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Aim: To explore undergraduate nursing and midwifery student perspectives of using digital patient systems on clinical placements. Design: This was an interpretative qualitative design study. Methods: Undergraduate nursing and midwifery students in a large Australian metropolitan university were invited to participate in two focus groups from April to June 2019. Twenty (20) students participated and data on their perspective of using digital systems on placement were collected. Thematic analysis using NVivo 12 software was undertaken. Findings: Students identified benefits and challenges when moving between paper records and digital systems. Whilst paper reporting was more efficient for some processes, the students recognised the advantages of digital technology, such as enabling greater confidentiality and consolidation of patient data in one place. However, they also reported difficulty with student access and the size of the portal digital workstation at the bedside. Generally, the lack of preparation and access was considered frustrating and mitigated some of the benefits described when using digital systems. Conclusions: Nursing and midwifery students prefer to be prepared for both paper and digital record keeping. Whilst students identify the benefits of digital platforms, not having direct access mitigates the benefits of these systems. Students identified the use of simulation and interactive modules prior to commencement of clinical practice to enable them to feel more confident with using the systems in patient care. Impact: Health care students require direct access to digital health platforms whilst on clinical placement to facilitate their learning. Higher Education Institutions (HEIs) are in a unique position to work with health care providers to better prepare health care professionals, including nurses and midwives, to work with digital health care systems. Further research is needed to develop the educational preparation for nurses, midwives, and other health care professionals to work with digital systems in practice. [ABSTRACT FROM AUTHOR]

This paper explores the decision-making processes involved in giving physiotherapy students responsibility on clinical placement and the impact on their developing professional autonomy. The qualitative study, using semi-structured interviews, involved physiotherapy students and clinical educators (CEs) from two higher education institutions, one in Australia, and the other in the United Kingdom (UK). Findings led to the development of a heuristic framework of 'graduated supervision,' a process of progressively less direct observation and monitoring of students as clinical proficiency improved. By focusing on the measured exposure of students to increasing complexity and inverse levels of supervision, the framework captures tacit practices, and consistent, yet varied facilitation strategies adopted across specialties, and evident in clinical education settings in both countries. The framework formalizes, for the first time, assumptions and expectations previously unacknowledged. Factors identified as affecting students' progress toward autonomy include the student/CE relationship, the development of mutual trust through ongoing dialogue, and the importance of formal discussions at the commencement of a clinical placement to establish learning goals, preferred supervision styles and learner responsibilities. Insights have significance for the CE community, and students who at times have to second-guess what is required of them and how they might excel on clinical placement. [ABSTRACT FROM AUTHOR]

Delivering effective healthcare requires healthcare professionals to reflect on their own cultural background and their patient's cultural needs. Culture is a determinant of health and if not considered, negative health outcomes can result. This is of particular importance when working with Aboriginal communities and caring for Aboriginal people whose views have been excluded from healthcare models, funding, and policy. Non-indigenous healthcare professionals, such as pharmacy students, benefit from understanding Aboriginal peoples' healthcare needs and models of holistic healthcare, as well as reflecting on their own cultures, assumptions, and experiences on placement. This article explores students' views to inform the development of a Toolkit to support students' learning prior to engaging in placements in Aboriginal communities. The study involved collaboration with students, Aboriginal community members, educators experienced in Indigenous health and allied health education. This paper is within a series exploring the development and evaluation of the 'Working Respectfully with Aboriginal People (WRAP): Student Toolkit'. [ABSTRACT FROM AUTHOR]

In the ten years since Australia's first large-scale scoping study of Work-Integrated Learning (WIL) there has been a rapid increase in WIL research and undergraduate WIL opportunities. Though well-established in undergraduate degrees, WIL in postgraduate research degrees is relatively unexplored. Less than half of PhD graduates in Australia are employed by the higher education sector, therefore transferable skills and industry experience are increasingly important. The last few years have seen several Australian peak bodies call for further investment in the employability of PhD graduates. The Australian Government recently provided funding aimed at encouraging doctoral students to undertake internships and placements. Drawing on seven qualitative interviews with past and present PhD students at Griffith University, this exploratory paper explores how PhD students view the potential role of WIL in higher degree research programs in Australia and the challenges they see as facing the broader implementation of WIL across PhD programs. This has broader implications for how WIL may be utilized to equip doctoral graduates with the industry experience and training to improve their employability outside the higher education sector. [ABSTRACT FROM AUTHOR]

Educating students to become evidence-based practitioners remains a significant challenge in health professional education. Clinical placements form a significant element of curriculum, and the impact of students' work integrated learning experiences on their ability and desire to practice in an evidence-based manner remains largely unexplored. This study used focus groups to explore students' experiences of evidence-based practice (EBP) during clinical placements, the impact of these experiences on their education, and their future EBP tendencies within the profession. Reflexive thematic analysis was utilized to analyze data and three main overarching themes were identified. These themes are education, culture and responsibility and hopes, fears and barriers and they were explored in detail. Improving the teaching of EBP skills within health professional education, which includes the strengthening of the integration of these skills across work-integrated learning curricula, has the potential to enhance the translation of knowledge into practice as these graduates become qualified clinicians within the profession. [ABSTRACT FROM AUTHOR]

Nursing students' first clinical placement experience can be a critical turning point -reinforcing professional aspirations for some, and for others, a time of emotional turbulence. There is a paucity of research focusing on students' perceptions and concerns prior to their first placement experience. Thus, the aim of this study was to explore the concerns of first year bachelor of nursing students from one Australian university as they prepared for their first clinical placement. Participants completed an online 'readiness for practice' survey consisting of 22 items. This paper focuses on participants' responses to the one open ended question: 'Please comment on any concerns that you have in relation to being prepared for your first clinical placement'. Summative qualitative content analysis was used for analysis. 144 students (55%) responded to the open ended question. Responses were categorised into six themes including: Not prepared for placement; feeling nervous, anxious and worried; bullying and belonging; practicalities; patient safety and making mistakes; and working outside of my scope of practice. It appears that activities designed to equip students with the capacity to manage the inherent challenges of undertaking a clinical placement may sometimes have a paradoxical effect by increasing students' level of stress and anxiety. An enhanced understanding of students' concerns may help educators implement appropriate support strategies. [ABSTRACT FROM AUTHOR]

Objective: To investigate students' perceptions of the impact of coronavirus SARS‐CoV‐2 on rural and remote placements facilitated by 16 University Departments of Rural Health in Australia in 2020. Design: A mixed‐method design comprising an online survey and semi‐structured interviews. Setting: Australia. Participants: Allied health, nursing and medical students with a planned University Departments of Rural Health‐facilitated rural or remote placement between February and October 2020. Intervention: A planned rural or remote placement in 2020 facilitated by a University Departments of Rural Health, regardless of placement outcome. Main outcome measures: Questionnaire included placement outcome (completed or not), discipline of study (nursing, allied health, medicine), and Likert measures of impact to placement (including supervision, placement tasks, location, accommodation, client contact and student learning) and placement experience (overall, support, supervision, university support). Semi‐structured interviews asked about placement planning, outcome, decisions, experience and student perceptions. Results: While coronavirus SARS‐CoV‐2 reportedly impacted on the majority of planned placements, most students (80%) were able to complete their University Departments of Rural Health‐facilitated placement in some form and were satisfied with their placement experience. Common placement changes included changes to tasks, setting, supervisors and location. Allied health students were significantly more likely to indicate that their placement had been impacted and also felt more supported by supervisors and universities than nursing students. Interview participants expressed concerns regarding the potential impact of cancelled and adapted placements on graduation and future employment. Conclusions: The coronavirus SARS‐CoV‐2 pandemic was reported to impact the majority of University Departments of Rural Health‐facilitated rural and remote placements in 2020. Fortunately, most students were able to continue to undertake a rural or remote placement in some form and were largely satisfied with their placement experience. Students were concerned about their lack of clinical learning and graduating on time with adequate clinical competence. [ABSTRACT FROM AUTHOR]

Nurses play a crucial role in mental healthcare provision. Like many countries, Australian nursing students are educated in comprehensive pre‐registration programmes which include mental health clinical placements. Placements play a vital role in students' education, providing the opportunity to engage with consumers and develop mental health nursing knowledge and skills. There is limited knowledge of student perspectives on traditional placements in contemporary recovery‐oriented mental health services. This interpretive qualitative inquiry aimed to explore nursing students' experience of traditional mental health clinical placement and how it influenced their practice and their understandings of recovery from mental illness. Data were collected from focus groups with n = 31 nursing students in a large metropolitan public mental health service. Thematic analysis resulted in three themes of experience: humanizing people with mental illness; learning about recovery; and shifting perspectives on mental health nursing. Through a positive placement experience where they felt supported and included by staff, students came to see consumers as people rather than diagnoses, developed greater understanding of mental health nursing work and were more likely to consider mental health nursing as a career choice. Peer‐support workers were an important influence on students' understandings of recovery and have a key role to play in educating students on placement. Students need to be prepared and supported by university and clinical staff to deal with vicarious trauma that may occur on placement. Mental health placements play a crucial role in attracting students into the field, and it is imperative they remain part of comprehensive pre‐registration education. [ABSTRACT FROM AUTHOR]

Interprofessional education (IPE) is championed as an innovative approach to prepare the future health workforce to address the complex needs of consumers and tackle a range of contemporary healthcare challenges worldwide. An interprofessional work-integrated learning experience (WIL), whereby students were immersed in international and rural settings and worked in teams to deliver primary healthcare project outcomes, was developed, implemented, and evaluated with undergraduate health students. Qualitative evaluation of the IPE program aimed to investigate the experiences and perceptions of 62 students through focus group interviews, is reported. Students regarded the placement as a rich learning environment and reported positive experiences in interprofessional collaborative competencies. Major themes included: overall perceptions and attitudes, scope of practice, improved teamwork skills, future practice, and placement preparation. Students strengthened their learning with, from and about other professional groups and identified challenges and implementation issues. Findings from this study will inform future implementation of interprofessional WIL experiences. [ABSTRACT FROM AUTHOR]

Objective: Clinical placement is an essential aspect of student training in professional postgraduate psychology. However, students can be exposed to risk during clinical placement. Further, anecdotal evidence suggests that barriers may hinder formal reporting of adverse events occurring during placement. The objective of this study was to investigate the incidence and nature of psychology students' exposure to risk during clinical placement. This study also sought to explore key stakeholders' perceptions of risks to students engaging in placement. Method: A sequential explanatory mixed‐method design was utilised. The quantitative element of the study involved a questionnaire capturing the experiences of 70 students currently undertaking clinical psychology placement in healthcare services within Australia. This was followed by qualitative semi‐structured interviews with 10 industry‐based stakeholders associated with clinical placements across seven Australian universities. Results: Preliminary evidence indicates that psychology students can experience adverse events while on clinical placement, and that industry‐based stakeholders can also encounter professional risk resulting from student contact. Low uptake of formal incident reports among students was demonstrated. The quality of risk‐related training was shown to vary across the industry, indicating a need for streamlined training approaches to risk management. Finally, strategies to support students and supervisors were raised. Conclusions: Novice students may be inadequately prepared for the risks arising in unpredictable clinical placement milieu. They may also be unaware of their rights and avenues for reporting. Further support and resources designed to equip health services and universities for student exposure to risk during placement is warranted. [ABSTRACT FROM AUTHOR]

One-to-one supervision has been widely acknowledged in the social work literature as the gold-standard approach in field education. However, the sustainability of this approach has been challenged in recent decades amidst the managerial mandates permeating both education and health/human service sectors. Universities and placement organisations have experimented with alternative supervision approaches in response to these contextual pressures, although the research on these alternatives is limited at this point. In an attempt to contribute to the emerging research base, this article reports on a three-year trial of a multi-modal supervision approach involving the systematic application of individual and collective supervision modes within each student placement. The study explored the supervision experiences of 128 Master of Social Work students participating in the multi-modal supervision trial across five health networks in Melbourne, Australia. The study adopted a mixed-methods research design involving surveys followed by interviews. The findings suggest that, although one-to-one supervision is integral, students value the combination of one-to-one and collective supervision, provided that supervision content is student-centred; and that inter-personal trust and mutual engagement imbue the supervisory process. Ultimately, the study points to the importance of both content and relationships in the supervisory process, irrespective of the supervision mode employed. [ABSTRACT FROM AUTHOR]