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The expectation for universities to support students' employability through work-integrated learning placements demands investigation into how opportunities are inclusive to students from a diversity of backgrounds. In this paper, we explore the experiences of students with disabilities during work placements, drawing on qualitative data collected through six focus groups with students (n = 27). Analysed through the frame of stigma, the results show how students bear an unfair burden of responsibility in their placement experiences, as they shoulder consequential decisions to disclose and/or request accommodations to support their learning. In this study, work placement environments were often somewhat hostile, both in relation to their built environments but also through the bias and/or prejudice of others. The results shed light on the difficulties that students with disabilities face in their placements and underscore how educational equity is multi-layered, requiring scrutiny of the student life-course including access to opportunities in professional fields. Points of interest: Despite work integrated placements often being positioned as opportunities for students to 'try out' authentic work experiences during their time at university, placements are not inclusive to students with disabilities. Students with disabilities shoulder an unfair responsibility in their work placement experiences, where they must negotiate the decision of disclosure and/or request for accommodations. Students reported hostile work placement environments, and cultures of exclusion, demanding more investigation into how universities can ensure safe and appropriate learning environments for students on placement. Students recommend greater education and training for placement teams (i.e., academic unit chairs, professional coordinators) and industry supervisors to reduce stigma and combat entrenched assumptions about disability. Universities themselves must also reflect and act on how to support inclusive cultures, including supporting training and policy that embed a strengths-based lens of disabilities. [ABSTRACT FROM AUTHOR]

Aim: Expanding and sustaining student nurse placements outside of the acute sector is a universal challenge. This paper aims to evaluate the Care Home Education Facilitator Role introduced in one area of Wales, United Kingdom, and to report on the outcomes achieved from this novel role. Methods: Semi‐structured interviews were undertaken with key stakeholders including the Care Home Education Facilitator postholder leading the pilot, care home managers, higher education institutions' placement managers/coordinators, student nurses and national health service staff. Results: Five key areas were identified, which included timing of introducing the post and establishing a clear rationale and understanding of the intention of the role. The benefits, challenges and suggested improvements to the Care Home Education Facilitator initiative are provided. Conclusion: Introducing the role of the Care Home Education Facilitator to work closely with key stakeholders resulted in increased placements for student nurses, but investing time in developing relationships with these stakeholders was critical to the success of the role. Summary statement: What is already known about this topic? There is a universal shortage of clinical placements for nursing students, particularly within a care home setting.The number of studies exploring how we might grow the number of nurses needed in this setting is limited. What this paper adds? This study evaluated a novel initiative introduced in South Wales, United Kingdom, that focuses on the development of nursing placements in the care home setting.Engaging with stakeholders involved in the development and implementation of the Care Home Education Facilitator initiative, a roadmap was provided to illustrate the stepped approach required to support an active care home placement including key governance arrangements. The implications of this paper: For those involved in identifying and developing student placements, this study provides valuable insight to a role that can help increase student numbers in a care setting often overlooked.It identifies viable career options for nurses at the point of registration.The role assists with widening networks for the care homes across health and social care sectors. [ABSTRACT FROM AUTHOR]

This paper aims to explore how social work students can support lesbian, gay, bisexual, transgender, queer or questioning (LGBTQ+) young people in schools. Drawing on the reflective practice portfolio documents of four students who worked with LGBTQ+ young people in a school as part of a social workers in school (SWIS) student placement project, the article uses thematic analysis to identify how the students were able to support young people identifying as LGBTQ+. The article subscribes to a poststructuralist theoretical framework which sees gender and sexual identities as multiple, fragmented and constructed in relation to others and within the systems of knowledge and power that exist in schools. The article demonstrates the benefit to schools of having social work students on practice placement. The students' own reflections critically contemplate the way in which they were able to spend more prolonged periods of time with young people than the teachers could, both with individuals and LGBTQ+ groups. The students' reflective portfolios show the value of the school placements to their own development of knowledge and skills [ABSTRACT FROM AUTHOR]

This paper presents and discusses the findings of a small-scale longitudinal survey of trainees who embarked on one 14-month Step Up to Social Work (SUSW) qualifying programme in January 2020, just prior to the start of the COVID-19 pandemic's restrictions in the United Kingdom (UK). It explores their responses to changes made to their placements during their training and the impact on their subsequent employment. Three surveys were administered to this cohort (n = 30; 25 of whom agreed to participate): just before trainees completed their training in May 2021 (n = 23), halfway through their Assessed and Supported Year in Employment (ASYE) in January 2022 (n = 19) and at the end of this in September 2022 (n = 15). Respondents felt at least adequately prepared for social work, despite having missed much direct work with children and families during placements. Online learning and consultations through lectures and supervision were acceptable modifications but face-to-face interactions and colleagues' guidance were missed in placements and initial employment. The implications of this are discussed for this specific route to qualification and initial employment as social workers. [ABSTRACT FROM AUTHOR]

Objectives: The National Framework for Inclusion Health identified the need for collaborative action between the NHS and third sector health to improve access and outcomes for Inclusion Health groups. Clinical psychology trainee placements in homelessness settings could be a valuable pathway to improving access to psychological support for people experiencing homelessness and the provision of clinical services, which is key to developing the workforce and a catalyst for the future recruitment of clinical psychologists in the third sector. Methods: A qualitative evaluation was conducted using semistructured interviews to explore the perspectives of clinical psychology trainees, supervisors, staff in homelessness settings and a peer mentor. Twenty‐two participants were recruited from two universities and six services across the South East, including 11 clinical psychology trainees, six supervisors, four placement staff and one peer mentor. Results: Placement staff described the value of a psychological approach but identified some challenges to be overcome. Induction was identified as the key to success. Supervisors recognised the breadth and depth added to trainees' knowledge and skills alongside significant challenges. Trainees valued the opportunities to work in homelessness settings and develop their understanding of the role. The peer mentor identified collaborative working as especially important. Conclusions: Clinical psychology trainee placements are a necessary programme to fulfil the NHS vision for Inclusion Health. These placements equip the health and social care workforce to create excellent and sustainable provisions to improve the physical and mental health of people experiencing homelessness whilst also providing much‐needed psychological support for staff. Patient and Public Contribution: Psychologically Informed Environments Through Staff Training: Staff training and support within these placements contribute to the development of psychologically informed environments. This not only leads to better outcomes for both staff and clients but also aligns with the objectives of the National Framework for Inclusion Health, fostering sustainable provision for the health needs of people experiencing homelessness (PEH).Enhanced Therapeutic Adaptability: Trainees gain invaluable experience in adapting therapy to meet the diverse needs of clients, benefiting both trainees and clients alike. This adaptability fosters more effective therapeutic relationships and contributes to the improvement of inclusion health provision in the long term.Tailored Therapy for Timely Intervention: Clinical psychology trainee placements in homelessness settings offer therapy that bypasses long waiting times for interventions, crucial for individuals experiencing homelessness. This flexible approach caters to the unpredictable engagement levels of PEH, ensuring timely support aligning with the Health and Care Act 2022 to improve overall health and address health disparities through primary care networks. [ABSTRACT FROM AUTHOR]

Purpose: Self-initiated international placements by students have been largely ignored in the literature on outward mobility in higher education. The support given to self-initiated international placement students, if any, has received even less attention. This study aims to address this lacuna. Design/methodology/approach: Drawing on insights from global mobility literature, we conducted a survey of UK university students who engaged in self-initiated international placements to various countries such as France, China, Brazil and Ghana. Data were analysed using descriptive statistics and thematic content analysis. Findings: Findings reveal that these "voluntary" placements can improve language fluency, increase self-confidence, renew stress management abilities and enhance cross-cultural competencies and intercultural sensitivity. The study problematises the lack of support given to these students particularly in terms of career development. Originality/value: Our paper is one of the first to bring this under-studied population to the attention of career guidance scholars. We propose that scholarly attention should be directed toward the agency of self-initiated international placement students and that targeted career guidance must be provided through more inclusive career services. [ABSTRACT FROM AUTHOR]

Introduction: This paper draws on a study and its findings that set out to explore why some students appear to thrive, turning placement experiences into positive empowering opportunities despite the challenges, where others may not. Findings established a broader application beyond placements to inform curriculum design and delivery that nurtures professionalism, competence and identity from pre-admission to transition into practice as a journey of growth and development. Method: A mixed-methods approach was adopted. Questionnaires and interviews gathered data from two cohorts in traditional (n = 25) or role-emerging placements (n = 13). An interpretive approach was employed for the qualitative data. The quantitative data underwent statistical analysis. Findings: Students in role-emerging placements scored higher in resilience prior to and developed greater resilience as a consequence. These students scored higher in traits of openness, conscientiousness, extraversion and agreeableness and were more emotionally stable compared with students in traditional placements. Agreeableness was positively correlated with greater resilience in these students. Conclusion: Curricula design and delivery should embed opportunities throughout programmes of study enabling students to nurture an openness to new experiences, with positive risk taking, building an ability to thrive. Understanding individual differences in students informs the development of competence and identity pivotal for transition into practice. [ABSTRACT FROM AUTHOR]

Introduction: Collaborating with consumers in designing, delivering, and evaluating curricula is an ongoing initiative within occupational therapy tertiary courses in Australia. Within the Australian educational context, consumers are involved in on‐campus educational activities. Student occupational therapists must complete 1000 hours of practice placements as part of their education. To date, no research has explored how consumers could contribute to student occupational therapists' learning during practice placements. This study aimed to explore Australian occupational therapists' perceptions of consumers providing feedback to students during practice placements. Methods: A qualitative descriptive approach was adopted to engage with the diversity of practice contexts and gain a rich dataset from the occupational therapy profession. A qualitative questionnaire was developed and distributed using snowballing techniques. The questionnaire asked recipients to reflect on the risks, challenges, and benefits of consumers providing feedback to student occupational therapists from all stakeholders' perspectives. Demographic data were collated, and reflexive thematic analysis was used to construct themes. Findings: Responses were received from 81 participants. Most respondents identified as experienced occupational therapists from metropolitan locations across Australia. Reflective thematic analysis was used to construct three themes: Personal capability of consumers and students will enable, inhibit, and be developed by engaging in a feedback process; an educator‐controlled process to ensure safety for all stakeholders is required for time‐poor practice contexts; and us versus them: Shifting control to consumers can disempower practice educators. Conclusion: Engaging with consumers throughout all aspects of student occupational therapists' educational programme is required, including practice placements. New educational initiatives need to consider all stakeholders' concerns to ensure that authentic contribution from consumers is made within the various practice contexts. A co‐design approach that involves all stakeholders to develop a feedback process may result in high‐quality learning experiences that assist students to become safer, consumer‐centred health professionals. [ABSTRACT FROM AUTHOR]

The Pharmacy Integration Fund commissioned 95 cross‐sector pre‐registration trainee pharmacist placements across England, which incorporated trainees spending 3–6 months in general practice (GP), whilst employed in hospital or community pharmacy. Delivery models varied (blocks or split weeks/days); trainees had pharmacist tutors at the employing/base (hospital/community pharmacy) organisation and in GP. This study aimed to evaluate implementation of cross‐sector pre‐registration placements, and to identify barriers and enablers of a "successful" placement that achieved its intended outcomes. A qualitative study was undertaken, using semi‐structured interviews with triads/dyads of trainee and pharmacist tutors at base and/or GP site. Interviews explored trainees' and tutors' GP placement experiences, and the contribution of GP placements to achieving intended learning outcomes. Data were thematically analysed. Thirty‐four interviews (14 trainees, 11 base tutors, 9 GP tutors) were completed in 11 study sites (5 GP/hospital; 6 GP/community pharmacy). GP placements were perceived as valuable and producing well‐rounded pre‐registration trainees with a good understanding of two settings. Key benefits of GP placements were trainees' ability to work within multidisciplinary teams, and improved clinical and consultation skills. Contingency planning/flexibility was important when setting up cross‐sector placements. GP tutor supervision which supported a gradual transition from shadowing to more independent clinical practice with feedback was perceived as valuable. Good collaboration between tutors at the base and GP site ensured joined‐up learning across settings. All participants considered 13 weeks in GP an appropriate minimum duration; community trainees preferred longer duration (26 weeks) for more opportunities for clinical and consultation skills learning. Base and GP tutors would welcome clarity on which pre‐registration competencies should be achieved in GP placements, which would also aid quality and consistency across providers. Findings from this study identified key attributes of a successful pre‐registration cross‐sector training experience. These findings can inform policy reforms including changes to initial education and training of pharmacists. [ABSTRACT FROM AUTHOR]

New graduate physiotherapists are entering private practice in increasing numbers despite limited opportunity to experience this setting during training. Exploring the perceived benefits and challenges of physiotherapy private practices in hosting students is important to help understand what motivates private practices to engage in clinical education and inform how practices can be best supported in student placement provision. The aim of this study was to explore the benefits and challenges of hosting physiotherapy students from the perspective of private practice providers. A qualitative study with an inductive thematic analytical approach was used. Semi-structured interviews of 10 physiotherapy private practice placement providers responsible for student placement provision were undertaken. Five themes emerged: 1) value to client care; 2) value to staff; 3) value to future planning; 4) contribution to students and the profession; and 5) stress associated with resources. Private practice placement providers perceive a range of benefits to their practice, staff and clients, including rich opportunities for future recruitment when hosting physiotherapy students. These benefits are carefully weighed up against the required resources of time, physical space and opportunities for students to participate in client care. This study has identified implications for education providers in supporting physiotherapy student placements within private practice and may enhance placement capacity within this sector. [ABSTRACT FROM AUTHOR]

Placements have an important role in the competency development of speech-language pathology students. Using data from 121 student questionnaires and a new graduate focus group, we used thematic analysis to explore clinical education from the perspective of speech-language pathology students and new graduates. Five themes were identified: university factors, placement factors, student factors, learning in real world, and transition to work. Findings suggest curriculum design and the quality of placements are important factors for student learning and new graduate transition to the workplace. [ABSTRACT FROM AUTHOR]

Speech-language pathologists (SLPs) have an important role in the literacy domain because of the relationship between oral language and learning to read. This study explored the practicalities of student-led telepractice literacy placements in Australia during COVID-19 lockdowns in 2020. Data were collected from eight participants via an online qualitative survey. Participants were either studying to become an SLP or were new graduates, i.e., had completed their final year of study to become an SLP in 2020; and they had completed a placement experience where they saw at least one client for assessment and/or intervention for literacy via telepractice. Eight complete survey responses were analysed using thematic analysis. Findings identified that SLP students' usual practices for literacy were modified in a telepractice environment; there was a heightened focus on communication skills for telepractice; and SLP students' preparedness was mostly facilitated by practical learning opportunities with peers and supervisors. [ABSTRACT FROM AUTHOR]

Objectives: As musculoskeletal first contact physiotherapy is rolled out into primary healthcare in Britain, this could offer up new practice‐based educational opportunities for pre‐registration physiotherapy students. Thus, the present study sought to explore the perceived challenges and learning opportunities of pre‐registration physiotherapy placements in musculoskeletal first contact physiotherapy settings from first contact physiotherapists' perspectives. Methods: Using a qualitative strategy, 15 musculoskeletal first contact physiotherapists from different geographical locations in Britain, participated in telephone mediated semi‐structured interviews. Participants were self‐selected through a Chartered Society of Physiotherapy fortnightly bulletin and online forum for first contact physiotherapists, or recruited via snowball sampling. Interview transcripts were analysed according to framework analysis ‐ and the findings were member‐checked by proxy. Results: Three core themes emerged: operational challenges, challenges for pre‐registration physiotherapy students and learning opportunities for pre‐registration physiotherapy students. Operational challenges included: ensuring sufficient support from first contact physiotherapy practice educators; financial cost implications of placements, and; lack of capacity within the existing first contact physiotherapy workforce to provide placements. Challenges for physiotherapy students involved: time pressures and stressors of a first contact physiotherapy placement; identifying red flags, and; complexity of patient presentations. Identified learning opportunities for physiotherapy students were: experience of a specialised physiotherapy role in a primary healthcare setting; bringing awareness of first contact physiotherapy as a potential career pathway, and; experience multidisciplinary team working in primary care. Conclusions: By seeking the perspectives of first contact physiotherapists, this study provides the first step for the development of placements in an emerging practice area. [ABSTRACT FROM AUTHOR]

With sector constraints and higher education economic imperatives increasingly impacting the provision of social work field education, university programs lack an understanding of the factors that enable or prohibit field educators' capacity to provide placements. Despite the significance of field education in the curriculum, it remains unclear what the experiences and motivations of field educators are to provide universities with student placements. This research addresses this gap through surveying 101 field educators that attended statewide Victorian field education training. Results indicated that although field educators recognised the benefits of supervising students, workload relief, additional training, and further student placement preparation by the university were emphasised as the primary factors that would enable them to respond positively to placement requests. Payments for placements did not necessarily ameliorate these issues nor guarantee the provision of more placements. The implications of these findings for universities and the field are discussed. It is important for social work field educators to provide voice to the factors that enable or inhibit their capacity to provide supervised student placements and participate in research to highlight the benefits and challenges of their role. Workload relief and greater student placement preparation were identified by field educators as the biggest factor that would increase the likelihood they could provide a supervised student placement. The impact of payment for placement arrangements requires further examination. [ABSTRACT FROM AUTHOR]

As placement numbers expand, there is a concern that the quality of student experience and learning may diminish. Furthermore, there is a paucity of evidence for evaluation and quality improvement in clinical health placements and there have been few studies undertaken to assess quality. Valid and reliable measures of placement quality are needed to provide an evidence-base to guide decisions about the most efficient and effective placement models in health. A two-phase mixed methods design, using a modified Delphi process, focus groups, and surveys, developed and tested items to measure placement quality. Thematic analysis, descriptive statistics, and exploratory factor analysis (EFA) were used to analyse the data. Twenty-three participants took part in the Phase 1 stakeholder focus groups, and 150 useable surveys were returned by 161 who took part in Phase 2 to test validity and reliability of the student survey items. Results show broad agreement on the features of a quality clinical placement across allied health dentistry, medicine, and pharmacy professions. The student survey was found to be a valid and reliable measure of placement quality, with the EFA showing one component accounting for 58.5% of the variance in the survey data. The findings offer a framework and approach that others can adopt to measure placement quality in their setting. The measures may be adaptable to contexts outside health. [ABSTRACT FROM AUTHOR]

Aims To investigate student nurses' and midwives' knowledge, confidence and educational needs regarding recognition and responses to domestic abuse. Background Domestic abuse is a serious global problem and has greater, negative effects on long-term health than more obvious diseases, such as diabetes. Nurses and midwives are well-placed to recognize and respond to domestic abuse but many lack confidence in this area. There is firm evidence that training can increase the confidence of Registered Nurses and midwives in responding to domestic abuse. But the issue of undergraduate preparation is significantly under-investigated. Design A qualitative study. Methods Nursing and midwifery students were recruited using purposive sampling. We facilitated eight focus groups with a total of 55 students (student midwives N = 32; student nurses n = 23). Data were collected between May-November 2014. Findings Students in the study viewed the issue of domestic abuse as important and they possessed sound theoretical knowledge of its nature and consequences. However, they lacked confidence in recognizing and responding to abuse and were concerned about the implications of this for their future practice as registered practitioners. Interactive learning opportunities that engaged with service users and involved experts from practice were viewed as important educational requirements. Conclusion Most students in the study felt insufficiently prepared to deal with the issue of domestic abuse. They perceived this as a cyclical state of disempowerment that would impact negatively on their practice and on their own ability to support nursing and midwifery students of the future. [ABSTRACT FROM AUTHOR]