Transcending educational inequalities across multiple divides : Schools and communities building equitable and literate futures
- Authors: Angus, Lawrence
- Date: 2006
- Type: Text , Journal article
- Relation: Learning communities Vol. 3, no. (2006), p. 40-64
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- Description: This paper explores the complex issues of student engagement and school retention from a critical/sociological perspective. Dominant discourses on youth alienation, estrangement and underachievement are generally couched in a language of blame and deficits with responsibility for the problems being sheeted home to (a) individual students, families, neighbourhoods and/or cultural groups (b) teachers and schools, and (c) public education systems. What is largely missing from these discourses is a lack of recognition of the structural inequalities which pervade society and sustain educational disadvantage. Drawing on Paulo Freire’s philosophy and pedagogy, I argue that an analysis of student engagement and disaffection must involve both a critique of the dehumanising forces that operate within and outside schools, and the development of a renewed project for a critical pedagogy that challenges the logic of instrumental reason and neoliberal approaches to education policy. With reference to recent ethnographic research, I discuss the tensions involved in implementing school-based responses in the current policy environment and highlight some of the innovative responses to concerns of educational disadvantage and student engagement in the secondary years of schooling.
- Description: C1
- Description: 2003002099
Expanding the clinical placement capacity of rural hospitals in Australia: Displacing Peta to place Paul?
- Authors: Barnett, Tony , Walker, Lorraine , Jacob, Elisabeth , Missen, Karen , Cross, Dorothy , Shahwan-Akl, Lina
- Date: 2012
- Type: Text , Journal article
- Relation: Nurse Education Today Vol. 32, no. 5 (2012), p. 485-489
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- Description: In order to identify opportunities to build capacity for clinical placements, we mapped and described the organisation of student placements at three hospitals, each with multiple education providers, in rural Victoria, Australia. Using a cross-sectional, mixed method design, data were collected by survey, interviews and discussion with student placement coordinators representing 16 clinical health disciplines.Teaching and supporting students was regarded as an important part of the service each hospital provided and a useful staff recruitment strategy. There were peaks and troughs in student load over the year, though this was less marked for medicine and dentistry than for nursing and allied health disciplines. Whilst placements were managed largely on a discipline basis, each hospital had taken steps to communicate information about student placements across disciplines and to identify opportunities for interprofessional education (IPE).Placement capacity could be increased by sharing placement data within hospitals, smoothing the utilisation patterns across the year, capitalising on opportunities for IPE when there is concurrent placement of students from different disciplines, and through better employment of underutilised clinical areas. © 2011 Elsevier Ltd.
Making #blacklivesmatter in universities: a viewpoint on social policy education
- Authors: Bennett, Bindi , Ravulo, Jioji , Ife, Jim , Gates, Trevor
- Date: 2021
- Type: Text , Journal article
- Relation: International journal of sociology and social policy Vol. 41, no. 11/12 (2021), p. 1257-1263
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- Description: Purpose The purpose of this viewpoint article is to consider the #BlackLivesMatter movement within the Aboriginal Australian struggle for equality, sovereignty and human rights. Indigenous sovereignty has been threatened throughout Australia's history of colonization. We provide a viewpoint and recommendations for social policy education and practice.Design/methodology/approach. We provide commentary and interpretation based upon the lived experience of Black, Indigenous and Other People of Color (BIPOC) co-authors, co-authors who are Allies, extant literature and practice wisdom as social policy educators. FindingsUniversities are sources of knowledge production, transmission and consumption within society. We provide critical recommendations for what social policy education within universities can address human rights and the #BlackLivesMatter movement.Originality/valueCulturally responsive inclusion for BIPOC has only just begun in Australia and globally within the context of the #BlackLivesMatter movement. This paper adds critical conversation and recommendations for what social policy programs might do better to achieve universities' teaching and learning missions.
Associations between smartphone keystroke metadata and mental health symptoms in adolescents: findings from the future proofing study
- Authors: Braund, Taylor , O'Dea, Bridianne , Bal, Debopriyo , Maston, Kate , Larsen, Mark , Werner-Seidler, Aliza , Tillman, Gabriel , Christensen, Helen
- Date: 2023
- Type: Text , Journal article
- Relation: JMIR Mental Health Vol. 10, no. (2023), p.
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- Description: Background: Mental disorders are prevalent during adolescence. Among the digital phenotypes currently being developed to monitor mental health symptoms, typing behavior is one promising candidate. However, few studies have directly assessed associations between typing behavior and mental health symptom severity, and whether these relationships differs between genders. Objective: In a cross-sectional analysis of a large cohort, we tested whether various features of typing behavior derived from keystroke metadata were associated with mental health symptoms and whether these relationships differed between genders. Methods: A total of 934 adolescents from the Future Proofing study undertook 2 typing tasks on their smartphones through the Future Proofing app. Common keystroke timing and frequency features were extracted across tasks. Mental health symptoms were assessed using the Patient Health Questionnaire-Adolescent version, the Children's Anxiety Scale-Short Form, the Distress Questionnaire 5, and the Insomnia Severity Index. Bivariate correlations were used to test whether keystroke features were associated with mental health symptoms. The false discovery rates of P values were adjusted to q values. Machine learning models were trained and tested using independent samples (ie, 80% train 20% test) to identify whether keystroke features could be combined to predict mental health symptoms. Results: Keystroke timing features showed a weak negative association with mental health symptoms across participants. When split by gender, females showed weak negative relationships between keystroke timing features and mental health symptoms, and weak positive relationships between keystroke frequency features and mental health symptoms. The opposite relationships were found for males (except for dwell). Machine learning models using keystroke features alone did not predict mental health symptoms. Conclusions: Increased mental health symptoms are weakly associated with faster typing, with important gender differences. Keystroke metadata should be collected longitudinally and combined with other digital phenotypes to enhance their clinical relevance. ©Taylor A Braund, Bridianne O'Dea, Debopriyo Bal, Kate Maston, Mark Larsen, Aliza Werner-Seidler, Gabriel Tillman, Helen Christensen.
Exploring the relationship between resilience and practice education placement success in occupational therapy students
- 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
Nagging, noobs and new tricks - students' perceptions of school as a context for digital technology use
- Authors: Bulfin, Scott , Johnson, Nicola , Nemorin, Selena , Selwyn, Neil
- Date: 2016
- Type: Text , Journal article
- Relation: Educational Studies Vol. 42, no. 3 (Jul 2016), p. 239-251
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- Description: While digital technology is an integral feature of contemporary education, schools are often presumed to constrain and compromise students' uses of technology. This paper investigates students' experiences of school as a context for digital technology use. Drawing upon survey data from three Australian secondary schools (n=1174), this paper considers the various ways in which students use digital devices and applications in school and for school. After highlighting trends and differences across a range of digital devices and practices, the paper explores the ways in which students perceive school as a limiting and/or enabling setting for technology use. The findings point to a number of ways that schools act to extend as well as curtail student engagement with technology. This paper concludes by considering the possible ways that schools might work to further support and/or enhance students' technology experiences.
What's in a name? Clarifying the nomenclature of virtual simulation
- Authors: Cant, Robyn , Cooper, Simon J. , Sussex, Roland , Bogossian, Fiona
- Date: 2019
- Type: Text , Journal article
- Relation: Clinical Simulation in Nursing Vol. 27, no. (2019), p. 26-30
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- Description: Clinical simulation is an essential component of health professional education. Digital technologies can provide students with near-reality, interactive virtual simulation learning experiences on static and mobile appliances. Clarification is needed, however, regarding the various types of virtual simulation and the different program components. We drew on published literature to define virtual simulation modalities and to offer definitive terminology to clarify the nomenclature and composition of virtual simulation. Reporting should include description of ‘Fidelity’ ‘Immersion’ and ‘Patient’ to add clarity and utility to research in the field.
Assessment of clinical competence of pre-registration nursing students: a systematic review of objective measures
- Authors: Cant, Robyn , McKenna, Lisa , Cooper, Simon J.
- Date: 2013
- Type: Text , Journal article
- Relation: International Journal of Nursing Practice Vol. 19, no. 2 (2013), p. 163-76
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- Description: Nursing students are required to develop clinical knowledge, skills and attitudes for professional practice. However, objectivity and parity of students' clinical assessments has been questioned. In the last decade, more objective techniques have been developed, with increased use of Objective Structured Clinical Examinations. We reviewed objective clinical assessment measures used in preregistration nursing courses to determine utilization and the validity and reliability of assessment techniques. A systematic search was made of quantitative research publications between 2000 and May 2011, identifying 16 studies that were subsequently reviewed. The validity and reliability of studies varied, with six studies judged as high quality, using various methodologies. This paper describes methods of instrument development and reports on their application in preregistration nursing programs.
What helps, what hinders? Undergraduate nursing students’ perceptions of clinical placements based on a thematic synthesis of literature
- Authors: Cant, Robyn , Ryan, Colleen , Hughes, Lynda , Luders, Elise , Cooper, Simon J.
- Date: 2021
- Type: Text , Journal article , Review
- Relation: SAGE Open Nursing Vol. 7, no. (2021), p.
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- Description: Introduction: Clinical placements are a mandatory component of nursing students’ education internationally. Despite clinical education being a key to nursing students’ achievement of nursing competencies, few studies have reviewed students’ narratives to describe their experiences of learning during clinical placement. Such studies may be important in offering a deeper insight into clinical learning experiences than quantitative surveys. Methods: A systematic thematic synthesis of qualitative studies between 2010 and June 2020 was conducted. English language studies that offered a thematic analysis of undergraduate nursing students’ experiences of learning during placement were sought. A search was made of five databases PubMed, Ovid Medline, CinahlPlus, SCOPUS, and Google Scholar. The study was guided by the ENTREQ statement for enhancing transparency in reporting the synthesis of qualitative research. Results: Twenty-seven qualitative studies were included in the review. A thematic synthesis showed over 100 themes and subthemes across the studies. A cluster analysis revealed positive elements and others that were seen in the studies as a barrier (hindrance) to clinical learning. Positive elements included supportive instructors, close supervision, and belonging (in the team). Unsupportive instructors, a lack of supervision and not being included were seen as a hindrance. Three key overarching themes that could describe a successful placement were revealed as “Preparation,” “Welcomed and wanted” and “Supervision experiences”. A conceptual model of clinical placement elements conducive to nursing students’ learning was developed to enhance understanding of the complexities associated with supervision. The findings and model are presented and discussed. Conclusion: The conceptual model presents positive elements that influence students’ clinical placement experiences of learning. This model may provide a framework to guide professional development programs and strategies to support students and supervisors alike, an important step forward in moving beyond the current clinical placement rhetoric. © The Author(s) 2021.
Deteriorating patients : Global reach and impact of an e-simulation program
- Authors: Cooper, Simon J. , Hopmans, Ruben , Cant, Robyn , Bogossian, Fiona , Giannis, Anita , King, Rosemary
- Date: 2017
- Type: Text , Journal article
- Relation: Clinical Simulation in Nursing Vol. 13, no. 11 (2017), p. 562-572
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- Description: Background E-simulation may enable a feasible education solution to the management of deteriorating patients. Method The study involves a pre–post quasi-experimental evaluation of global data on educational outcomes from an e-simulation program. Results Qualified nurses (n = 1,229) and final year nursing students (n = 1,742) were among 5,511 participants from 20 countries who completed the program. Both groups’ knowledge and performance improved significantly (p = <.001) with no difference between groups. Regression analysis revealed predictors of performance were education level, knowledge, experience, and being female. Participants positively evaluated the program and mode of delivery. Conclusion E-simulation may enhance students’ preparation for practice and improve qualified nurses’ management of deteriorating patients. © 2017 International Nursing Association for Clinical Simulation and Learning
Measuring the quality of nursing clinical placements and the development of the Placement Evaluation Tool (PET) in a mixed methods co-design project
- Authors: Cooper, Simon J. , Cant, Robyn , Waters, Donna , Luders, Elise , Henderson, Amanda , Willetts, Georgina , Tower, Marion , Reid-Searl, Kerry , Ryan, Colleen , Hood, Kerry
- Date: 2020
- Type: Text , Journal article
- Relation: BMC Nursing Vol. 19, no. 1 (2020), p.
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- Description: Background: The quality of nursing clinical placements has been found to vary. Placement evaluation tools for nursing students are available but lack contemporary reviews of clinical settings. Therefore, the aim of this study was to develop a feasible, valid and reliable clinical placement evaluation tool applicable to nursing student placements in Australia. Methods: An exploratory mixed methods co-design project. Phase 1 included a literature review; expert rating of potential question items and Nominal Group Technique meetings with a range of stakeholders for item development. Phase 2 included on-line pilot testing of the Placement Evaluation Tool (PET) with 1263 nursing students, across all year levels at six Australian Universities and one further education college in 2019–20, to confirm validity, reliability and feasibility. Results: The PET included 19-items (rated on a 5-point agreement scale) and one global satisfaction rating (a 10-point scale). Placements were generally positively rated. The total scale score (19 items) revealed a median student rating of 81 points from a maximum of 95 and a median global satisfaction rating of 9/10. Criterion validity was confirmed by item correlation: Intra-class Correlation Co-efficient ICC =.709; scale total to global score r =.722; and items to total score ranging from.609 to.832. Strong concurrent validity was demonstrated with the Clinical Learning Environment and Supervision Scale (r =.834). Internal reliability was identified and confirmed in two subscale factors: Clinical Environment (Cronbach’s alpha =.94) and Learning Support (alpha =.96). Based on the short time taken to complete the survey (median 3.5 min) and students’ comments, the tool was deemed applicable and feasible. Conclusions: The PET was found to be valid, reliable and feasible. Use of the tool as a quality assurance measure is likely to improve education and practice in clinical environments. Further international evaluation of the instrument is required to fully determine its psychometric properties. © 2020, The Author(s).
- Description: This work was funded by the Council of Deans of Nursing and Midwifery (Australia and New Zealand) – 2019. The funding body had no role in the design of the study and collection, analysis, and interpretation of data, or in writing the manuscript.
A cross-cultural study in the UK and Australia of pay expectations and entitlements : A case of vanishing differences?
- Authors: Davidson, Marilyn , Wood, Glenice , Harvey, Jack
- Date: 2012
- Type: Text , Journal article
- Relation: Gender in Management Vol. 27, no. 3 (2012), p. 165-185
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- Description: Purpose: Previous US research has consistently revealed females reporting lower pay expectations and entitlements compared to their male counterparts. The purpose of this paper is to investigate whether these gender differences still exist, specifically in British and Australian business students, or whether there has been a generation shift in attitudes. Design/methodology/approach: Quantitative data were analysed from 481 (252 females and 229 males) university students, on their responses to what they "expected" to earn five years after graduation and what they thought they "deserved" to earn. Students from two British universities (n=285) and two Australian universities (n=196) participated. Findings: Results revealed that the presence of very high values (outliers) reported by a small proportion of male respondents led to apparent gender differences in perceived entitlement (deserved salary). However, appropriately modified analyses showed no significant gender differences in expected salary, deserved salary or salary difference. Differences were observed between countries; in the UK expectations and views on deserved salary were higher than those expressed in Australia. In addition, in both countries' students from higher ranking universities expected higher salaries and believed they deserved a higher salary. Research limitations/implications: The sample is restricted to University business students and may not generalise to other groups. Practical implications: Implications of these findings reflect on gender pay inequities, along with methodological issues for future research. Originality/value: This paper challenges the long-held view that, in general, males have more positive expectations of their future salaries than females. While this has been reported in the past, the paper illustrates that in a contemporary sample across two countries, the great majority of male and female students had very similar expectations for their future salary. The paper proposes some explanations that may account for this phenomenon. The only clear gender difference observed was the presence of a small proportion of males with extremely high salary expectations; the paper highlights the necessity for appropriate statistical analysis of such highly skewed data. © Emerald Group Publishing Limited.
Feeling good, living life : A spiritual health measure for young children
- Authors: Fisher, John
- Date: 2004
- Type: Text , Journal article
- Relation: Journal of Beliefs & Values Vol. 25, no. 3 (2004), p. 307-315
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- Description: Following previous work on the spiritual health of secondary students, the author wondered if it was possible to develop a spiritual health measure for younger children. Taking Fisher's model of spiritual health as the basis, items were developed to reflect relationships with self, with others, with the environment and with a god. The children's ideals for spiritual health (what makes them Feel Good) were compared with their lived experience (Living Life) to ascertain their levels of spiritual health. Factor analyses on responses from 1080 students in 14 schools (State, Catholic, Independent and Christian Community Schools) in Victoria and Western Australia are reported in this paper.
- Description: C1
- Description: 2003000841
Christian students' views on terrorism and religion : An Australian study
- Authors: Fisher, John
- Date: 2004
- Type: Text , Journal article
- Relation: Journal of Christian Education Vol. 46, no. 2 (2004), p. 45-56
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- Description: C1
- Description: 2003000842
Using secondary students’ views about influences on their spiritual well being to inform pastoral care
- Authors: Fisher, John
- Date: 2006
- Type: Text , Journal article
- Relation: International Journal of Children's Spirituality Vol. 11, no. 3 (2006), p. 347-356
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- Description: Spiritual well-being is reflected in the quality of relationships that each person has in up to four different domains, namely with self, with others, with the environment and/or with God. This study investigated how secondary students perceived relationships with family, friends, school and church community (including God) impacted on their spiritual well-being. This paper reports the views of 1002 secondary school students aged from 12 to 18 years old in Catholic, Christian community and other independent schools in Victoria, Australia. ANOVA and multiple regression analyses of students’ responses on the Quality Of Life Influences Survey developed in this study, and the Spiritual Health And Life Orientation Measure, a spiritual well-being questionnaire for secondary students, revealed significant differences in perceptions students held about influences on their spiritual well-being. A case study illustrates how these instruments can be used to inform pastoral care of young people. [ABSTRACT FROM AUTHOR]
Comparing levels of spiritual well-being in state, catholic and independent schools in Victoria, Australia
- Authors: Fisher, John
- Date: 2001
- Type: Text , Journal article
- Relation: Journal of Beliefs & Values: Studies in Religion & Education Vol. 22, no. 1 (2001), p. 99-105
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- Description: This article reports on a survey completed by Chaplains, Religious Education and Student Welfare Coordinators in State, Catholic and Independent schools in Victoria. Results from this survey support the model of spiritual well-being, which was seen to be reflected in the quality of relationships that people develop with themselves, others, the environment, and with a Transcendent Other. The staff surveyed generally reported positively on current practice and expressed high priorities for action in nurturing their students' spiritual well-being. School type contributed to significant differences in each of these four sets of relationships. [ABSTRACT FROM AUTHOR]
International student security : A view from Beijing
- Authors: Forbes-Mewett, Helen , Nyland, Christopher , Shao, Sijun
- Date: 2010
- Type: Text , Journal article
- Relation: International Studies in Sociology of Education Vol. 20, no. 4 (2010), p. 355-373
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- Description: Security is an integral component of the relationships that shape the lives of students hosted by foreign countries. International student security became a source of contention between nations in 2008 when China's Government charged that Australia was failing to adequately provide for the safety of Chinese students. We discuss Beck's theorisation of the ‘risk society’ and Clements' notion of balancing risk with opportunity. We draw on interviews undertaken in Beijing to highlight the importance of student security and the need for hosts to accord attention to the views of parents as well as students. Our findings reveal that parents play a major role in the study location decision, tend to accord security greater weight than do students when location is being debated within the family, utilise a range of strategies to keep students secure and believe host governments and institutions have primary responsibility for student well being.
Teaching mental health and well-being online in a crisis: Fostering love and self-compassion in clinical social work education
- Authors: Gates, Trevor , Ross, Dyann , Bennett, Bindi , Jonathan, Kate
- Date: 2022
- Type: Text , Journal article
- Relation: Clinical Social Work Journal Vol. 50, no. 1 (2022), p. 22-34
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- Description: The coronavirus (COVID-19) pandemic has shifted clinical social work (CSW) and mental health education in Australia, and indeed throughout much of the globe, onto online delivery. The disruption caused by COVID-19 presents unexpected challenges in fostering the development of skill sets among social work educators in partnership with students. This article is a reflexive collaborative autoethnography written by four educators of different international and cultural backgrounds at a regional university in Queensland. Our university has experienced a shift from primarily a face-to-face delivery to online delivery due to social distancing. This article is grounded in an ethic of love, a values-based relationship-oriented practice promoting care, collaborative dialogue and solidarity between people, using self-compassion and reflexivity. We explore how COVID-19 has forced the authors to alter their teaching practice, cope with uncertainties, and respond with loving kindness to the shifting needs of students. We draw upon our experiences as educators of diverse cultural, linguistic, gender, and sexualities from Australia, the United States, the United Kingdom, and Nigeria and reflect upon how we have simultaneously turned inward and outward through technology. We draw upon person-centered, narrative, trauma informed and anti-oppressive clinical and educational approaches when exploring self-compassion and loving approaches with the students. We discuss the need for self-compassion and love of others as we respond to the current crisis by modeling self-compassion and love for CSW students who are experiencing crises, including loss of employment, separation from family overseas and interstate, isolation from colleagues and loved ones, and healthcare issues.
Item response theory analyses of the parent and teacher versions of DSM-IV ADHD rating scales
- Authors: Gomez, Rapson
- Date: 2004
- Type: Text , Journal article
- Relation: Australian Journal of Psychology Vol. 56, no. (2004), p. 187-187
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Australian clinician's views on interprofessional education for students in the rural clinical setting
- Authors: Jacob, Elisabeth , Barnett, Tony , Missen, Karen , Cross, Dorothy , Walker, Lorraine
- Date: 2012
- Type: Text , Journal article
- Relation: Journal of Research in Interprofessional Practice and Education Vol. 2, no. 2 (2012 2012), p. 219-229
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- Description: Background: Collaboration between education providers and clinical agencies to develop models that facilitate cross-disciplinary clinical education for students is essential to produce work-ready graduates. Methods and Findings: This exploratory study investigated the perceptions of and opportunities for interprofessional education (IPE) from the perspectives of 57 clinical staff from three regional/rural health services across Victoria, Australia. Data were collected through a semi-structured questionnaire, interviews, and focus group discussions with staff from 15 disciplinary groups who were responsible for clinical education. Although different views emerged on what IPE entailed, it was perceived by most clinicians to be valuable for students in enhancing teamwork, improving the understanding of roles and functions of team members, and facilitating common goals for patient care. While benefits of IPE could be articulated by clinicians, student engagement with IPE in clinical areas appeared to be limited, largely ad hoc, and opportunistic. Barriers to IPE included: timing of students’ placements, planning and coordination of activities, resource availability, and current regulatory and education provider requirements. Conclusions: Without the necessary resources and careful planning and coordination, the integration of IPE as a part of students’ clinical placement experience will remain a largely untapped resource.