Understanding students' and clinicians' experiences of informal interprofessional workplace learning: An Australian qualitative study
- Rees, Charlotte, Crampton, Paul, Kent, Fiona, Brown, Ted, Hood, Kerry
- Authors: Rees, Charlotte , Crampton, Paul , Kent, Fiona , Brown, Ted , Hood, Kerry
- Date: 2018
- Type: Text , Journal article
- Relation: BMJ Open Vol. 8, no. 4 (2018), p.
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- Description: Objectives While postgraduate studies have begun to shed light on informal interprofessional workplace learning, studies with preregistration learners have typically focused on formal and structured work-based learning. The current study investigated preregistration students' informal interprofessional workplace learning by exploring students' and clinicians' experiences of interprofessional student-clinician (IPSC) interactions. Design A qualitative interview study using narrative techniques was conducted. Setting Student placements across multiple clinical sites in Victoria, Australia. Participants Through maximum variation sampling, 61 participants (38 students and 23 clinicians) were recruited from six professions (medicine, midwifery, nursing, occupational therapy, paramedicine and physiotherapy). Methods We conducted 12 group and 10 individual semistructured interviews. Themes were identified through framework analysis, and the similarities and differences in subthemes by participant group were interrogated. Results Six themes relating to four research questions were identified: (1) conceptualisations of IPSC interactions; (2) context for interaction experiences; (3) the nature of interaction experiences; (4) factors contributing to positive or negative interactions; (5) positive or negative consequences of interactions and (6) suggested improvements for IPSC interactions. Seven noteworthy differences in subthemes between students and clinicians and across the professions were identified. Conclusions Despite the results largely supporting previous postgraduate research, the findings illustrate greater breadth and depth of understandings, experiences and suggestions for preregistration education. Educators and students are encouraged to seek opportunities for informal interprofessional learning afforded by the workplace. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. **Please note that there are multiple authors for this article therefore only the name of the first 5 including Federation University Australia affiliate “Kerry Hood” is provided in this record**
- Authors: Rees, Charlotte , Crampton, Paul , Kent, Fiona , Brown, Ted , Hood, Kerry
- Date: 2018
- Type: Text , Journal article
- Relation: BMJ Open Vol. 8, no. 4 (2018), p.
- Full Text:
- Reviewed:
- Description: Objectives While postgraduate studies have begun to shed light on informal interprofessional workplace learning, studies with preregistration learners have typically focused on formal and structured work-based learning. The current study investigated preregistration students' informal interprofessional workplace learning by exploring students' and clinicians' experiences of interprofessional student-clinician (IPSC) interactions. Design A qualitative interview study using narrative techniques was conducted. Setting Student placements across multiple clinical sites in Victoria, Australia. Participants Through maximum variation sampling, 61 participants (38 students and 23 clinicians) were recruited from six professions (medicine, midwifery, nursing, occupational therapy, paramedicine and physiotherapy). Methods We conducted 12 group and 10 individual semistructured interviews. Themes were identified through framework analysis, and the similarities and differences in subthemes by participant group were interrogated. Results Six themes relating to four research questions were identified: (1) conceptualisations of IPSC interactions; (2) context for interaction experiences; (3) the nature of interaction experiences; (4) factors contributing to positive or negative interactions; (5) positive or negative consequences of interactions and (6) suggested improvements for IPSC interactions. Seven noteworthy differences in subthemes between students and clinicians and across the professions were identified. Conclusions Despite the results largely supporting previous postgraduate research, the findings illustrate greater breadth and depth of understandings, experiences and suggestions for preregistration education. Educators and students are encouraged to seek opportunities for informal interprofessional learning afforded by the workplace. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. **Please note that there are multiple authors for this article therefore only the name of the first 5 including Federation University Australia affiliate “Kerry Hood” is provided in this record**
Exploring emotional and social competencies in undergraduate students: Perspectives from CALD and non-CALD students
- Yu, Mong-Lin, Brown, Ted, Hewitt, Alana, Cousland, Robert, Lyons, Carissa, Etherington, Jamie
- Authors: Yu, Mong-Lin , Brown, Ted , Hewitt, Alana , Cousland, Robert , Lyons, Carissa , Etherington, Jamie
- Date: 2023
- Type: Text , Journal article
- Relation: Australian Educational Researcher Vol. 50, no. 3 (2023), p. 601-624
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- Description: With the internationalisation of higher education, students from culturally and linguistically diverse (CALD) backgrounds represent a significant proportion of the university student body in Australia. Research literature indicates that the unique cultural and linguistic challenges experienced by these students may adversely impact their academic performance and social integration in university settings. However, less is known about how the socio-emotional competencies of undergraduate CALD and non-CALD domestic English-speaking students compare. This cross-sectional quantitative study compares the emotional and social competencies in a cohort of CALD and non-CALD occupational therapy undergraduates. Data were collected at one Australian university from a group of 360 students enrolled in the Bachelor of Occupational Therapy (Honours) course. Participants completed the Emotional and Social Competency Inventory– University edition (ESCI-U). Multivariate regression analyses were used to compare between CALD and non-CALD students, controlling for students’ year level of study, age, and gender. Key findings from the regression analysis included the observation of indicate that non-CALD students having significant higher scores than CALD students on all the ESCI-U socio-emotional subscales, especially the Emotional Self-control, Achievement Orientation, Empathy and Teamwork from western perspectives. No difference was found between CALD and non-CALD student on two cognitive competencies- systems thinking and pattern recognition. These findings should be interpreted with caution considering CALD students may interpret the questions differently and demonstrate the competencies in different ways. Specific emotional and social competencies that need to be strengthened in students are discussed and recommendations are made to inform the preparation of evidence-based curricula.
- Authors: Yu, Mong-Lin , Brown, Ted , Hewitt, Alana , Cousland, Robert , Lyons, Carissa , Etherington, Jamie
- Date: 2023
- Type: Text , Journal article
- Relation: Australian Educational Researcher Vol. 50, no. 3 (2023), p. 601-624
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- Description: With the internationalisation of higher education, students from culturally and linguistically diverse (CALD) backgrounds represent a significant proportion of the university student body in Australia. Research literature indicates that the unique cultural and linguistic challenges experienced by these students may adversely impact their academic performance and social integration in university settings. However, less is known about how the socio-emotional competencies of undergraduate CALD and non-CALD domestic English-speaking students compare. This cross-sectional quantitative study compares the emotional and social competencies in a cohort of CALD and non-CALD occupational therapy undergraduates. Data were collected at one Australian university from a group of 360 students enrolled in the Bachelor of Occupational Therapy (Honours) course. Participants completed the Emotional and Social Competency Inventory– University edition (ESCI-U). Multivariate regression analyses were used to compare between CALD and non-CALD students, controlling for students’ year level of study, age, and gender. Key findings from the regression analysis included the observation of indicate that non-CALD students having significant higher scores than CALD students on all the ESCI-U socio-emotional subscales, especially the Emotional Self-control, Achievement Orientation, Empathy and Teamwork from western perspectives. No difference was found between CALD and non-CALD student on two cognitive competencies- systems thinking and pattern recognition. These findings should be interpreted with caution considering CALD students may interpret the questions differently and demonstrate the competencies in different ways. Specific emotional and social competencies that need to be strengthened in students are discussed and recommendations are made to inform the preparation of evidence-based curricula.
- Brown, Ted, Yu, Mong-lin, Hewitt, Alana, Etherington, Jamie
- Authors: Brown, Ted , Yu, Mong-lin , Hewitt, Alana , Etherington, Jamie
- Date: 2020
- Type: Text , Journal article
- Relation: Occupational Therapy in Health Care Vol. 34, no. 2 (2020), p. 131-154
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- Description: This study investigated the relationship between professionalism factors and undergraduate occupational therapy students’ fieldwork performance as measured by the Student Practice Education Form–Revised Edition (SPEF-R). 135 undergraduate occupational therapy students (86% 20-24 years old; 87% female) completed the Penn State College of Medicine Professionalism Questionnaire (PSCOPQ). Student fieldwork performance was measured using the Student Practice Evaluation Form–Revised Edition (SPEF-R). Multi-linear regression with bootstrapping was completed on the midway and final SPEF-R scores. Regression analysis demonstrated a range of professionalism variables to be significant predictors of fieldwork performance at the midway assessment of their fieldwork placement: Equity was a significant predictor of Self-management Skills; Enrichment and Altruism were significant predictors of Coworker Communication; and Altruism was a strong predictor of Communication Skills. No PSCOPQ variable was found to be a significant predictor of final SPEF-R performance. The findings reflect the dynamic and complex nature of professionalism in occupational therapy fieldwork settings. © 2020, © 2020 Taylor & Francis Group, LLC.
Setting priorities for health education research : a mixed methods study
- Palermo, Claire, King, Olivia, Brock, Tina, Brown, Ted, Crampton, Paul, Hall, Helen, Macaulay, Janet, Morphet, Julia, Mundy, Matthew, Oliaro, Louise, Paynter, Sophie, Williams, Brett, Wright, Caroline, Rees, Charlotte
- Authors: Palermo, Claire , King, Olivia , Brock, Tina , Brown, Ted , Crampton, Paul , Hall, Helen , Macaulay, Janet , Morphet, Julia , Mundy, Matthew , Oliaro, Louise , Paynter, Sophie , Williams, Brett , Wright, Caroline , Rees, Charlotte
- Date: 2019
- Type: Text , Journal article
- Relation: Medical Teacher Vol. 41, no. 9 (2019), p. 1029-1038
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- Description: Introduction: Identifying priority research topics that meet the needs of multiple stakeholders should maximize research investment. Aim: To identify priorities for health education research. Methods: A three-stage sequential mixed methods study was conducted. Priorities for health education research were identified through a qualitative survey with 104 students, patients, academics, and clinicians across five health sciences and 12 professions (stage 1). These findings were analyzed using framework analysis and transposed into a quantitative survey whereby 780 stakeholders rated and ranked the identified priorities. Descriptive statistics identified priorities, exploratory factor analysis grouped priorities and differences between stakeholders were determined using Mann–Whitney U tests (stage 2). Six individual or group interviews with 16 participants (stage 3) further explicated the results from previous stages. Results: Of 30 priorities identified, the top were: how best to ensure students develop the required skills for work; how to promote resiliency and well-being in students; and ensuring the curriculum prepares students for work. For the majority of priorities, no significant differences were found between different stakeholder groups. Conclusions: These findings will be used to inform health educational research strategy both locally and nationally. Further research should explore if setting priorities can be translated effectively into education research policy and practice. © 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.
- Authors: Palermo, Claire , King, Olivia , Brock, Tina , Brown, Ted , Crampton, Paul , Hall, Helen , Macaulay, Janet , Morphet, Julia , Mundy, Matthew , Oliaro, Louise , Paynter, Sophie , Williams, Brett , Wright, Caroline , Rees, Charlotte
- Date: 2019
- Type: Text , Journal article
- Relation: Medical Teacher Vol. 41, no. 9 (2019), p. 1029-1038
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- Description: Introduction: Identifying priority research topics that meet the needs of multiple stakeholders should maximize research investment. Aim: To identify priorities for health education research. Methods: A three-stage sequential mixed methods study was conducted. Priorities for health education research were identified through a qualitative survey with 104 students, patients, academics, and clinicians across five health sciences and 12 professions (stage 1). These findings were analyzed using framework analysis and transposed into a quantitative survey whereby 780 stakeholders rated and ranked the identified priorities. Descriptive statistics identified priorities, exploratory factor analysis grouped priorities and differences between stakeholders were determined using Mann–Whitney U tests (stage 2). Six individual or group interviews with 16 participants (stage 3) further explicated the results from previous stages. Results: Of 30 priorities identified, the top were: how best to ensure students develop the required skills for work; how to promote resiliency and well-being in students; and ensuring the curriculum prepares students for work. For the majority of priorities, no significant differences were found between different stakeholder groups. Conclusions: These findings will be used to inform health educational research strategy both locally and nationally. Further research should explore if setting priorities can be translated effectively into education research policy and practice. © 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.
Baccalaureate occupational therapy students' development of social and emotional competencies
- Yu, Mong-Lin, Brown, Ted, Hewitt, Alana, Cousland, Robert, Licciardi, Lisa, Lyons, Carrisa
- Authors: Yu, Mong-Lin , Brown, Ted , Hewitt, Alana , Cousland, Robert , Licciardi, Lisa , Lyons, Carrisa
- Date: 2021
- Type: Text , Journal article
- Relation: Nurse Education Today Vol. 105, no. (2021), p.
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- Description: Background: Academic life requiring students to meet academic and professional practice expectations can be stressful. Effective emotional and social competence can assist students in managing feelings, stressful situations and fostering relationships with educators, peers, and clients. Hence this is a helpful professional competence for health students to possess. Objective: To compare the emotional and social competence among the baccalaureate occupational therapy students across four academic year levels. Method: A quantitative cross-sectional design was used. A total of 360 baccalaureate occupational therapy students completed the Emotional and Social Competency Inventory– University Edition. Regression analysis followed by contrast analysis examined the differences among first-, second-, third- and fourth-year levels. Results: Students demonstrated “satisfactory” or above social and emotional competencies. For all students, the average Emotional and Social Competency Inventory subscale scores on teamwork, empathy and achievement orientation were the highest three competencies. The lowest average scores were systems thinking, inspirational leadership and coach and monitor skills. Fourth year students' emotional self-control (p = 0.03), positive outlook (p = 0.02), and influence (p = 0.02) were significantly lower than first-year students. No other significant differences were found between year levels on the other subscales. Conclusion: Overall, students demonstrated good social and emotional competencies, with strengths in teamwork, empathy and achievement orientation competencies, which are fundamental in health service practice. However, fourth-year students demonstrated lower scores in emotional self-control, positive outlook, and influence competencies compared to their first-year peers. This indicates that fourth-year students have developed better self-awareness, can be more reflective and have a better perception of reality. It is recommended that targeted learning opportunities to develop students' emotional and social competencies to nurture final-year students' abilities and confidence be incorporated into the curriculum. Academic and practice education staff working with final year occupational therapy students need to consider the associated stress during this time when providing learning opportunities. © 2021 Elsevier Ltd
- Brown, Ted, Yu, Mong-Lin, Hewitt, Alana, Isbel, Stephen, Bevitt, Thomas, Etherington, Jamie
- Authors: Brown, Ted , Yu, Mong-Lin , Hewitt, Alana , Isbel, Stephen , Bevitt, Thomas , Etherington, Jamie
- Date: 2020
- Type: Text , Journal article
- Relation: Australian Occupational Therapy Journal Vol. 67, no. 1 (2020), p. 49-61
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- Description: Introduction: Practice education is a fundamental component of health professional students’ education and many personal, social and professional factors impact on students’ performance. This study investigated the relationship between measures of resilience and practice education performance in occupational therapy students. Methods: A quantitative cross-sectional study was used to collect the data. In all, 149 occupational therapy students completed a self-report questionnaire comprised of demographic questions and two standardised scales: Resilience at University (RAU) and Resilience Scale for Adults (RSA). Students’ practice education performance was measured by the Student Practice Evaluation Form–Revised (SPEF–R). Multi-linear regression analyses with bootstrapping were completed to identify resilience factors that were predictive of occupational therapy students’ practice performance. Results: Overall, occupational therapy students reported high levels of resilience based on the RAU and RSA subscale scores. “Managing Stress,” “Find Your Calling” and “Living Authentically” were strong predictors of a range of key fieldwork performance SPEF–R factors, including “Professional Behaviours,” “Self-management Skills,” “Co-worker Communication” and “Communication Skills.”. Conclusion: The resilience factors identified as being significant predictors of practice education performance outcomes in occupational therapy students represent notable findings. They suggest that students’ capabilities in managing their stress levels, finding meaning in their chosen profession, and engaging self-care daily activities outside of the work environment that are meaningful, authentic and fit with one's personal values and beliefs can act as buffers against the challenges experienced by students who are completing practice education placements. The findings will assist academic and practice educators in identifying and targeting vulnerable students and strengthening resilience strategies through proactive pre-practice placement initiatives. Qualitative studies are recommended to further explore the relationship between resilience and practice education performance in occupational therapy students. © 2019 Occupational Therapy Australia
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