Coventry University: E-Journals
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The Health and Well-being of Service User and Carer Educators: a Narrative Enquiry into the Impact of Involvement in Healthcare Education
Get PDFService user and carer involvement is increasing in health and social care educationas a result of UK policy directives and Professional Statutory and Regulatory Body requirements. The study aimed to elicit the accounts of service user and carer educators' experiences in practice-based healthcare education in the UK. The overall aim was to illustrate the impact this has had on their health and well-being. A narrative inquiry approach was adopted in order to give a clearer and stronger voice to service users and carers by making their experience the primary focus of enquiry.Narratives were collected from five service users and carers who had extensive experience of involvement in healthcare education. The individual narrative material obtained was distilled into key points following a naturalistic perspective, ensuring that the findings and final story were a re-presentation of the narrator's experience.Participating in the research enabled the service users and carers to articulate specifically how involvement had positively affected their health and well-being. An additional outcome included the personal artefacts that can be utilised in teaching and learning in order to bring the service user and carer voice to life.This study contributes to the emerging knowledge and understanding that service user and carer involvement in health education can be a truly collaborative, enriching experience,producing profound personal change, with improvements in health and well-being. Effective involvement is dependent upon appropriate support networks whereby service users and carers develop connections with staff and other service users and carers that result in a sense of belonging
Exploring Medical Student Experiences of Ethical Issues and Professionalism in Australian General Practice
Get PDFStudent experiences of ethics and professionalism during clinical placements have a powerful influence on their future attitudes and behaviour. International literature in this area has focused predominantly on hospital placement experiences, and relied heavily on analyses of graded student essays. This study aims to explore the medical student lens on ethics and professionalism in the primary care setting, using a different method of data collection.During weekly tutorials medical students recounted, and reflected on, their general practice placement experiences. Tutors logged the ethical and professional practice issues raised by 43 students over 76 hours of tutorial time. The logs were submitted to a qualitative content analysis from which major themes emerged: mixed messages; uncertainty about professional roles; and a ‘medical student predicament’ (including unsettled boundaries, emotions and personal health concerns).Findings suggest that the extent of compromise in general practice may challenge student expectations. Students may perceive that their clinical teacher is out of step with previous teaching, especially in areas that are considered ethically grey by their teachers. Students may need support to maintain professional boundaries and personal precautions. Clinical teachers should consider exploring common ethical issues like confidentiality, writing medical certificates, professional boundaries and affordability of health care in contexts which are relevant to students. Medical students are interested in the limits and scope of professional roles. These findings provide insights for general practitioner and other practice-based clinical teachers to reflect on their ethics and professionalism teaching, mentoring and role-modelling
The Perceptions of Slovak Physiotherapists of their Practice Placement Experience
Get PDFThe practice education of undergraduate physiotherapy students is crucial for developing skilful and knowledgeable healthcare professionals. In Slovakia, there is a lack of literature exploring physiotherapists’ practice education, which might have a serious impact on its future provision. Therefore, this study aimed to explore novice physiotherapists’ perceptions of their practice placement experience using a qualitative design.A purposive sampling of five participants was recruited to conduct semi-structured interviews which were translated and transcribed verbatim. Collected data underwent Interpretative Phenomenological Analysis (Smith et al. 2009). This resulted in four major themes that fully captured participants’ perceptions of their practice placement experience. Identified themes were as follows: ‘The practice educator who cares?’; ‘Clinical placement issues’; ‘Learning sources’ and ‘Ready for practice?’.Overall dissatisfaction and frustration from participants’ experience of practice placements suggested the necessity to put more focus on development, delineation and provision of practice education in Slovakia. Also, more research related to practice education of physiotherapists and preparation of the practice educators in Slovakia was recommended
The Role of the Nurse Lecturer Situated within a Practice–Education Partnership
Get PDFAims and Objectives: To critically explore the nurse lecturers role situated within a practice–education partnership and to identify practice recommendations to operate the role within the context of a partnership in the future.Background: Practice–education partnerships are increasing being developed to operationalize the healthcare policy that advocates partnership working between Academic Education Institutions and healthcare organizations to educate and train the nurse workforce and to develop nursing. A weakness of the reported partnerships is the lack of evidence of how and which partnership processes enable the nurse lecturer to work in a practice role that effectively contributes towards the aims of the partnership and best promotes the practice based learning.Research Design: The single embedded case study is used to evaluate the nurse lecturer’s role from the perspectives of key stakeholders from within an existing practice–education partnership consisting of one School of Nursing and its partner healthcare organizations.Methods: Twenty seven one-to-one interviews and 26 focus groups took place with the range of stakeholders groups at the case study site (i.e. nurse lecturer, professional lead, practice education facilitator, student and education manager).Results: Four key themes emerged:1. Drivers for the partnership and role of the nurse lecturer.2. The gap between current role performed and stakeholder role expectations.3. Academic in Practice (AiP) role conformity: Interplay of three valuing systems.4. Leadership to drive the partnership.Conclusion: Embedding the nurse lecturer’s role within the practice–education partnership provides a promising approach to sustain a role that best supports practice based learning. Emergent best practice principles for partnership working include: utilising the aims of the partnership as the catalyst to negotiate the practice role performed; and promoting the development of relationships, strong leadership skills and communication as the vehicle to bridge the gap between the current purpose of the role and any future role expectations between key stakeholders. Use of strategies to contest the traditional expectations of the role is needed to promote role creativity and flexibility to enhance the practice based learning
Challenging Remote Community Deficit Perspectives: An Australian Insight into the Role of These Communities in the Design of Their Health Services and the Development of Their Health Workforce
Get PDFThis article reports on findings from a qualitative study that explored the formation of a community-campus partnership, development and delivery of an allied health practice-based service-learning program, and impacts of partnership and program participation for community and campus participants. The partnership sought to address a protracted lack of access to allied health services for children residing in remote Australia. The program aligned occupational therapy and speech pathology student placements to the provision of allied health services to these children. Community participants – school principals and senior managers from local facilitating agencies, and campus participants – allied health students and academics were allocated to focus groups, school principals (n = 7) and allied health students (n = 10), and individual semi-structured interviews, senior managers (n = 2) and academics (n = 2). A constant comparative analysis method was used to analyse data. This article describes community perspectives of partnership initiation, catalysts for participation, and participation impacts. The role of community partners in initiating the partnership was described and conditions associated with remote contexts and health sector failures were identified catalysts. Service and learning adaptation, partnership commitment and service consistency, service acceptability and accessibility, and community investment in remote health workforce development were identified impacts. This article addresses significant gaps in the national and international practice-based service-learning literature, specifically from community and remote perspectives. Study limitations are discussed and implications for how community-campus partnerships are formed and service-learning programs are sustained in remote contexts are explored
Changing Imperatives in Workforce Planning: Implications for Health and Social Care Education
Get PDFWorkforce planning forms an increasing focus within health and social care policy and structural development, with concern to ensure that workforce supply demonstrably meets demand (in terms of population, patient, service and practice needs). While particularly apparent in England, this trend can be seen elsewhere in the United Kingdom. This article considers the implications of this trend for health and social care education, including practice education. Although having a particular emphasis on challenges and opportunities for the allied health professions, the article considers the issues more generically.Workforce planning is now seen within policy as key to addressing priority population and patient care needs; achieving service improvements while containing expenditure; and ensuring that patient needs are put first. The size, profile and skills development of the workforce is therefore being placed centre-stage in order to enhance service design and delivery, assure clinical and cost-effectiveness, and deliver compassionate care.These developments raise both challenges and opportunities for education providers. Within curriculum design and delivery, an increasing focus is needed on developing the knowledge, skills and aptitude required for clinical leadership and inter-professional collaboration, and on evidencing the value, impact and professionalism of individual practitioners, services and professions. This is producing a related, stronger focus on how practice education prepares future members of the workforce for more flexible, diverse roles in safe, patient-centred ways. New approaches to workforce planning are creating increased opportunity for education to demonstrate how it both responds to and leads change, while affirming quality assurance imperatives
Compassion: Wherefore Art Thou?
Get PDFCompassion is a health professional value that has received a lot of attention recently. In this paper we consider the nature of compassion, its definition and its expression in practice. We further link compassion to patient-centred care. There is debate about whether compassion can be learned, and therefore assessed. There are similar discussions in relation to ‘professionalism’ and the effects of the hidden curriculum. We conclude that compassion is everyone’s business and that learners require early and sustained patient and client contact with time for reflection to enable the delivery of compassionate care
The White Worsted Thread: Third Space Encounters in English L2 Writing – A Theoretical Framework for Understanding Writing for Publication in English
Get PDFThis paper aims to propose a theoretical framework for investigating L2 speaking scholars who successfully write in English for publication. The theories brought together – which are associated with third space, hybridity, funds of knowledge, intertextuality, heteroglossia and multivoicedness – form a nest of interrelated theories which proved useful for examining writing for publication by non-native English speaking (NNES) academics in our own work (Barbosa-Trujillo 2015, Barbosa-Trujillo and Keranen 2015). The paper first orients the topic within the field of NNES scientific research writing then discusses the theoretical framework presented, first by pulling the strands apart to briefly describe each, then by showing how each strand works within the framework as a foundation for research