BROOKLYN 3 STUDENTS Holly BROWN Calypso THOMAS
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>>UNITEC INSTITUTE OF TECHNOLOGY >>DEPARTMENT OF MEDICAL IMAGING BROOKLYN 3 STUDENTS Holly BROWN Calypso THOMAS Fri 30 th Aug 2013 Session 3 / Talk 2 13:20 – 13:30 ABSTRACT Student experience with learning in the clinical environment can be extremely variable. A combination of communication and attitude of both student and qualified MITs can greatly affect this experience. This paper will explore these components from a student perspective in order to offer suggestions for how learning can be further improved. Using qualitative interviews from a range of students at Unitec, this paper will share the findings of the key elements that are perceived to lead to effective student learning. It will also look at some of the barriers, using real life student experiences from shared critical incidents. From these findings, this paper will suggest a range of practical recommendations for enhancing learning in the clinical environment to make it even more effective.
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BROOKLYN 3 STUDENTS Holly BROWN Calypso THOMAS. Fri 30 th Aug 2013 Session 3 / Talk 2 13:20 – 13:30. ABSTRACT - PowerPoint PPT Presentation
Transcript of BROOKLYN 3 STUDENTS Holly BROWN Calypso THOMAS
>>UNITEC INSTITUTE OF TECHNOLOGY >>DEPARTMENT OF MEDICAL IMAGING
BROOKLYN 3STUDENTS
Holly BROWN Calypso THOMAS
Fri 30th Aug 2013Session 3 / Talk 2
13:20 – 13:30
ABSTRACTStudent experience with learning in the clinical environment can be extremely variable. A combination of communication and attitude of both student and qualified MITs can greatly affect this experience. This paper will explore these components from a student perspective in order to offer suggestions for how learning can be further improved. Using qualitative interviews from a range of students at Unitec, this paper will share the findings of the key elements that are perceived to lead to effective student learning. It will also look at some of the barriers, using real life student experiences from shared critical incidents.From these findings, this paper will suggest a range of practical recommendations for enhancing learning in the clinical environment to make it even more effective.
Student Life: Experience Of
Learning In The Clinical
Environment
Calypso Thomas and Holly Brown
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“Clinical learning experience is essential to our profession”
(McDonough & Osterbrink, 2005)
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• Introduction to topic and why it is important to us
• Share some background literature
• How we got information from our peers
• Our findings
• Ways to make clinical learning EVEN MORE effective >>DEPARTMENT OF MEDICAL IMAGING
Overview
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Why is Clinical Learning Important?
http://antaryamin.files.wordpress.com/2010/01/mu120_1_024i.jpg
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Background Literature
“Clinical placements provide skill development, professional socialisation and the opportunity to integrate learning from academia and the workplace.”
(Newton, Jolly, Ockerby & Cross, 2010)
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Background Literature
“Although learning in the clinical environment has many benefits, it can be challenging, unpredictable and stressful.”
(Chuan & Barnett, 2012)
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Background Literature
“The students strongly felt that their success depended mainly, if not solely, on the educator.”
(Gqweta, 2012)
“The culture of the area and attitudes of staff have been identified as having an influence on student learning.”
(Coyne & Needham, 2012)
“Clinical learning has been found to be influenced by organizational design, relationships with supervisors, length of time in practice and preparation of supervisors.” (Courtney-Pratt, FitzGerald, Ford, Marsden & Maslow, 2011)
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Background Literature
“Students have cited hospital staff shortages as an important issue leading to problems.”
“Provided comments which indicated the number of students impacted on the experience.”
(Courtney-Pratt, FitzGerald, Ford, Marsden & Maslow, 2011)
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Background Literature
“Which has found effective student facilitation is both time consuming and personally demanding.” (Coyne & Needham, 2012)
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Questions we asked;
• Situations where effective learning had occurred in the clinical environment
• Where further improvements that could be made to make learning in the clinical setting even more effective.
• What works best for them to facilitate their own personal clinical learning
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Information From Peers
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What Can Make it Better?
• A welcoming and accepted environment
• Clarification of the students abilities at the start of the day
• Support but freedom at the same time
• Monitoring of different students abilities
• Working together for longer periods of time
• Opportunities for debriefing after an examination
• Effective feedback
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“The influence of a supportive learning experience cannot be overestimated.”(Newton, Jolly, Ockerby & Cross, 2010)
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Chuan, O. & Barnett, T. (2012). Student, tutor and staff nurse perceptions of the clinical learning environment. Nurse education in practice, 12(4), 192-197.
Courtney-Pratt, H., FitzGerald, M., Ford, K., Marsden, K., Marlow, A. (2011). Quality clinical placements for undergraduate nursing students: A cross-sectional survey of undergraduates and supervising nurses. Journal of advanced nursing, 68(6), 1380-1390. doi: 10.1111/j.1365-2648.2011.05851.x
Coyne, E., Needham J. (2012). Undergraduate nursing students’ placement in speciality clinical areas: Understanding the concerns of the student and registered nurse. Contemporary Nurse, 42(1), 97-104.
Gqweta, N. (2012). Poor academic performance: A perspective of final year diagnostic radiography students. Radiography, 18(3), 212-217.
McDonough, J. P., & Osterbrink, J. (2005). Learning Styles: An issue in clinical education?. AANA Journal, 73(2), 89-93.
Newton, J., Jolly, B., Ockerby, C. & Cross, W. (2010). Clinical learning environment inventory: factor analysis. Journal of advanced nursing, 66(6), 1371-1381, doi: 10.1111/j.1365-2648.2010.05303.x
References
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