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Background: As modern medicine extends the life expectancy of patients with life-limiting illnesses and health system resource pressures intensify, palliative care physicians increasingly need to transfer stable patients from specialist palliative care units to nursing homes. The experience of palliative care physicians in decision-making and communicating with patients and families about the need for this transition is underexplored in the literature. Aim: This study aimed to explore the experiences of and communication techniques used by palliative care physicians as they consider and discuss nursing home placements for their patients. Design: A qualitative approach using semi-structured interviews was used. Interviews were transcribed verbatim and analysed using thematic analysis. Setting/participants: Purposive sampling was used to recruit 18 Australian palliative care physicians known for their interest or strength in communication skills across a range of palliative care settings. Results: Themes emerged from domains of physician experience (abandonment, systemic pressures, prognostic uncertainty, exacerbation of loss, and restoring resilience) and communication strategies (forecasting, checking in, provide context, and acknowledging grief). Conclusion: This study highlights the tension Australian palliative care physicians experience when transferring palliative care patients to nursing home and the complexity involved in decision-making. Physicians identified several communication strategies to engage patients and families to ease the transition.

Practice education is an integral component of occupational therapy curricula to ensure graduates are competent in delivering effective and efficient services to their clients. This study aimed to understand occupational therapy students’ perceptions of the impact of student-delivered services for clients aged over 65 years. A case study design directed at in-depth exploration of undergraduate occupational therapy student experiences of working with older adults was employed. Semi-structured interviews were conducted with eight final-year students at an Australian university during 2015. Data were analysed using thematic analysis. The key finding was that students generally believed they contributed positively to aspects of client-services during placements. Students reported on the development of competence during placement and the positive impact they had on services for older adults. The study highlighted the unique intergenerational relationship students had with older adults during their therapeutic encounters. However, very few participants recognised the importance and complexity of providing holistic services to older adults. Conclusion: There is potential to improve services for older adults by offering a greater number of placement opportunities involving students in direct client services. If occupational therapy students are better prepared, supported, and informed of the complexities associated with working with older adults, direct client-services rendered by students could potentially be enhanced. This will require ongoing collaboration between occupational therapy workforce, placement sites, and universities to align occupational therapy curricula with healthcare needs.

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.

There is increasing recognition of the role eHealth will play in the effective and efficient delivery of healthcare. This research challenges the assumption that students enter university as digital natives, able to confidently and competently adapt their use of information and communication technology (ICT) to new contexts. This study explored health sciences students’ preparedness for working, and leading change, in eHealth-enabled environments. Using a cross-sectional study design, 420 undergraduate and postgraduate students participated in an online survey investigating their understanding of and attitude towards eHealth, frequency of online activities and software usage, confidence learning and using ICTs, and perceived learning needs. Although students reported that they regularly engaged with a wide range of online activities and software and were confident learning new ICT skills especially where they have sufficient time or support, their understanding of eHealth was uncertain or limited. Poor understanding of and difficulty translating skills learned in personal contexts to the professional context may impair graduates ability to con-fidently engage in the eHealth-enabled workplace. These results suggest educators need to scaffold the learning experience to ensure students build on their ICT knowledge to transfer this to their future workplaces.

This prospective study investigated the impact of supervising students on public health speech-language pathologists' (SLPs) time and patient activity levels in order to broaden evidence in the profession.Thirty-four SLPs supervising students collected data profiling their time use and activity during the first, middle and penultimate placement week. They also collected data for a week when not supervising students. Pre- and post-placement surveys were used to supplement quantitative data with additional information such as clinician and student experience levels.Overall clinical time (face-to-face and indirect) and the number of patients seen neither increased nor decreased during student placements. However, clinicians' use of time altered across placement periods. For example, SLP time delivering clinical services decreased but time observing students providing clinical services increased as the placement progressed. Some differences in time spent in non-clinical activities (e.g. student teaching and SLP administration) were found. Comparing data from placements with varying supervision models or student competence level showed few significant differences in time use, activity or productivity.There was no significant difference in overall clinical time used, nor patient activity or productivity whether clinicians were supervising students or not. Further research is required within SLP services.

Despite increasing recognition of the importance of interprofessional learning (IPL) for interprofessional practice, it is unclear how and where speech pathology students are developing their interprofessional competencies within the university curriculum. This study aimed to clarify how interprofessional competencies develop in students by using a qualitative approach to explore speech pathology students’ perceptions of their university interprofessional learning experiences. Nine individual semi-structured interviews were conducted. Thematic analysis was used to analyse the data. Two major themes emerged: (i) occurrence of informal interprofessional learning (including informal IPL opportunities/context and its contribution to interprofessional learning experiences), and (ii) factors influencing interprofessional learning (role of placement, clinical educators and student’s motivation to engage in IPL activities). Participants reported valuing their interprofessional learning experiences, which were mainly informal interactions with professionals that occurred during clinical placements. The findings suggest that informal interprofessional learning experiences are a valuable source of interprofessional learning which can assist students to develop competencies for interprofessional practice. Recommendations for universities to more effectively support students’ interprofessional learning are provided.

Internationalization at Home (IaH) is an educational approach using any internationally relevant teaching and learning activities, excluding student and staff mobility. There is a lack of consensus on what IaH means for teaching and learning in Allied Health (AH). This chapter reports on a study of the understandings of AH academics on the topic of IaH at one Australian university. Thematic analysis of two 90-minute focus groups with AH academics who are involved in curriculum development and internationalization activities was undertaken. Key themes include (1) lack of clarity in AH academics’ understanding of IaH, (2) missed opportunities in harnessing available resources for IaH, (3) absence of explicit internationalization learning outcomes for students, and (4) challenges encountered in implementing IaH strategies in the faculty.

Research on the relevance of placements to the development of allied health student skills to work with people with disability, is an underexplored area. This knowledge is important for several reasons: to prepare students for disability placements, develop their work readiness skills to work with people with disability upon graduation, inform placement curriculum development, and ensure placement educators are supported to provide effective and efficient supervision of students on disability placements. The study discussed in this article, explores placement educators’ perceptions of powerful learning experiences during disability placements that shape students’ attitudes and perceptions of working with people with disability. Allied health placement educators from three Australian disability organisations, were invited to attend focus groups on this topic. Two focus groups, with a total of seven participants, were conducted in February and May 2016. The allied health disciplines represented in the focus groups were Speech Pathology, Occupational Therapy, and Physiotherapy. Thematic analysis technique was used to analyse focus group data. Findings related to the following four key topic areas, are discussed in this article: a. Reasons for placement educators entering and staying in the disability sector; b. Placement educator perceptions of changes in student attitudes and skills post disability placements and how their experiences shape their approaches to student placement education; c. Recommendations for universities to better prepare students to work with people with disability; and d. Preparation of students for job-seeking in the disability sector.

© 2017 by the authors. Licensee MDPI, Basel, Switzerland. This review aimed to identify research that described how eHealth facilitates interdisciplinary cancer care and to understand the ways in which eHealth innovations are being used in this setting. An integrative review of eHealth interventions used for interdisciplinary care for people with cancer was conducted by systematically searching research databases in March 2015, and repeated in September 2016. Searches resulted in 8531 citations, of which 140 were retrieved and scanned in full, with twenty-six studies included in the review. Analysis of data extracted from the included articles revealed five broad themes: (i) data collection and accessibility; (ii) virtual multidisciplinary teams; (iii) communication between individuals involved in the delivery of health services; (iv) communication pathways between patients and cancer care teams; and (v) health professional-led change. Use of eHealth interventions in cancer care was widespread, particularly to support interdisciplinary care. However, research has focused on development and implementation of interventions, rather than on long-term impact. Further research is warranted to explore design, evaluation, and long-term sustainability of eHealth systems and interventions in interdisciplinary cancer care. Technology evolves quickly and researchers need to provide health professionals with timely guidance on how best to respond to new technologies in the health sector.

Many universities have graduate attributes often referred to as generic skills, soft skills or work ready skills. Our study of the professional work experiences of recent Australian Information Technology (IT) graduates found that communication, time management, teamwork, working with people, working across cultures, project management and business skills are some of the major categories of professional skills IT graduates believe are required for their work. This paper describes the study details and findings which raise questions about the adequacy of the graduate attributes approach in the development of professional skills such as the ability of graduates to work across cultures and on multiple projects which are major requirements in many IT (and other) workplaces. IT graduates’ gave views on the challenges they face at work, the typical professional skills requirements of their practice and how they acquired or developed them, the elements of their university study that are relevant to their work professional skills requirements and how well their studies prepared them to meet the professional needs of their practice.

Introduction: The current and future health needs of the population pose challenges for healthcare services, which face increased pressure for service provision, and for universities educating graduates to meet this clinical demand. One aspect influencing allied health (AH) clinician willingness to offer student placements is the perceptions of impact on patient activity levels and clinician time. This systematic review synthesises the evidence quantifying student impact on AH patient activity, clinician time and productivity. Methods: Searches of peer-reviewed literature published since 1990 were conducted in Medline, CINAHL, Scopus and EMBASE and supplemented by other sources. Selected studies reported clinician-recorded patient activity and/or time participating in services provided by nutrition and dietetics, occupational therapy, physiotherapy and speech pathology, with and without students present. Studies meeting eligibility criteria (n = 23) were rated using the McMaster Guidelines for Critical Review Form: Quantitative Studies. Effect size calculations and meta-analysis were planned if sufficient studies reported similar outcome measures. Results: Seventeen studies contributed to four meta-analyses: patient activity levels, direct clinical time, clinical billed units and direct time per patient. Pooled results were neutral or favoured increases in activity or time during student placements. Methodological variation and research quality inhibited more comprehensive analysis. Conclusions: Data showed students may have a neutral or positive effect on AH patient activity levels and clinical time. Potential factors influencing data are discussed, and the areas of focus for further research are suggested.

Telesupervision (TS) uses Information and Communication Technology (ICT) for communication between university-based staff, clinical supervisors and students undertaking placements in the presence or absence of a clinical supervisor onsite. Despite examples of successful implementation (Carlin 2012, Chipchase et al. 2014, Dudding and Justice 2004, Hall 2013) there has been minimal uptake of TS in allied health. This study investigated students’ and clinical educators’ perceptions of the potential benefits and barriers of TS using readily accessible ICT during placements. During 2014-2015, telesupervision/telesupport was provided to a total of 54 Undergraduate and Graduate Entry Masters students from Speech Language Pathology (SLP), Occupational therapy (OT) and Physical therapy (PT) programs at one Australian and two Canadian universities and Exercise Physiology (EP) students at the Australian university. After receipt of TS, 39 students completed an online survey. Nine participating university-based clinical education coordinators (CECs) were interviewed about their experiences. Survey data were analysed using descriptive statistics and interview data were analysed using thematic analysis. Students valued regular TS contact/communication with their CEC to discuss challenges that arose during their placements. CECs believed students benefitted from the opportunities to discuss their placement experiences through TS sessions used for direct supervision and/or for complementing onsite supervision. Students used TS sessions to debrief and reflect on their placement experiences. CECs gained a better understanding of the students’ placement experiences. TS has the potential to develop greater connection between students and CECs and enhance student and supervisor experience of clinical education.

Are university studies relevant to the professional skills requirements of Information Technology professional practice? Recent Australian IT graduates’ viewpoints on the challenges they face at work, the typical professional skills requirements of their practice and how they acquired or developed them, the elements of their university study that are relevant to their work professional skills requirements and how well their studies prepared them to meet the professional needs of their practice are discussed. An analysis of what the professional work experiences of these graduates in professional practice tell us about their university studies is also presented. The research findings will provide IT (and other) faculties in universities and employers with evidence to support the preparation of graduates for professional practice through the development of appropriate curricula and transition-to-work support programmes when graduates commence employment.

External Broken links have a negative impact on any web page user. However, little or no information is provided in advance to advise the user of the quality of the available links before they hit them. Our contributions in this paper are: (1) To present our arguments to suggest that the external link quality is not binary (broken or available) but instead it is a continuous value from low reliability to high reliability (2) To emphasise the need for the web designers to provide some information in advance to the user suggesting the quality of the link. This approach is very similar to having the image size next to a potential loading image giving the user a broad idea about the resources needed to download that image. (3) To present a new tool called WLGauge that can measure some quality attributes of the external links in a web page. WLGauge is an open framelet that can be easily plugged on to any web site development toolbox. WLGauge has been designed with an intention to help the web designer and web maintenance teams to understand as well as improve the quality of their web pages.