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  • Coventry University, Lanchester Library  (3)
  • 2015-2019  (3)
  • 1
    Online Resource
    Online Resource
    Telesupervision Benefits for Placements: Allied Health Students’ and Supervisors’ Perceptions
    Coventry University, Lanchester Library ; 2016
    In:  International Journal of Practice-based Learning in Health and Social Care Vol. 4, No. 1 ( 2016-7-15), p. 16-27
    Details
    In: International Journal of Practice-based Learning in Health and Social Care, Coventry University, Lanchester Library, Vol. 4, No. 1 ( 2016-7-15), p. 16-27
    Abstract: 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.
    Type of Medium: Online Resource
    ISSN: 2051-6223
    URL: Issue
    URL: Article
    DOI: 10.18552/ijpblhsc.v4i1
    DOI: 10.18552/ijpblhsc.v4i1.326
    Language: Unknown
    Publisher: Coventry University, Lanchester Library
    Publication Date: 2016
    Location Call Number Limitation Availability
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    Online Resource
  • 2
    Online Resource
    Online Resource
    Evaluation of the Quality of Occupational Therapy Fieldwork Experiences
    Coventry University, Lanchester Library ; 2018
    In:  International Journal of Practice-based Learning in Health and Social Care Vol. 6, No. 2 ( 2018-11-28), p. 48-63
    Details
    In: International Journal of Practice-based Learning in Health and Social Care, Coventry University, Lanchester Library, Vol. 6, No. 2 ( 2018-11-28), p. 48-63
    Abstract: Practice education, or fieldwork as it is referred to in occupational therapy, is a fundamental feature of occupational therapy education, priming students to become competent entry-level practitioners. Factors reported as contributing to poor quality fieldwork experiences include: students not receiving enough feedback; lack of opportunity to develop skills; and not being made to feel welcome in the environment. These are significant contributors to the overall development of competence so it is important to understand the current context of fieldwork experiences being offered in relation to the notion of quality in those learning environments. The purpose of this study was to evaluate the quality of the fieldwork learning environment from the perspective of occupational therapists’ working in one region of Canada. A validated survey, the Quality of Occupational Therapy Fieldwork Experience (QOTFE) tool, was used to identify features of what might constitute quality fieldwork education, and to determine whether there was a difference in quality of fieldwork experience between practice settings or types of practice areas. However, there was minimal variability in scores based on practice setting and practice area variables. These findings indicate a consistent quality of fieldwork experience across practice settings and practice areas. This research presents a picture of the current quality of fieldwork experiences available to occupational therapy students. This may be a starting place for further investigation into the factors that contribute to the quality of practice education learning experiences
    Type of Medium: Online Resource
    ISSN: 2051-6223
    URL: Issue
    URL: Article
    DOI: 10.18552/ijpblhsc.v6i2
    DOI: 10.18552/ijpblhsc.v6i2.415
    Language: Unknown
    Publisher: Coventry University, Lanchester Library
    Publication Date: 2018
    Location Call Number Limitation Availability
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    Online Resource
  • 3
    Online Resource
    Online Resource
    Comparing Occupational Therapy Students' Competency Scores: 2:1 versus 1:1 Fieldwork
    Coventry University, Lanchester Library ; 2017
    In:  International Journal of Practice-based Learning in Health and Social Care Vol. 5, No. 1 ( 2017), p. 1-11
    Details
    In: International Journal of Practice-based Learning in Health and Social Care, Coventry University, Lanchester Library, Vol. 5, No. 1 ( 2017), p. 1-11
    Type of Medium: Online Resource
    ISSN: 2051-6223
    URL: Issue
    URL: Article
    DOI: 10.18552/ijpblhsc.v5i1
    DOI: 10.18552/ijpblhsc.v5i1.385
    Language: Unknown
    Publisher: Coventry University, Lanchester Library
    Publication Date: 2017
    Location Call Number Limitation Availability
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    Online Resource
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