Coventry University: E-Journals
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Persistent Pain: Physiotherapy Student Experiences of Person-Centred Care in Musculoskeletal Outpatient Departments
Get PDFPerson-centred care is championed throughout healthcare and emphasised in the management of persistent pain. Research reports that physiotherapists and physiotherapy students have struggled to integrate person-centred care into their practice and clinical work with people experiencing persistent pain. The aim of the study was to explore physiotherapy students’ experiences of person-centred care with people with persistent pain in a musculoskeletal outpatients’ placement setting, and to understand what affects physiotherapy students’ ability to implement person-centred practice. An interpretive qualitative method was used with data being collected by semi-structured focus groups of a purposive sample of undergraduate final-year physiotherapy students. A thematic approach to data analysis was completed using a cyclical immersive process. Three themes emerged: understanding of person-centred care, learning, and influences on clinical practice. The students showed an understanding of person-centred care in line with current literature. Person-centred care was generally deemed ‘well taught’ at university however this did not translate into their practice in a placement setting. Several factors influenced their ability to implement person-centred care, and this impacted upon their learning and their management of people presenting with persistent pain. In conclusion, physiotherapy students struggled to integrate learning of person-centred care from university into their practice on a musculoskeletal outpatient’s placement. It is recommended that physiotherapy course teams consider their curricula so that university and placement teaching facilitate person-centred learning and improve the management of persistent pain
Can Preparation of Clinical Teachers in IPC Concepts and Competencies Impact Their Approach to Teaching Students in Clinical Practice? A Promising Approach
Get PDFThe challenge of providing interprofessional (IP) student placements within health agencies can be affected by two factors: patterns of health care agency placements focusing on students in one health professional program setting at a time; and budgets for funding clinical teaching in post-secondary institutions. These challenges can result in uni-professional, practice-based learning rather than learning to work within IP teams. Given the increasing focus on IP teamwork (World Health Organization 2010), the question arises as to whether there is a way clinical teachers can be prepared to work with students for IP teamwork. One strategy involves training clinical teachers with requisite strategies for working in team-based settings. Interprofessional clinical teaching workshops held at Western University, Canada, were started in 2010, and offered annually each fall. The overall workshop goal was to assist teachers in guiding and assessing students for effective collaborative teamwork. This article reports on a post-workshop evaluation of participants’ self-reported clinical teaching and practice from three workshops. Of the 129 workshop participants approached to provide information, only 30 completed the post-workshop assessment (at variable times following the workshop from six months to two years). Of these, 27 reported changes in interprofessional communication and role clarification, as well as in their clinical teaching and practice. While there are limitations to the study because of the low follow-up rate, this approach supports the conclusion that providing clinical teachers with interprofessional education (IPE) related to their clinical teaching can result in reported modifications in their clinical teaching and practice
Review of Writing Your Master’s Thesis: From A to Zen
Get PDFThis is a review of the book Writing Your Master’s Thesis: From A to Zen by Lynn P. Nygaard
Limitations of Corrective Feedforward: A Call for Resubmission Practices to become Learning-oriented
Get PDFAs part of well-planned formative assessment, feedback can help students to understand the demands of a summative assessment task, evaluate their current level of performance, and then find ways to close the gap. As students take a more active role in this process, their feedback can be thought of as becoming ‘feedforward’ since it serves a specific purpose and drives student action. As the value of formative assessment design is becoming emphasised in higher education, summative assessment practices need to be re-evaluated in terms of how well they support learning as opposed to just supporting valid judgements of student performance. However, despite significant discussion of Assessment for Learning and Learning-Oriented Assessment, resubmission practices are largely overlooked even though resubmission can be a key event in whether students are retained.As part of a learning support department’s effort to provide effective feedback on academic writing, students referred for support were offered two types of feedback: one was simple correction, the other was in-depth dialogic feedback which followed “feedback for learning” guidance (Askew and Lodge 2000). Student engagement with the two types of feedback was analysed by looking at the changes students made to their work and feedback from their subject tutor (including the resubmission grade). The tutor’s feedback was also analysed to see if any intentions for the resubmission task could be inferred.Results suggest that corrective feedback is highly efficient in enabling students to pass resubmissions and that more in-depth feedback is much less efficient. This paper highlights some of the ways in which resubmission practices can unknowingly encourage surface approaches, and suggests some ideas for how learning support can better align with subject tutors to enable resubmission to become more learning-oriented
Personal Resilience for Diagnostic Radiographer Healthcare Education: Lost in Translation?
Get PDFA research study was undertaken to gain a better understanding of the concept of resilience from the perspective of the undergraduate students on a BSc (Hons) Diagnostic Radiography programme; and the impact of resilience ‘training’ interventions (based on some resilience coaching principles) prior to their first clinical placement. This article sets out the findings from a qualitative research study, analysed using thematic analysis, where students were asked about their definition of personal resilience. Few students used an approximation of the ‘traditional’ definition of resilience; indeed, some seemed to view resilience as a weakness or something to be guarded against. In terms of what students thought affected their resilience, there was no clear pattern; thus seeming to confirm that resilience is personal, and therefore questioning a one-size approach in relation to resilience ‘training’. There could be some merit in encouraging discussion around resilience in the academic setting, but there are some considerable caveats. At the outset fostering an understanding of resilience as a positive trait seems important, otherwise discussion about resilience in a class or tutorial setting may not be received by the learner in the way we may hope or expect
Developing and Using a Toolkit for Cultivating Compassion in Healthcare: An Appreciative Inquiry Approach
Get PDFThis article describes the process of developing and evaluating a ‘cultivating compassionate care’ toolkit of evidence-based training resources designed to be cascaded through a ‘train-the-trainer’ approach in three healthcare organisations in Southern England. The purpose of the project was to develop an awareness of compassion, and to investigate how compassion can be recognised, developed, and sustained within the healthcare workforce. The study was based on appreciative inquiry and a train-the-trainer model, using focus groups to generate evidence-based training tools designed with the staff in the participating organisations. Questionnaires evaluated the first wave of Cultivating Compassion workshops delivered by trainers, while semi-structured interviews and focus groups evaluated the experiences of those using the toolkit. The findings demonstrated that a cultivating compassion toolkit, co-created with the healthcare workforce, can develop confidence in engaging in discourse on the meaning of compassionate care, and provoke a focus on self-compassion and compassion towards colleagues. Thematic analysis of interviews and focus group data with participants involved in cascading the toolkit activities revealed the value and usability of the toolkit resource, and the leadership factors influencing its implementation. We conclude that cultivating compassionate practices requires leadership to clearly articulate their values and vision for compassion, ensuring these are clearly supported and integrated throughout the organisation as part of changing culture and practices to support compassionate care. The limitation of the study was that we were unable, due to the project timeline, to measure impact of the project on patients, their families, and carers
Editorial: Sharing Pedagogic Practice for Motivating and Developing Student Writing
Get PDFEditorial, Volume 7 issue 1
Governing for Excellence in the Social Care Sector - The Role of Self-Governance in Ireland's Evolving Social Care Profession
Get PDFSocial care work in Ireland remains a poorly understood profession, despite its growing importance within the wider health and welfare sectors. Higher Educational programmes, especially practice-based aspects, in conjunction with the imminent professional registration of social care graduates, will help with identity formation and solidification of this role (McGregor 2011). However, this professional registration has yet to occur and, on its own, will not guarantee the delivery of a quality service to the user. Using less commonly used professional development concepts of self-governance, self-regulation, impression management and identity capital, this article will explore how social care professional identity may be nurtured, developed and supported within professional practice learning and social care worker environments and, in so doing, support a quality service delivery within the social care space