implementation of the Clinical Skill Storybook actively improved students’ skill acquisition, confidence, and readiness for placement. The findings indicated that picture-based resources such as the Clinical Skill Storybook are beneficial for nursing students’ clinical skill development. Further involvement with stakeholders such as clinical venues in developing the clinical skill storybook is planned for future exploration.

Maritime Asymmetric Warfare in Archipelagic States; The Indonesian Phenomena

Defending sovereignty within an island nation is relatively more complex than doing so for a continental state. The number of scattered islands makes straits and seas more penetrable, vulnerable points and targets of asymmetric threats at sea. The aim of this research is to illustrate threats at sea and provide solutions in guarding and monitoring Indonesian coastal borders, which currently require more ships and radar technology as well as other sensing equipment due to longer beaches. The results reveal that firstly, potential asymmetrical threats at sea include former WWII mines, underwater fibre cables, and nuclear submarines belonging to foreign countries such as America, Russia and China. Secondly, problems related to welfare include theft of natural resources like coral reefs and fish, and drug smuggling activities, all which add to the burden and duties of various parties. Thirdly, asymmetrical Narcoterrorism is very prominent in Colombia where drugs from Cannabis plants are sold to buy weapons. This is also happening in the Philippines and in Aceh, Indonesia. Narcotic activities are also increasingly worrying – particularly their effects on younger generations. Lastly, coordination by affiliated parties that help guard the sea is highly expected. Adequate maritime border patrol management must be carried out so that together, different marine security institutions can maintain the sovereignty of the state. Therefore, the following are recommended: a) regional diplomatic cooperation within ASEAN, b) ensuring of military capability, power, and readiness for placement, and c) the utilization of unmanned technology to aid in securing the archipelagic state.

Effectiveness of the Community-Academia Student Tutoring (CAST) Program in Enhancing Students’ Practice Placement Readiness

Abstract Date Presented 03/27/20 OT programs include clinical practice as a vital aspect of preparation for professional practice. The CAST program was developed to enhance OT students’ perceived readiness for their practice placement. This study evaluated the effectiveness of the CAST program as a useful prefieldwork program for fostering students’ feelings of competency and readiness for their practice placements. Primary Author and Speaker: Miri Tal-Saban Contributing Authors: Naomi Weintraub

Effectiveness of the Community–Academia Student Tutoring (CAST) program in enhancing students’ practice placement readiness

Introduction Occupational therapy programs include practice education, which is a vital aspect of professional practice preparation. We evaluated the effectiveness of the Community–Academia Student Tutoring program for enhancing occupational therapy students’ perceived readiness for their practice placement, thus reducing their feelings of anxiety. Method The study included 84 first-year undergraduate occupational therapy students aged 21–35 years, of whom 43 participated in the Community–Academia Student Tutoring group program and the rest comprised the control group. Participants completed the Student Self-Competency and Readiness for Fieldwork questionnaire prior to their first practice placement. Findings Anxiety was related to the Student Self-Competency and Readiness for Fieldwork’s components and total score. The Community–Academia Student Tutoring group scored significantly higher ( p < .05) than the controls in the Evaluation and Communication with Patients components of the questionnaire, after controlling for anxiety level. Implications It appears that it is possible to enhance students’ readiness for their practice placement through a structured and intensive community-based mentoring program that is guided by faculty and includes activities of briefing and debriefing, such as the Community–Academia Student Tutoring program.

Preparing Physiotherapy Students for Clinical Placement: Student Perceptions of Low-Cost Peer Simulation. A Mixed-Methods Study.

Simulation is increasingly used in health care education, yet the organizational and financial costs can be prohibitive. This study aimed to investigate whether peer simulation is perceived by third-year undergraduate physiotherapy students as valuable for clinical placement preparation. Third-year undergraduate physiotherapy students participated in a 9-week peer simulation program, using each other as patients, and were invited to complete two surveys evaluating perceptions of the program. The program consisted of weekly patient interactions during which students were required to assess and treat a "patient" under strict simulation guidelines and in accordance with stated learning objectives. Items rated included self-perceived skills, confidence, time management, and clinical placement readiness and included collection of qualitative responses. Surveys were released at commencement and completion of the simulation program. Of 79 third-year students, 63% completed survey 1 and 66% completed survey 2. Students had high expectations of the program and these were consistently met. Peer simulation rated highly for all items, including identifying knowledge and skill deficits, and improving confidence, clinical reasoning, time management, and communication. Simulation was considered safe, supportive, engaging, and valuable for clinical placement preparation. Students identified some lack of authenticity when working with peers. Peer simulation was perceived by students as valuable in preparing them for clinical placement, despite a perceived lack of realism. These findings support the use of peer simulation as an alternative to the use of more formalized standardized patients in an undergraduate physiotherapy program. Further investigation is required to establish a detailed cost analysis of the program and to determine the amount of realism required to optimize the benefits of this promising educational strategy.

Exploring approaches to dietetic assessment of a common task across different universities through assessment moderation.

Assessment presents one of the greatest challenges to evaluating health professional trainee performance, as a result of the subjectivity of judgements and variability in assessor standards. The present study aimed to test a moderation procedure for assessment across four independent universities and explore approaches to assessment and the factors that influence assessment decisions. Assessment tasks designed independently by each of the four universities to assess student readiness for placement were chosen for the present study. Each university provided four student performance recordings for moderation. Eight different academic assessors viewed the student performances and assessed them using the corresponding university assessment instrument. Assessment results were collated and presented back to the assessors, together with the original university assessment results. Results were discussed with assessors to explore variations. The discussion was recorded, transcribed, thematically analysed and presented back to all assessors to achieve consensus on the emerging major learnings. Although there were differences in absolute scores, there was consistency (12 out of 16 performances) in overall judgement decisions regarding placement readiness. Proficient communication skills were considered a key factor when determining placement readiness. The discussion revealed: (i) assessment instruments; (ii) assessor factors; and (iii) the subjectivity of judgement as the major factors influencing assessment. Assessment moderation is a useful method for improving the quality of assessment decisions by sharing understanding and aligning standards of performance.

Employability Counseling: Who, What, Where, When & How

This article integrates assessment and intervention techniques appropriate for preparing individuals with disabilities to enter the competitive labor market. Consistent with theoretical and empirical bases for work adjustment, the resulting employabiiity counseling model requires five phases to determine the person's functional assets and limitations, employability strengths and weaknesses, work climate preferences and coping styles, placement readiness, and job maintenance capabilities.

Self-Administered Version of the Stevens Placement Readiness Scale

A self-administered version of the Stevens Placement Readiness Scale is presented. Reliability and validity of the self-administered scale were assessed and the new instrument was a satisfactory approximation of the original scale.

The Use of a Job Seeking Skills Group In Developing Placement Readiness

DVR clients ready for job placement but needing additional skills to successfully complete the employee selection process participated in a Job Seeking Skills Group. Follow-up was accomplished by examining each client's case status nine to twelve months after his participaiiun in the group. The Job Seeking Skills: Group as an aid to developing placement readiness is discussed and recommendations for further research are presented.

THE DYNAMICS OF JOB‐SEEKING BEHAVIOR: MODERATE PLACEMENT READINESS

Journal of Employment CounselingVolume 4, Issue 3 p. 79-85 THE DYNAMICS OF JOB-SEEKING BEHAVIOR: MODERATE PLACEMENT READINESS Nancy Duncan Stevens, Nancy Duncan Stevens Associate Director of Career Counseling Nancy Duncan Stevens is the Associate Director of Career Counseling and Placement at Hunter College in New York City.Search for more papers by this authorL. Ronald Schneider, L. Ronald Schneider Clinical Psychologist L. Ronald Schneider is a Clinical Psychologist at Hunter College in New York City.Search for more papers by this author Nancy Duncan Stevens, Nancy Duncan Stevens Associate Director of Career Counseling Nancy Duncan Stevens is the Associate Director of Career Counseling and Placement at Hunter College in New York City.Search for more papers by this authorL. Ronald Schneider, L. Ronald Schneider Clinical Psychologist L. Ronald Schneider is a Clinical Psychologist at Hunter College in New York City.Search for more papers by this author First published: September 1967 https://doi.org/10.1002/j.2161-1920.1967.tb00289.xCitations: 1 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume4, Issue3September 1967Pages 79-85 RelatedInformation

The Dynamics of Job‐Seeking Behavior

Job placement readiness as a continuum is discussed. High and low readiness are specifically treated. Personality characteristics and case histories of the two types are given.

A Concept of Placement Readiness

Vocational Guidance QuarterlyVolume 10, Issue 3 p. 143-147 A Concept of Placement Readiness NANCY D. STEVENS, NANCY D. STEVENS Nancy D. Stevens is Assoc. Director, Career Counseling and Placement, Hunter College, City University of New York.Search for more papers by this author NANCY D. STEVENS, NANCY D. STEVENS Nancy D. Stevens is Assoc. Director, Career Counseling and Placement, Hunter College, City University of New York.Search for more papers by this author First published: Spring 1962 https://doi.org/10.1002/j.2164-585X.1962.tb00138.xCitations: 2 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume10, Issue3Spring 1962Pages 143-147 RelatedInformation