International Journal of Practice-Based Learning in Health and Social Care

Securing sufficient practice-based learning opportunities for health care students is long-standing and well documented and not unique to the United Kingdom (Beveridge &amp; Pentland 2020; Martin et al., 2004). Increasing Allied Health Professional learners on healthcare programmes and the COVID-19 pandemic have highlighted the need for radical change and innovative ways of working to address placement capacity. Due to the capacity pressures, blended practice-based placements were implemented in partnership with clinical collaboration across the Cheshire and Merseyside region. As this placement model had not been robustly tested, a decision was made to pilot this across different settings and ethical approval was sought and granted, to fully evaluate this approach. The participants consisted of second-year physiotherapy and first- and second-year occupational therapy learners. The aims of the study were to: ascertain the value and experiences of a newly introduced blended placement-based learning through the anonymous collection of data from an online questionnaire (quantitative) and focus groups (qualitative) in response to challenges relating to placement capacity. Initial findings suggest there are benefits for learners including new skill acquisition, such as organisational and adaptability skills, the ability to influence change in patient care and improved clinical reasoning. Challenges for learners include the type and length of project not being comparable to their peers, reduced clinical time, perceived discrepancies in marking during the placement and opportunities to develop confidence. Alternative placement models are required to meet ongoing capacity demands. This work adds to the growing body of placement related literature.

Helen Orton

Amanda Deaves

Vikki Barnes-Brown

Christopher Edge

Anna Rees

Denise Prescott

International Journal of Practice-based Learning in Health and Social Care

Experiences of Physiotherapy and Occupational Therapy Undergraduates and Placement Educators of Blended Practice-Based Learning

物理治疗和职业治疗本科生及实习教育者的混合实践学习体验

Travel and accommodation challenges for student’s access to pre-registration learning environments were explored through a National Health Service England (NHSE) funded project. This was hosted by XXXX Community Health and Care NHS Foundation Trust covering the XXXXX Integrated Care Board (ICB) area. A mixed methods service evaluation was used, using three cross-sectional surveys to discover local university placement teams, practice education facilitators and practice educators and nursing, midwifery and allied health profession student views on placement transport and accommodation challenges. One student focus group was also held to explore issues in more depth. Stakeholder participants described a range of transport and accommodation concerns, including student personal safety, transport routes, timetable challenges, financial and health burdens, and working to fixed shift patterns. Recommendations for practice include flexible shift patterns, car use guidance, free car parking, personal safety training, provision of overnight accommodation to protect wellbeing, and placement costs paid in advance. The project identified the need for a greater range of bus routes from transport providers, plus consideration for a university minibus service to reach rural community settings. The findings from this study will support placement providers and universities to maximise placement opportunities and will improve the student experience across the ICB setting. The results are applicable to other regions.

Sharon Davenport

Samson Owoyokun

Katy Fisher

Wendy Barker

Verity Ashcroft

An Exploration of Placement Travel and Accommodation Issues for Nursing, Midwifery and Allied Health Profession Students, Universities, and Practice Educators

护理、助产和联合健康专业学生、大学及实践教育者的实习旅行与住宿问题探索

In early 2020 the world experienced the one in 100-year COVID-19 pandemic, causing major disruption to higher education in Australia. In Victoria, Australia this necessitated a rapid shift of university teaching and placements to the online environment. For health programs in particular, which are typically taught with significant on-campus and face to face components, this shift online created major changes in both teaching and learning. This study sought to explore the lived experience of teaching and learning for Australian occupational therapy students and academics at one Australian university during COVID-19. More specifically, this study aimed to explore the facilitators and barriers to occupational therapy online teaching and learning and the impacts it had on student/academic roles, professional identity, motivation and wellbeing. A qualitative phenomenological approach was adopted, with semi-structed interviews conducted with students (n=10) and academics (n=6). Inductive, thematic analysis of data was utilised. Five key themes were identified from the analysis of data: impact on professional identity, disruption of roles, feeling pressure, mutual respect and gratitude, and the importance of social connection at university. Whilst online learning may be more flexible for students and more cost effective for universities, the findings of this study suggest that there is a need to provide continued opportunities for health students to engage with academics and each other on-campus.

Kelli Maree Nicola-Richmond

Genevieve Pepin

Kieva Richards

Reimagining the unimaginable: Moving an on-campus health course online during COVID-19

重新构想不可想象之事：在新冠疫情期间将校园健康课程转移到线上

Limited private practice fieldwork opportunities exist in Canadian occupational therapy (OT) education programs, in comparison to public health opportunities. This gap must be addressed to ensure students have opportunities to gain experience in the private sector. There are limited qualitative studies in occupational therapy that identify strategies to encourage occupational therapists to offer placements in this area. This qualitative study explored the experiences and perspectives of occupational therapists working in private practice and their motivations and uncertainty to participate in occupational therapy student education. Strategies to best support fieldwork educators as well as opportunities to advance student preparation for private practice placements, were uncovered. Using purposive sampling, nine occupational therapists working in private practice with or without fieldwork educator experience, participated in semi-structured interviews. Phenomenology was used to analyze data and determine emergent themes. Four themes emerged that highlight key considerations for occupational therapists hosting students in private practice. Motivations and hesitations for hosting students were uncovered. Strategies which can be used to directly support private practice occupational therapists and facilitate student learning at the university level prior to fieldwork placements in this area, were revealed. It is imperative to understand occupational therapist’s perspectives when hosting students as well as hesitations for not hosting students in private practice. These findings contribute practical and viable approaches that can be utilized by education programs and the private sector, to ensure mutually beneficial partnerships.

Donna Patricia Drynan

Jeffrey Boniface

Jenna Olsen

Occupational Therapists’ Perspectives for Promoting Fieldwork Experiences in Private Practice

职业治疗师促进私人执业实地体验的视角

The COVID-19 pandemic exacerbated healthcare practice education placement shortages. In Ireland, four occupational therapy programmes developed the blended onsite/offsite practice education placement model to increase placement capacity. Offsite learning included projects, supervision and telehealth, while clinical contact was prioritised when onsite. The aim of this study was to investigate the experiences of practice educators (PEs) who had supervised students using this model. The study used a qualitative interpretive methodology. PEs with experience of supervising a blended placement took part in semi-structured interviews. Reflexive thematic analysis was used to explore themes in the data. PEs felt the model benefitted students’ self-directed learning and independence. The study found that PEs valued the time apart from the student to be able to manage their own workload. Some were concerned about reduced clinical contact and operational challenges. Overall PEs were positive about the model’s use beyond COVID-19. Participants in this study value ongoing use of the blended onsite/offsite placement model. The flexibility of the model for the practice educator is key to its sustainability. Information gathered in this study facilitated the development of a Blended Onsite/Offsite Model (BOOM) Planning Tool, applicable to other health and social care professions. There is a need to promote this model as part of a wider strategy to address placement capacity challenges.

Eimer Ni Riain

Noreen O'Leary

“Blended Placement: A Balancing Act”

“混合安置：平衡之道”

Publication Information	Publisher: Coventry University，Publishing cycle: ，Journal Type: journal，Open Access Journals: No
Basic data	Year of publication: 2019，Proportion of original research papers: 0.00%，Self Citation Rate:N.A.， Gold OA Rate: 0.00%

International Journal of Practice-Based Learning in Health and Social Care

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Experiences of Physiotherapy and Occupational Therapy Undergraduates and Placement Educators of Blended Practice-Based Learning

An Exploration of Placement Travel and Accommodation Issues for Nursing, Midwifery and Allied Health Profession Students, Universities, and Practice Educators

Reimagining the unimaginable: Moving an on-campus health course online during COVID-19

Occupational Therapists’ Perspectives for Promoting Fieldwork Experiences in Private Practice

“Blended Placement: A Balancing Act”

Experiences of Physiotherapy and Occupational Therapy Undergraduates and Placement Educators of Blended Practice-Based Learning

An Exploration of Placement Travel and Accommodation Issues for Nursing, Midwifery and Allied Health Profession Students, Universities, and Practice Educators

Reimagining the unimaginable: Moving an on-campus health course online during COVID-19

Occupational Therapists’ Perspectives for Promoting Fieldwork Experiences in Private Practice

“Blended Placement: A Balancing Act”

ISSN	2051-6223
h-index	6