Coventry University: E-Journals
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Ethics in Professional Practice: An Education Resource for Health Science Students
Get PDFEthical practice is a core health science graduate attribute yet ethical reasoning is rarely explicitly taught during professional placements. Our aim was to design an educational resource for health science students to 1) engage students in the topic of ethics and 2) facilitate their skills to identify, manage and communicate ethical issues during professional placements. The Ethics in Professional Practice (EPP) resource was developed using collaborative design-based research by an interprofessional, Work Integrated Learning team. We drew upon Barab and Squire’s (2004) approach, with cycles of design, analysis, redesign and feedback informing resource development. The EPP resource comprises five video case studies that reflect ethical issues from diverse professional practice environments and include perspectives from students, clinical educators, clients and caregivers. The student is cast as a central character who must decide what actions may be taken to resolve ethical conflict. Complementary ethics education resources include reflective questions, guides to ethical reasoning and goal-setting resources. The resource was implemented with a cohort of 15 graduate-entry exercise physiology students and 59 undergraduate speech pathology students from the University of Sydney. Student feedback was utilised to inform resource redesign. Findings indicated that students valued the authentic ethics scenarios but experienced challenges when navigating online learning activities. Redesign focussed on enhancing interactive design features and improving accessibility of learning activities. This project achieved our goals to address ethical sensitivity, reasoning, communication and goals for future ethical practice
Empowering Nurses, Midwives and Allied Health Professionals to Gain an Academic, Research and Quality Improvement Experience within Clinical Practice
Get PDFThe NHS Multi-Professional Framework for Advanced Clinical Practice in England (Health Education England, 2017) sets out an expectation that all health and care professionals working at advanced clinical practice (ACP) level demonstrate a range of standard clinical academic capabilities across four pillars: clinical practice, leadership and management, education, and research. To achieve this, practitioners and employers need to work collaboratively to develop these capabilities and recognise how they contribute to improving the quality of care. However, the culture, leadership values and infrastructure of clinical practice environments limit opportunities for such clinical academic development (van Oostveen et al., 2017), resulting in a strong clinical bias amongst advanced practitioners with limited focus on research and leadership. To address this, we propose Nursing, Midwifery and Allied Health Professional (NMAHP) groups require specific development programmes that combine an academic, research and quality improvement experience grounded within clinical practice roles. In this article, we describe Western Sussex Hospitals NHS Foundation Trust Clinical Improvement Scholarship (CIS), a twelve-month programme combining work on a practice-based quality improvement project alongside education for leadership, research and quality improvement. Early indicators from the first and second cohorts suggest a significant increase in research and leadership knowledge with ‘scholars’ reporting increased commitment and confidence in utilising research evidence to improve care. Line managers also suggest a notable rise in professional confidence in the delivery of care and organisational competency. We therefore conclude that the CIS programme has impacted positively on professional capabilities and clinical quality within the Trust
From Trepidation to Transformation: Strategies Used by Occupational Therapy Students on Role-Emerging Placements
Get PDFTo prepare graduates for the diverse practice contexts in which they may work in the future, role-emerging placements are increasingly being used within curricula. Literature highlights the benefits and challenges of such placements but there has been little research to examine how students manage and overcome these challenges. Interpretative phenomenological analysis (IPA) was used to gain a deeper understanding of how five MSc pre-registration occupational therapy students coped with the challenges of undertaking a role-emerging placement. Interviews were carried out and analysed using IPA guidelines. The students utilised personal attributes, reflection, supervision, communities of practice, peer support and experiential learning to help them cope with, and overcome, the placement challenges. This enabled them to take ownership of their own learning and development, leading to positive placement outcomes. We conclude that students need to be encouraged to use and develop a range of strategies to overcome challenges of role-emerging placements. The findings build on existing accounts of students’ experiences of role-emerging placements by providing deeper insights into the strategies they use to help them manage such placements successfully. Recommendations for further research are highlighted. Suggestions for placement preparation to facilitate students’ coping strategies are made
Real-World Training for Real-World Benefits: Exploring the Impact of Practice-Based Service Evaluation Training
Get PDFService evaluation is a major part of delivering effective healthcare. It is important that the future workforce of clinical psychologists is equipped with the skills required to complete evaluations of the services that they deliver. This article investigated the extent to which practice-based Service Evaluation Projects (SEPs) completed by trainee clinical psychologists at the University of Leeds had an impact on the real-world services that commissioned them. Descriptive analysis was used to summarise the characteristics of SEPs completed over the past thirteen years and to explore feedback from semi-structured interviews held with a sample of commissioners. Thematic analysis was used to identify key themes relating to the impact of SEPs. 230 SEPs have been completed in the past thirteen years. Interviews with 15 commissioners concerning 38 individual SEPs found that the majority had a positive impact (n = 33), most of which were able to bring about a change independently of other initiatives within the service (n = 20). Almost all would have been impossible without the opportunity for clinicians to commission SEPs via the university. Three key themes emerged in terms of impact: improving processes; improving knowledge; and improving resources. Practice-based service evaluations completed by trainee clinical psychologists can lead to a positive impact on real-world services. This suggests that providing training experiences ‘in the field’ is a helpful pedagogical strategy, adding value to services as well as trainee health professionals
The Clinicians’ Skills, Capability, and Organisational Research Readiness (SCORR) Tool
Get PDFA research-active healthcare workforce contributes to improved quality of care. Clinicians may be unaware that they are applying early research skills during their everyday practice. Greater understanding of their level of research attainment may improve their awareness and confidence in their research skills. This article describes the development of the Clinicians Skills, Capability, and Organisational Research Readiness (SCORR) Tool, a simple innovation that assesses and captures research skills and attainment at 1) clinician, and 2) organisational level. The SCORR Tool was initially developed to assess levels of research attainment and to promote discussion during annual appraisals for podiatrists working across secondary and community care in a northern region of England. The levels (1 to 5) of attainment recognise UK Health and Care Professions Council (HCPC) registration requirements for chiropodists/podiatrists (Standards 12 to 14). Following testing and feedback, research levels were adapted (Levels 0 to 5) to accommodate all healthcare professionals (with the exception of doctors and dentists). The SCORR Tool may be used individually by clinicians, or in collaboration with their manager, to better understand the level of research attainment and to prompt discussion to increase research activity. It may also be used across a workforce (e.g. during an appraisal) to understand the organisational research readiness. The SCORR Tool requires additional testing and evaluation to validate it as a tool for use across a variety of organisational environments
University Teachers’ Perceptions of Screening Students’ Communication Skills: A Case Study from Speech Pathology
Get PDFExcellent communication and interpersonal skills are necessary for allied health professionals to provide effective care/treatment and underpin the practice-based competencies allied health students must develop. Communication skills of first year speech pathology (SP) students are screened at the major Australian metropolitan university where this study took place. Final year students screen their first year peers as part of their practice-based education experience. Although this identifies first year students with communication difficulties, the perceived value to university teachers (academics and practice educators) has not been investigated. This study described university staff perceptions of screening the communication skills of first year SP students. The qualitative, descriptive design included two focus groups. The dataset was analysed thematically. The analysis revealed the staff perception of value in screening communication skills to inform student support. Two sub-themes contributing to this perception were ‘purpose of the screener’ and ‘content and administration of the screener’. Both staff groups strongly valued the screening process, stating that it is positive and useful. A similar screening process could identify first year students from a range of health fields with less skilled communication, who may require additional support to achieve competency
The DINARC© Toolkit - Clinical Academic Research Capacity-Building and Post-Doctoral Development for Nurses, Midwives and Allied Health Professionals (NMAHP)
Get PDFThe challenges of developing nurses, midwives and AHPs (NMAHPs) as clinical academics (CA) have received international attention. Balancing clinical practice and academic pursuit, often where managers are unfamiliar with academic career requirements, is one such challenge; however, the current literature provides limited developmental guidance. The aim of this article is to describe the DINARC© (Dissemination, Implementation, Networking, Active Research and Clinical practice) Toolkit, a continuous practice development aide for NMAHPs who are in the early post-doctoral phase of a clinical academic career (CAC). We identified five DINARC© elements, through evidence review and synthesis, as requisites for supporting the progression of a CAC. An ‘expert reference group’ (CAs, academic supervisors and nurse leaders) advised and assisted in development of the DINARC© concept. A Practitioner Research Plan and Mentor–Mentee Discussion Guide was developed and applied within a large metropolitan UK university teaching hospital; this was designed to identify the essential elements required to successfully navigate a CAC pathway. Early feedback from practitioners and managers suggests that DINARC© aids CAs in navigating an early CAC and offers guidance for managers. Further application and evaluation of DINARC© is now required by those developing a CAC. Implications for practice: DINARC© is a resource to guide practitioners’ CAC development with the goal of integrating and strengthening clinically-based NMAHP research activities, with related improvements in patient care. We believe that DINARC© has wider relevance as a useful tool, worthy of testing internationally
Developing the Role of the Clinical Academic Nurse, Midwife and Allied Health Professional in Healthcare Organisations
Get PDFClinical academics provide key contributions to positive outcomes in the delivery of high-quality health and social care; however, building capacity and capability for these roles for Nurses, Midwives and Allied Health Professionals (NMAHPs) within contemporary healthcare settings is often complex and challenging. Accessing funding and training, such as that provided by the National Institute for Health Research (NIHR), can remain beyond the reach of NMAHPs at point-of-care delivery because of limited structural empowerment, practical support and a culture inhibiting the growth of clinical academic careers. This article will discuss strategic developments and partnerships from two organisations, both with a positive track record of supporting clinical academic career development for NMAHPs. We aim to provide practical and applicable examples showing how NMAHPs have been supported from foundational to post-doctoral level and outline these under three key headings: strategic commitment; structures to engage, enthuse and empower clinical academic careers; and realising the benefits for staff and patient experience. We contend that a wide-ranging level of support is required to encourage aspiring clinical academics to navigate this complex journey, often where the development of personal confidence, and access to early career models combining clinical and research activity are pivotal. We conclude that when crafted and created effectively with sustainable commitment by organisations, NMAHP clinical academics provide an innovative workforce solution with the knowledge and skills essential for a contemporary NHS healthcare system
Combining a Career in Clinical Practice and Research: The Benefits at Junior Career Level
Get PDFClinical academic careers programmes have developed in England and Wales to enable clinical staff outside of medical and dentistry – namely Nurses, Midwives, Allied Health Professionals, Pharmacists and Healthcare Scientists (NMAHPPS) to develop their academic and research skills alongside clinical practice. These schemes have complemented pre-existing national clinical academic careers pathways for Nurses, Midwives and Allied Health Professions (NMAHPs). Multi-professional case studies from the West Midlands and Wales are used to illustrate the benefits of clinical academic careers for individuals at junior career (pre-doctoral) level. The following case studies will be included: Jed Jerwood, an art psychotherapist, who is aspiring to be an evidence-based practitioner; Jonathan Price, a physiotherapist, who is developing support networks and navigating the system; and Sian Thomas, a nurse, who is developing opportunities to influence local and national practice. The benefits of clinical academic careers and the support from the English and Welsh programmes can be demonstrated in individuals at junior career level. A range of benefits are described including the emergence of autonomous evidence-based practitioners, developing their networks and collaborations, along with a plan for the future