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Literature Search

Practice education models

Author Alan GilliesKnowledge ManagerNES, Knowledge Services Group

Enquirer Peter Glover, Practice Education Co-ordinator, NMAHPNHS Education for Scotland

Date of Search February 2018Disclaimer This literature search will contain a selection of material gathered from a

search of the evidence base, and is not intended to be comprehensive. This service is not responsible for the wording, content and accuracy of the information supplied, which has been extracted in good faith from reputable sources.

Responses should not be used as a substitute for clinical or professional judgement. Information provided by this service should not supersede national and local NHS policies and protocols.

Contents1. Background....................................................................................................................................3

2. Overview of the search process.....................................................................................................3

3. Results...........................................................................................................................................3

3.1 Reviews..................................................................................................................................3

3.1.1 Nursing...........................................................................................................................4

3.1.1 Occupational therapy.....................................................................................................7

3.1.2 Speech and language therapy........................................................................................8

3.1.3 Radiography.................................................................................................................10

3.2 Studies comparing two or more different models...............................................................10

4. Appendix – search strategy.........................................................................................................21

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1. Background

The question asked was:

What models of clinical practice placements can be identified in the recent literature (from 2008 to-date)?

2. Overview of the search process

Searches were carried out on AMED, MEDLINE, CINAHL, HMIC (Health Management Information Consortium) for publications in English, published from 2008 onwards.

Search terms used were:

clinical education/teaching/learning/practicum/placement OR practice education/placement OR student placement/practicum/preceptorship/mentoring OR clinical supervision OR student preceptor OR student mentorAND

model or models

After removing duplicates, there were a total of 414 references (including AMED results).

These were screened on title, abstract and full text where necessary, and classified as follows:

30 selected references, consisting of o 12 references reviewing the various models of practice education (section 3.1

below)o 18 references comparing two or more models (section 3.2 below)

80 other relevant references (in separate spreadsheet)o 19 references on the Dedicated Education Unit (DEU) model o 3 references on the Hub and Spoke modelo 48 references looking at examples of other modelso 4 references on simulationo 6 references on practice education in medicine/dental/veterinary

180 excluded references (in separate spreadsheet)

NB: The search was for literature using the term ‘model’ or models’. Specific searches for the names of each of the models (e.g. DEU, hub and spoke), were not carried out, so the references listed in the spreadsheet under each type are not comprehensive lists of the available literature on each model.

See Appendix for full search strategy.

(AMED search conducted later and results added to this document)

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3. Results

3.1 Reviews

Reviews of the range of models used in clinical education are listed below, by profession (nursing, occupational therapy, speech and language therapy, radiography).

Recent reviews of note include Forber et al 2016 (In pursuit of an optimal model of undergraduate nurse clinical education); Jayasekara et al 2017 (The effectiveness of clinical education models for undergraduate nursing programs: a systematic review); McKellar & Graham 2017 (A review of the literature to inform a best-practice clinical supervision model for midwifery students in Australia).

3.1.1 Nursing

Budgen, C. & Gamroth, L. 2008, "An overview of practice education models", Nurse education today, vol. 28, no. 3, pp. 273-283Educating nursing students for entry level practice in complex health care settings is a concern in Canada and many other countries. National groups have called for improved practice education to better prepare students for actual practice. The purposes of this paper are identification and critical analysis of current practice education models. Ten basic model types were identified in the literature: faculty-supervised practicum, preceptorship, education unit, joint appointment, secondment, affiliate position, internship, co-operative education, work-study and undergraduate nurse employment. Key features, benefits and limitations of each model are discussed. Emerging developments in practice education are increased inter-professional and community-based practice education, and new partnerships among academic and practice organizations. These developments are intended to alleviate model limitations, ease pressures from organizational contexts and respond to large integrated health care systems. Evidence-based research for practice education is beginning to be apparent. Further research is needed that compares models and examines learning, patient care outcomes and costs. [References: 60] https://nhs-scot-primo.hosted.exlibrisgroup.com/openurl/44NHSS_INST/44NHSS_INST_services_page??sid=Refworks&charset=utf-8&__char_set=utf8&genre=article&aulast=Budgen&auinit=C.&title=Nurse%20education%20today&stitle=Nurse%20Educ.Today&date=2008&volume=28&pages=273-283&issue=3&issn=0260-6917&atitle=An%20overview%20of%20practice%20education%20models&spage=273&au=Budgen%2CClaire&au=Gamroth%2CLucia& ; .

Forber, J., et al 2016, "In pursuit of an optimal model of undergraduate nurse clinical education: An integrative review", Nurse Education in Practice, vol. 21, pp. 83-92Clinical learning experiences are an essential part of nurse education programs. Numerous approaches to clinical education and student supervision exist. The aim of this integrative review was to explore how studies have compared or contrasted different models of undergraduate nurse clinical education. A search of eight databases was undertaken to identify peer-reviewed literature published between 2006 and 2015. Eighteen studies met the inclusion criteria. A diverse range of methodologies and data collection methods were represented, which primarily explored student experiences or perceptions. The main models of undergraduate nurse clinical education identified were: traditional or clinical facilitator model;

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the preceptorship or mentoring model; and the collaborative education unit model in addition to several novel alternatives. Various limitations and strengths were identified for each model with no single optimal model evident. Thematic synthesis identified four common elements across the models: the centrality of relationships; the need for consistency and continuity; the potential for variety of models; and the viability/sustainability of the model. The results indicate that effective implementation and key elements within a model may be more important than the overarching concept of any given model. Further research is warranted to achieve an agreed taxonomy and relate model elements to professional competence. https://dx.doi.org/10.1016/j.nepr.2016.09.007 ; .

Jayasekara, R., et al 2017, "The effectiveness of clinical education models for undergraduate nursing programs: A systematic review", Nurse Education in Practice, vol. 29, pp. 116-126Clinical nurse education is a major part of all undergraduate programs preparing nurses for competent professional practice. While research mostly evaluated specific clinical education models, few studies compared different type of models and limited attention has been given to the effect on student learning outcomes. This systematic review aimed to examine the effectiveness of clinical education models for undergraduate nursing programs. This systematic review utilised the Joanna Briggs Institute systematic review approach (JBI, 2014). A web-based literature search was conducted to identify research studies published from 2002 to 2015 using a three-step search strategy. All selected papers were assessed by at least two independent reviewers for inclusion criteria, methodological validity, and data extraction in the review. This systematic review included nine studies including two pre-post-test studies with a control group totalling 1893 participants including 1286 nursing students. The evidence regarding the effectiveness of clinical education models for undergraduate nursing programs is notably weak; however this review found limited evidence that the clinical facilitator model is preferable to the preceptor model and the Clinical Education Unit (CEU) model provided greater engagement and an enhanced learning environment compared with the standard facilitation model. https://dx.doi.org/10.1016/j.nepr.2017.12.006 ; .

Kleinpell, R.M., et al 2016, "Evolving the practitioner-teacher role to enhance practice-academic partnerships: a literature review", Journal of Clinical Nursing, vol. 25, no. 5-6, pp. 708-714AIMS AND OBJECTIVES: The purpose of this article was to review the development of the practitioner-teacher model and its use in advancing clinical nursing. BACKGROUND: The practitioner-teacher role, or the unification model, incorporates clinical practice, teaching, consultation and research responsibilities for nurses serving in advanced clinical roles or as nursing faculty as part of professional nursing practice. The practitioner-teacher role facilitates a practice-academic partnership that can serve as a beneficial way to advance clinical nursing care. DESIGN: An exploratory literature review was conducted combined with review of practitioner-teacher and practice-academic exemplars. METHODS: A descriptive review of the practitioner-teacher model of nursing practice reveals that activities of the role include clinical nursing care, serving as a preceptor for nursing students in a focused area of expertise, consulting on patient care issues, presenting in-services and course lectures, and serving as a member of faculty and nursing division committees. RESULTS: The practitioner-teacher role lends itself to promoting practice-academic partnerships that combine clinical nursing care with professional nursing activities. CONCLUSIONS: The model of practice, education, consultation and research of the practitioner-teacher position advances practice-academic partnerships. RELEVANCE TO CLINICAL PRACTICE: The practitioner-teacher model serves to optimise the way nursing practice and academic work together to integrate knowledge, scholarship, service and learning and to advance the profession and the discipline of nursing. This article discusses aspects of the unique practice-academic partnership using the practitioner-teacher model, how

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the role evolved, and how it can improve clinical nursing care globally. https://nhs-scot-primo.hosted.exlibrisgroup.com/openurl/44NHSS_INST/44NHSS_INST_services_page??sid=Refworks&charset=utf-8&__char_set=utf8&genre=article&aulast=Kleinpell&auinit=R.M.&title=Journal%20of%20Clinical%20Nursing&stitle=J.Clin.Nurs.&date=2016&volume=25&pages=708-714&issue=5-6&issn=1365-2702&atitle=Evolving%20the%20practitioner-teacher%20role%20to%20enhance%20practice-academic%20partnerships%3A%20a%20literature%20review&spage=708&au=Kleinpell%2CRuth%20M.&au=Faut-Callahan%2CMargaret&au=Carlson%2CElizabeth&au=Llewellyn%2CJane&au=Dreher%2CMelanie&doi=https%3A%2F%2Fdx.doi.org%2F10.1111%2Fjocn.13017& ; .

McKellar, L. & Graham, K. 2017, "A review of the literature to inform a best-practice clinical supervision model for midwifery students in Australia", Nurse Education in Practice, vol. 24, pp. 92-98Effective clinical supervision in midwifery programs leading to registration is essential to ensure that students can provide safe and competent woman centred care by the completion of their program. A number of different clinical supervision models exist in Australia and internationally, with varying levels of support and facilitation of student learning opportunities. In Australia, midwifery students must achieve specified learning outcomes and midwifery practice requirements to be eligible to register as a midwife. Identifying a best practice clinical supervision model for Australian midwifery students is therefore a priority for all key stakeholders, particularly education and maternity care providers. The aim of this literature review was to explore different types of clinical supervision models in order to develop and implement a best practice model in midwifery education programs. https://dx.doi.org/10.1016/j.nepr.2016.05.002 ; .

Vitale, E. 2014, "Clinical teaching models for nursing practice: a review of literature", Professioni infermieristiche, vol. 67, no. 2, pp. 117-125INTRODUCTION: Clinical placements provide opportunities for student nurses to learn experientially, thanks to clinical - practical teaching models. For this purpose this review wanted to better investigate the latest methods developed in nursing education to ameliorate the theory practice model in nursing education teaching model. METHODS: The review of the literature was performed through a search of nursing specific data bases, including Cinahl, Capsur, Ovid, Cochrane Library, PubMed from January 2010 to September 2012. It included key words, such as: Clinical Model; Nursing Education Model; Nursing Practical Teaching Model; Theory-Practice Model. RESULTS: A total of 8 articles were found. Of these, only 4 articles were considered for this review because they better analyzed one clinical teaching model in nursing practice. Each article was structured analyzed, by considering the "PICOS" method, with reference to participants, interventions, comparisons, outcomes, and study design. DISCUSSION: Four innovative clinical teaching models for nursing practice were considered: the first one was the Problem-Based Leaning method in nursing education; the second one was the Self-Regulated Learning strategy; the third one was the developing nursing students' reflective skills associated as a key component in the perceived coherence between theory and practice; the fourth one was the computer-based clinical simulation. CONCLUSION: Each work performed an innovative clinical teaching model for nursing student. Some limitations were highlight, but all the literature revised emphasized the evaluation and feedback from students and the perceptions of their clinical activities is essential. http://scholar.google.co.uk/scholar_url?url=http%3A%2F%2Fwww.profinf.net%2Fpro3%2Findex.php%2FIN%2Farticle%2Fdownload%2F110%2F89&hl=en&sa=T&oi=gga&ct=gga&cd=0&ei=osCGWpjxBoKumgG7yJ1Y&scisig=AAGBfm1qgqtQuDaGD7q11ADBnye94yo87w&nossl=1&ws=1366x594 ; .

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Warne, T., et al 2010, "An exploration of the clinical learning experience of nursing students in nine European countries.", Nurse education today, vol. 30, no. 8, pp. 809-815The overall aim of the study was to develop a composite and comparative view of what factors enhance the learning experiences of student nurses whilst they are in clinical practice. The study involved students undertaking general nurse training programmes in nine Western European countries. The study focused on: (1) student nurse experiences of clinical learning environments, (2) the supervision provided by qualified nurses in clinical placements, and (3) the level of interaction between student and nurse teachers. The study utilised a validated theoretical model: the Clinical Learning Environment, Supervision and Nurse Teacher (CLES+T) evaluation scale. The evaluation scale has a number of sub-dimensions: Pedagogical atmosphere on the ward; Supervisory Relationships; the Leadership Style of Ward Managers; Premises of Nursing; and the Role of the Nurse Teacher. Data (N=1903) was collected from Cyprus, Belgium, England, Finland, Ireland, Italy, Netherlands, Spain and Sweden using web-based questionnaire 2007-2008. The findings revealed that respondents were generally satisfied with their clinical placements. There was clear support for the mentorship approach; 57% of respondents had a successful mentorship experience although some 18% of respondents experienced unsuccessful supervision. The most satisfied students studied at a university college, and had at least a seven week clinical placement supported by individualised mentorship relationships. Learning to become a nurse is a multidimensional process that requires both significant time being spent working with patients and a supportive supervisory relationship. https://nhs-scot-primo.hosted.exlibrisgroup.com/openurl/44NHSS_INST/44NHSS_INST_services_page??sid=Refworks&charset=utf-8&__char_set=utf8&genre=article&aulast=Warne&auinit=T.&title=Nurse%20education%20today&stitle=Nurse%20Educ.Today&date=2010&volume=30&pages=809-815&issue=8&issn=1532-2793&atitle=An%20exploration%20of%20the%20clinical%20learning%20experience%20of%20nursing%20students%20in%20nine%20European%20countries.&spage=809&au=Warne%2CTony&au=Johansson%2CUnn-Britt&au=Papastavrou%2CEvridiki&au=Tichelaar%2CErna&au=Tomietto%2CMarco&au=Van%20den%20Bossche%2CKoen&au=Moreno%2CMaria%20F.%20V.&au=Saarikoski%2CMikko&doi=https%3A%2F%2Fdx.doi.org%2F10.1016%2Fj.nedt.2010.03.003& ; .

3.1.1 Occupational therapy

Gustafsson, L., et al 2017, "Practice education: A snapshot from Australian university programmes.", Australian Occupational Therapy Journal, vol. 64, no. 2, pp. 159-169BACKGROUND/AIM: Practice education is an integral component of the learning process for occupational therapy students. The dramatic increase in Australian occupational therapy programmes and students enrolled over the last decade is placing exponential demands on universities and practice education providers to meet accreditation and registration requirements. This study aimed to explore practice education from the perspectives of Australian occupational therapy university programmes. METHODS: A purpose-designed survey was emailed to the heads of all Australian occupational therapy programmes. The survey gathered qualitative and quantitative data on courses offered, number of students, practice education hours and models, practice education administration and funding, and challenges for stakeholders. All data were summarised and are presented descriptively. RESULTS: Responses were received from 21 (95.5%) Australian university occupational therapy programmes, with a total enrolment of 5569 undergraduate and 659 graduate-entry masters students. Practice education hours were predominantly in the later years of study and used an apprenticeship model for supervision. There was a trend for observation, simulation and service-learning experiences to be placed in the early years of programmes. Participants reported that the

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increasing student numbers presented difficulties within the changing clinical contexts. There was a call to re-examine the 1000-hour requirement for practice education. CONCLUSION: Practice education is a critical issue for Australian occupational therapy. Increasing student numbers place mounting financial and resource demands on education programmes and practice education providers. There is a need for a national, collaborative approach to develop guidelines and processes to ensure sustainability relating to practice education. https://nhs-scot-primo.hosted.exlibrisgroup.com/openurl/44NHSS_INST/44NHSS_INST_services_page??sid=Refworks&charset=utf-8&__char_set=utf8&genre=article&aulast=Gustafsson&auinit=L.&title=Australian%20Occupational%20Therapy%20Journal&stitle=Aust.Occup.Ther.J.&date=2017&volume=64&pages=159-169&issue=2&issn=1440-1630&atitle=Practice%20education%3A%20A%20snapshot%20from%20Australian%20university%20programmes.&spage=159&au=Gustafsson%2CLouise&au=Brown%2CTed&au=McKinstry%2CCarol&au=Caine%2CAnne-Maree&doi=https%3A%2F%2Fdx.doi.org%2F10.1111%2F1440-1630.12337& ; .

Overton, A., et al 2009, "A review of non-traditional occupational therapy practice placement education: a focus on role-emerging and project placements", British Journal of Occupational Therapy, vol. 72, no. 7, pp. 294-301Practice placement education has been recognised as an integral and critical component of the training of occupational therapy students. Although there is an extensive body of literature on clinical education and traditional practice placement education models, there has been limited research on alternative placements. This paper reviews the literature on various practice placement education models and presents a contemporary view on how it is currently delivered. The literature is examined with a particular focus on the increasing range of practice placement education opportunities, such as project and role-emerging placements. The drivers for non-traditional practice placement education include shortages of traditional placement options, health reform and changing work practices, potential for role development and influence on practice choice. The benefits and challenges of non-traditional practice placement education are discussed, including supervision issues, student evaluation, professional and personal development and the opportunity to practise clinical skills. Further research is recommended to investigate occupational therapy graduates' perceptions of role-emerging and project placements in order to identify the benefits or otherwise of these placements and to contribute to the limited body of knowledge of emerging education opportunities. https://nhs-scot-primo.hosted.exlibrisgroup.com/openurl/44NHSS_INST/44NHSS_INST_services_page??sid=Refworks&charset=utf-8&__char_set=utf8&genre=article&aulast=Overton&auinit=A.&title=British%20Journal%20of%20Occupational%20Therapy&stitle=BR%20J%20OCCUP%20THER&date=2009&volume=72&pages=294-301&issue=7&issn=0308-0226&atitle=A%20review%20of%20non-traditional%20occupational%20therapy%20practice%20placement%20education%3A%20a%20focus%20on%20role-emerging%20and%20project%20placements&spage=294&au=Overton%2CA.&au=Clark%2CM.&au=Thomas%2CY.& ; .

3.1.2 Speech and language therapy

Briffa, C. & Porter, J. 2013, "A systematic review of the collaborative clinical education model to inform speech-language pathology practice", International Journal of Speech-language Pathology, vol. 15, no. 6, pp. 564-574A shortage of clinical education placements for allied health students internationally has led to the need to explore innovative models of clinical education. The collaborative model where one

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clinical educator supervises two or more students completing a clinical placement concurrently is one model enabling expansion of student placements. The aims of this review were to investigate advantages and disadvantages of the collaborative model and to explore its implementation across allied health. A systematic search of the literature was conducted using three electronic databases (CINAHL, Medline, and Embase). Two independent reviewers evaluated studies for methodological quality. Seventeen studies met inclusion/exclusion criteria. Advantages and disadvantages identified were consistent across disciplines. A key advantage of the model was the opportunity afforded for peer learning, whilst a frequently reported disadvantage was reduced time for individual supervision of students. The methodological quality of many included studies was poor, impacting on interpretation of the evidence base. Insufficient data were provided on how the model was implemented across studies. There is a need for high quality research to guide implementation of this model across a wider range of allied health disciplines and to determine educational outcomes using reliable and validated measures. https://nhs-scot-primo.hosted.exlibrisgroup.com/openurl/44NHSS_INST/44NHSS_INST_services_page??sid=Refworks&charset=utf-8&__char_set=utf8&genre=article&aulast=Briffa&auinit=C.&title=International%20Journal%20of%20Speechlanguage%20Pathology&stitle=Int.J.Speech%20Lang.Pathol.&date=2013&volume=15&pages=564-574&issue=6&issn=1754-9515&atitle=A%20systematic%20review%20of%20the%20collaborative%20clinical%20education%20model%20to%20inform%20speech-language%20pathology%20practice&spage=564&au=Briffa%2CCharmaine&au=Porter%2CJudi&doi=https%3A%2F%2Fdx.doi.org%2F10.3109%2F17549507.2013.763290& ; .

Sheepway, L., et al 2011, "An international study of clinical education practices in speech-language pathology.", International Journal of Speech-language Pathology, vol. 13, no. 2, pp. 174-185This study identified the clinical placement and supervisory models used within 45 speech-language pathology professional preparation programs in seven English-speaking countries and the drivers influencing the adoption of these models. University personnel completed an on-line survey about the placement and supervisory models used in their programs, their opinions regarding the effectiveness of the models in developing student competency, and the factors influencing the adoption of different models. Responses from the survey were analysed through descriptive statistics and thematic analysis. "Traditional" placement models such as block and weekly placements, as well as traditional supervisory models utilizing a speech-language pathologist as supervisor in a 1:1 student-to-supervisor ratio were the most widely used in the clinical education of speech-language pathologists. "Non-traditional" models, where the overall structure of the practicum experience or the delivery of supervision within the practicum experience has been altered from the traditional models, were used with differing frequency across countries. The major influences on the adoption of non-traditional models included attitudes about the effectiveness of the models, availability of placements, standards of professional associations, and student learning outcomes, particularly in relation to exposure to clinical sub-groups. Further evidence regarding the effectiveness of both traditional and non-traditional placement and supervisory models needs to be developed. To develop this evidence, consistent terminology and a shared understanding of terminology needs to be established. https://nhs-scot-primo.hosted.exlibrisgroup.com/openurl/44NHSS_INST/44NHSS_INST_services_page??sid=Refworks&charset=utf-8&__char_set=utf8&genre=article&aulast=Sheepway&auinit=L.&title=International%20Journal%20of%20Speechlanguage%20Pathology&stitle=Int.J.Speech%20Lang.Pathol.&date=2011&volume=13&pages=174-185&issue=2&issn=1754-9515&atitle=An%20international%20study%20of%20clinical%20education%20practices%20in

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%20speech-language%20pathology.&spage=174&au=Sheepway%2CLyndal&au=Lincoln%2CMichelle&au=Togher%2CLeanne&doi=https%3A%2F%2Fdx.doi.org%2F10.3109%2F17549507.2011.491129& ; .

3.1.3 Radiography

England, A., et al 2017, "Clinical radiography education across Europe.", Radiography (London), vol. 23, no. Suppl 1, pp. S7-S15PURPOSE: To establish a picture of clinical education models within radiography programmes across Europe by surveying higher education institutions registered as affiliate members of the European Federation of Radiography Societies (EFRS). METHOD: An online survey was developed to ascertain data on: practical training, supervisory arrangements, placement logistics, quality assurance processes, and the assessment of clinical competencies. Responses were identifiable in terms of educational institution and country. All educational institutions who were affiliate members at the time of the study were invited to participate (n = 46). Descriptive and thematic analyses are reported. RESULTS: A response rate of 82.6% (n = 38) was achieved from educational institutions representing 21 countries. Over half of responding institutions (n = 21) allocated in excess of 60 European Credit Transfer and Accumulation System (ECTS) credits to practical training. In nearly three-quarters of clinical placements there was a dedicated clinical practice supervisor in place; two-thirds of these were employed directly by the hospital. Clinical practice supervisors were typically state registered radiographers, who had a number of years of clinical experience and had received specific training for the role. Typical responsibilities included monitoring student progress, providing feedback and completing paperwork, this did however vary between respondents. In almost all institutions there were support systems in place for clinical placement supervisors within their roles. CONCLUSIONS: Similarities exist in the provision of clinical radiography education across Europe. Clinical placements are a core component of radiography education and are supported by experienced clinical practice supervisors. Mechanisms are in place for the selection, training and support of clinical practice supervisors. Professional societies should work collaboratively to establish guidelines for effective clinical placements. https://nhs-scot-primo.hosted.exlibrisgroup.com/openurl/44NHSS_INST/44NHSS_INST_services_page??sid=Refworks&charset=utf-8&__char_set=utf8&genre=article&aulast=England&auinit=A.&title=Radiography%20(London)&stitle=Radiography&date=2017&volume=23&pages=S7-S15&issue=Suppl%201&issn=1532-2831&atitle=Clinical%20radiography%20education%20across%20Europe.&spage=S7&au=England%2CA.&au=Geers-van%20Gemeren%2CS.&au=Henner%2CA.&au=Kukkes%2CT.&au=Pronk-Larive%2CD.&au=Rainford%2CL.&au=McNulty%2CJ.%20P.&doi=https%3A%2F%2Fdx.doi.org%2F10.1016%2Fj.radi.2017.05.011& ; .

3.2 Studies comparing two or more different models

Bhagwat, M., et al 2017, "Comparison of paired and single clinical placement models: a time-use analysis.", International Journal of Language & Communication Disorders, BACKGROUND: To meet rising clinical placement demand caused by increasing health student numbers, the use of paired (two students) rather than single (one student) placement models has been proposed. There is, however, limited research available to inform placement providers about the relative effects of both models on healthcare services, including patient- and non-patient-related activities and patient occasions of service. AIMS: To investigate a key clinical question: Does clinical educator (supervisor) and student time use differ during paired placements compared with single placements? Also to examine the satisfaction levels of clinical

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educators (CEs) and students with paired and single clinical placement models. METHODS & PROCEDURES: Queensland Health speech and language therapists (N = 44) and speech and language therapy students (N = 32) involved in paired or single clinical placements were recruited for this study. CEs and students completed time-use surveys for 3 days after the midpoint of placements; CEs also completed surveys for 3 matched days during a non-placement period 3 weeks or more following placements for comparative purposes. CEs and students additionally completed a satisfaction survey at the end of placements. Paired and single CE and student groups were compared for differences in their time-use and satisfaction levels using non-parametric statistics. OUTCOMES & RESULTS: The placement model did not impact on occasions of service provided by CEs (p = 0.931) or students (p = 0.776). It also had no effect on the percentage of time CEs or students engaged in patient-related activities (p = 0.577; 0.291) and non-patient-related activities (p = 0.559; 0.177). On clinical placement days, CEs spent a median 10 minutes longer at work regardless of whether or not it was a paired or single placement, compared with non-placement days (p = 0.107). CEs and students who had been involved in a paired placement reported the same high levels of placement satisfaction (various measures) as those who had been involved in a single placement. CONCLUSIONS & IMPLICATIONS: The paired-placement model has the potential to increase student placement offers without negatively impacting on clinical service provision including occasions of service, patient or non-patient-related activities, or overall CE time spent at work. https://nhs-scot-primo.hosted.exlibrisgroup.com/openurl/44NHSS_INST/44NHSS_INST_services_page??sid=Refworks&charset=utf-8&__char_set=utf8&genre=article&aulast=Bhagwat&auinit=M.&title=International%20Journal%20of%20Language%20%26%20Communication%20Disorders&date=2017&issn=1460-6984&atitle=Comparison%20of%20paired%20and%20single%20clinical%20placement%20models%3A%20a%20time-use%20analysis.&au=Bhagwat%2CMarita&au=Hewetson%2CRonelle&au=Jones%2CLee&au=Hill%2CAnne&au=Nunn%2CJennifer&au=Tosh%2CRachel&au=Cahill%2CLouise&doi=https%3A%2F%2Fdx.doi.org%2F10.1111%2F1460-6984.12360& ; .

Birks, M. 2017, "The impact of clinical placement model on learning in nursing: A descriptive exploratory study", Australian Journal of Advanced Nursing, vol. 34, no. 3, pp. 16-23Background Learning in the clinical setting is an essential component of nursing education. Two common models of clinical learning place students in facilities using either block or distributed approaches. Aim The aim of this study was to examine nursing students' perceptions of the impact of block versus distributed model of clinical placement on their learning experience. Design The study employed a descriptive, exploratory approach. Focus groups and an individual interview were conducted with third-year undergraduate nursing students. Setting Students from four Australian universities took part in the study. Subjects The average age of the 22 student participants was 37.5 years and 91% were female. More than half (55%) studied full time. Results Thematic analysis of the data identified five overarching themes: We're there to learn; Taking all that knowledge out and practising it; You actually feel a part of the team; Just prepare them for us coming; and It's really individual. Conclusions It is clear that both block and distributed modes of placement have inherent advantages and disadvantages that might be magnified depending on the individual student's circumstances. Sequencing, consistency and preparation must be considered when planning either mode of clinical placement to ensure the best possible experience for students. Most significantly, students need to feel as though they are part of the team while on placement to get the most out of the experience. These findings have implications for education providers planning the integration of clinical placement into the nursing curriculum. http://search.ebscohost.com/login.aspx?direct=true&AuthType=athens,cookie,ip,url,uid&db=rzh&AN=121890765&site=ehost-live ; .

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Callaghan, D., et al 2009, "The experience of two practice education models: collaborative learning unit and preceptorship.", Nurse Education in Practice, vol. 9, no. 4, pp. 244-252Twenty-two Bachelor of Science in Nursing (BSN) graduates shared their perceptions one year after graduation on two practice education models they experienced during years three and four of their nursing education. The two models evaluated were collaborative learning units (CLU) and preceptorship. The participants described what was most important about each of these models in preparing them for graduate practice. While the preceptorship model has been researched for decades, the CLU data are previously unexplored information. The CLU data revealed the themes of working with many and making practice their own, while the themes of working with one and consolidation of nursing practice emerged from the preceptorship data. The participants suggest that both models offer different yet complementary paths for learning and enhanced professional development and practice. There is also confirmation that both are relevant and perhaps necessary to accomplish the complexities of preparing students for professional nursing practice. https://dx.doi.org/10.1016/j.nepr.2008.08.010 ; .

Claeys, M., et al 2015, "The difference in learning culture and learning performance between a traditional clinical placement, a dedicated education unit and work-based learning.", Nurse education today, vol. 35, no. 9, pp. e70-7BACKGROUND: An experiment was carried out on the bachelor's degree course in nursing with two new clinical placement concepts: workplace learning and the dedicated education centre. The aim was to establish a learning culture that creates a sufficiently high learning performance for students. OBJECTIVES: The objectives of this study are threefold: (1) to look for a difference in the "learning culture" and "learning performance" in traditional clinical placement departments and the new clinical placement concepts, the "dedicated education centre" and "workplace learning"; (2) to assess factors influencing the learning culture and learning performance; and (3) to investigate whether there is a link between the learning culture and the learning performance. METHOD: A non-randomised control study was carried out. The experimental group consisted of 33 final-year nursing undergraduates who were following clinical placements at dedicated education centres and 70 nursing undergraduates who undertook workplace learning. The control group consisted of 106 students who followed a traditional clinical placement. The "learning culture" outcome was measured using the Clinical Learning Environment, Supervision and Nurse Teacher scale. The "learning performance" outcome consisting of three competencies was measured using the Nursing Competence Questionnaire. RESULTS: The traditional clinical placement concept achieved the highest score for learning culture (p<0.001). The new concepts scored higher for learning performance of which the dedicated education centres achieved the highest scores. The 3 clinical placement concepts showed marked differences in learning performance for the "assessment" competency (p<0.05) and for the "interventions" competency (p<0.05). CONCLUSIONS: Traditional clinical placement, a dedicated education centre and workplace learning can be seen as complementary clinical placement concepts. The organisation of clinical placements under the dedicated education centre concept and workplace learning is recommended for final-year undergraduate nursing students. https://nhs-scot-primo.hosted.exlibrisgroup.com/openurl/44NHSS_INST/44NHSS_INST_services_page??sid=Refworks&charset=utf-8&__char_set=utf8&genre=article&aulast=Claeys&auinit=M.&title=Nurse%20education%20today&stitle=Nurse%20Educ.Today&date=2015&volume=35&pages=e70-7&issue=9&issn=1532-2793&atitle=The%20difference%20in%20learning%20culture%20and%20learning%20performance%20between%20a%20traditional%20clinical%20placement%2C%20a%20dedicated%20education%20unit%20and%20work-based%20learning.&spage=e70&au=Claeys%2CMaureen&au=Deplaecie

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%2CMonique&au=Vanderplancke%2CTine&au=Delbaere%2CIlse&au=Myny%2CDries&au=Beeckman%2CDimitri&au=Verhaeghe%2CSofie&doi=https%3A%2F%2Fdx.doi.org%2F10.1016%2Fj.nedt.2015.06.016& ; .

DeMeester, D.A., et al 2017, "Student, Preceptor, and Faculty Perceptions of Three Clinical Learning Models.", Journal of Nursing Education, vol. 56, no. 5, pp. 281-286BACKGROUND: Nursing faculty members strive to use optimal clinical learning environments that educate students for clinical competence and sense of salience. The purpose of this study was to offer insight into the perceptions of students, preceptors, and faculty in three clinical models: traditional, precepted, and a hybrid blend. METHOD: One hundred fifty students, seven preceptors, and 12 faculty members responded to open-ended survey questions about their experience in one of the models. Conventional content analysis revealed themes for each group and theme intersections across groups. RESULTS: The students' themes included Making Connections (traditional), The Land of Opportunity (precepted), and The Total Package (hybrid). Preceptor themes included Giving of Self and Reflection on Practice. The Value of the Nurse theme emerged from faculty responses across all models. Students desired additional skill performance, and preceptors suggested improved communication and role clarity. CONCLUSION: Clinical models that maximize faculty and preceptor expertise should be formalized and studied. [No immediate electronic full text available. To order a copy, sign in at https://nhs-scot-primo.hosted.exlibrisgroup.com/primo-explore/fulldisplay?docid=TN_medline28467556&context=PC&vid=44NHSS_VU1&search_scope=default_scope&tab=default_tab&lang=en_US and click ‘Get it for me’] ; .

Devlin, A. "An evaluation of three models of practice teaching in health visiting in NHS East of England.", Journal of Health Visiting, Vol.1, no.10, Oct 2013, p 574-581,

[Three models: 1:1, 1:3, Peripatetic ‘Roving’ Model] The Health Visitor Implementation Plan (Department of Health, 2011) has created unprecedented demand for practice-based learning placements for student health visitors. This evaluation study set out to investigate and evaluate three models of practice-based teaching and learning across the East of England. The evaluation comprised two phases and gathered quantitative and qualitative data from a range of sources. The findings revealed that, irrespective of the practice teaching model, practice teachers conform to the Nursing and Midwifery Council (2008b) Standards to Support Learning and Assessment in Practice, and the vast majority of students felt able and/or confident to undertake their role. Any disparities are not related to the practice education model in operation. A number of key factors-relational attributes, structure and organisation and effective communication-emerged as important for learning. [no article full text available, but see https://heeoe.hee.nhs.uk/sites/default/files/eoe_practice_education_final_report_22.03.13.pdf] ; .

Dobrowolska, B., et al 2015, "Clinical practice models in nursing education: implication for students' mobility.", International nursing review, vol. 62, no. 1, pp. 36-46BACKGROUND: In accordance with the process of nursing globalization, issues related to the increasing national and international mobility of student and qualified nurses are currently being debated. Identifying international differences and comparing similarities for mutual understanding, development and better harmonization of clinical training of undergraduate nursing students is recommended. AIMS: The aim of the study was to describe and compare the nature of the nursing clinical practice education models adopted in different countries. METHODS: A qualitative approach involving an expert panel of nurses was adopted. The

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Nominal Group Technique was employed to develop the initial research instrument for data collection. Eleven members of the UDINE-C network, representing institutions engaged in the process of professional nursing education and research (universities, high schools and clinical institutes), participated. Three data collection rounds were implemented. An analysis of the findings was performed, assuring rigour. RESULTS: Differences and homogeneity are reported and discussed regarding: (a) the clinical learning requirements across countries; (b) the prerequisites and clinical learning process patterns; and (c) the progress and final evaluation of the competencies achieved. CONCLUSIONS: A wider discussion is needed regarding nursing student exchange and internalization of clinical education in placements across European and non-European countries. A clear strategy for nursing education accreditation and harmonization of patterns of organization of clinical training at placements, as well as strategies of student assessment during this training, are recommended. There is also a need to develop international ethical guidelines for undergraduate nursing students gaining international experience. https://nhs-scot-primo.hosted.exlibrisgroup.com/primo-explore/fulldisplay?docid=TN_wj10.1111/inr.12162&context=PC&vid=44NHSS_VU1&search_scope=default_scope&tab=default_tab&lang=en_US ; .

Gilmour, C., et al 2013, "Exploring the impact of clinical placement models on undergraduate midwifery students.", Women & Birth: Journal of the Australian College of Midwives, vol. 26, no. 1, pp. e21-5BACKGROUND: Learning undertaken through clinical placements provides up to 50% of the educational experience for students in pre-registration midwifery courses. However little is known about of the impact various models of clinical placement have on the learning experiences of undergraduate midwifery students. Two clinical placement models have been employed for undergraduate midwifery students at Monash University, including the block placement model and the continuous two days per week model. OBJECTIVE: This project sought to explore the learning experiences of students in these two models of placement. METHOD: Focus groups were held on two campuses with a total of 17 students from different cohorts and programs. DISCUSSION: No one type of placement was favoured over another both had benefits and disadvantages. Further, this study found that regardless of program and clinical placement model the major learning impact for students was related to the midwife they worked with each day on placement rather than to the model. CONCLUSION: No one type of placement was favoured over another both had benefits and disadvantages. Further, this study found that regardless of program and clinical placement model the major learning impact for students was related to the midwife they worked with each day on placement rather than to the model. [No immediate electronic full text available. To order a copy, sign in at https://nhs-scot-primo.hosted.exlibrisgroup.com/primo-explore/fulldisplay?docid=TN_medline22819545&context=PC&vid=44NHSS_VU1&search_scope=default_scope&tab=default_tab&lang=en_US and click ‘Get it for me’] ; .

Gustafsson, M., et al 2015, "Nurse teacher models in clinical education from the perspective of student nurses--A mixed method study.", Nurse education today, vol. 35, no. 12, pp. 1289-1294OBJECTIVES: The aim was to describe and compare the clinical teacher's role in different models of clinical practice from the perspective of student nurses. DESIGN AND SETTINGS: The study took place in collaboration with two Swedish universities that applied different educational models in clinical practice. A mixed method approach was used. The quantitative part had a comparative design and the qualitative part had a descriptive design. PARTICIPANTS: The study group consisted of 114 student nurses (response rate 87%). Fifty-three of them had met clinical

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teachers employed at the university and not participating in the daily clinical work (University Nurse Teachers, UNTs), whilst 61 had met clinical teachers dividing their time between teaching and nursing (Clinical Nurse Teachers, CNTs). Eight students participated in the qualitative part of the study. METHODS: A questionnaire including the CLES+T scale was used to ascertain the students' perception of the clinical teacher's role, complemented by interviews directed towards an enrichment of this perception. RESULTS: Students meeting CNTs agreed more strongly than those meeting UNTs that the teacher had the ability to help them integrate theory and practice. Whilst spontaneous meetings between students and CNTs occurred, students mostly met UNTs in seminars. Students meeting UNTs felt alone but did appreciate having someone outside the clinical environment to provide support if they did not get along with their preceptor. CONCLUSIONS: In the case of UNTs, it is important that they keep their knowledge of clinical issues updated and visit the clinical placement not only for seminars but also to give students emotional support. In the case of CNTs, it is important that they are members of the faculty at the university, take part in the planning of the clinical courses and are able to explain the learning goals to the students. https://nhs-scot-primo.hosted.exlibrisgroup.com/openurl/44NHSS_INST/44NHSS_INST_services_page??sid=Refworks&charset=utf-8&__char_set=utf8&genre=article&aulast=Gustafsson&auinit=M.&title=Nurse%20education%20today&stitle=Nurse%20Educ.Today&date=2015&volume=35&pages=1289-1294&issue=12&issn=1532-2793&atitle=Nurse%20teacher%20models%20in%20clinical%20education%20from%20the%20perspective%20of%20student%20nurses--A%20mixed%20method%20study.&spage=1289&au=Gustafsson%2CMargareta&au=Kullen%20Engstrom%2CAgneta&au=Ohlsson%2CUlla&au=Sundler%2CAnnelie%20J.&au=Bisholt%2CBirgitta&doi=https%3A%2F%2Fdx.doi.org%2F10.1016%2Fj.nedt.2015.03.008& ; .

Hendricks, S.M., et al 2013, "Comparing the effectiveness, practice opportunities, and satisfaction of the preceptored clinical and the traditional clinical for nursing students.", Nursing Education Perspectives, vol. 34, no. 5, pp. 310-314AIM: A preceptored clinical education model was introduced in partnership with a health care agency and compared with the traditional model for nursing clinical education. The preceptored model provided clinical education that more realistically approached the job responsibilities of the registered nurse. METHOD: Students were surveyed and measured at three points in their curriculum. RESULTS: Students in the preceptored clinical reported significantly more practice opportunities, but there were no significant differences on any cognitive measures of performance. In the first semester, the preceptored group reported higher satisfaction and perception of learning facilitation. These differences disappeared at the mid and endpoint measures. CONCLUSIONS; Preceptored students appeared to have greater practice opportunities, but this experience did not alter classroom performance or satisfaction beyond the first semester. https://nhs-scot-primo.hosted.exlibrisgroup.com/primo-explore/fulldisplay?docid=TN_ovid00024776-201309000-00006&context=PC&vid=44NHSS_VU1&search_scope=default_scope&tab=default_tab&lang=en_US ; .

Hendricks, S., et al 2016, "Stakeholder Perceptions, Learning Opportunities, and Student Outcomes in Three Clinical Learning Models.", Journal of Nursing Education, vol. 55, no. 5, pp. 271-277BACKGROUND: Understanding the strengths and challenges of various clinical models is important for nursing education. METHOD: Three long-standing clinical models (preceptored, hybrid, and traditional) were compared on several outcome measures related to satisfaction,

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learning opportunities, and student outcomes. Students, faculty, and preceptors participated in this study. RESULTS: Although no differences were noted in satisfaction or standardized examination scores, students in the preceptored clinical model were able to practice more psychomotor skills. Although participants in the preceptored model reported spending more time communicating with staff nurses than did those in the other models, students in the traditional model spent more time with faculty. No differences were noted among groups in student clinical observation time. CONCLUSION: All clinical learning models were focused on how clinical time was structured, without an emphasis on how faculty and preceptors work with students to develop nursing clinical reasoning skills. Identifying methodology to impact thinking in the clinical environment is a key next step. [No immediate electronic full text available, to order a copy sign in at https://nhs-scot-primo.hosted.exlibrisgroup.com/primo-explore/fulldisplay?docid=TN_medline27115454&context=PC&vid=44NHSS_VU1&search_scope=default_scope&tab=default_tab&lang=en_US and click ‘Get it for me’] ; .

Mamhidir, A., et al 2014, "Nursing preceptors' experiences of two clinical education models.", Nurse Education in Practice, vol. 14, no. 4, pp. 427-433Preceptors play an important role in the process of developing students' knowledge and skills. There is an ongoing search for the best learning and teaching models in clinical education. Little is known about preceptors' perspectives on different models. The aim of the study was to describe nursing preceptors' experiences of two clinical models of clinical education: peer learning and traditional supervision. A descriptive design and qualitative approach was used. Eighteen preceptors from surgical and medical departments at two hospitals were interviewed, ten representing peer learning (student work in pairs) and eight traditional supervision (one student follows a nurse during a shift). The findings showed that preceptors using peer learning created room for students to assume responsibility for their own learning, challenged students' knowledge by refraining from stepping in and encouraged critical thinking. Using traditional supervision, the preceptors' individual ambitions influenced the preceptorship and their own knowledge was empathized as being important to impart. They demonstrated, observed and gradually relinquished responsibility to the students. The choice of clinical education model is important. Peer learning seemed to create learning environments that integrate clinical and academic skills. Investigation of pedagogical models in clinical education should be of major concern to managers and preceptors. https://dx.doi.org/10.1016/j.nepr.2014.01.010 ; .

O'Connor, A., et al 2012, "Revisiting 1:1 and 2:1 clinical placement models: student and clinical educator perspectives.", Australian Occupational Therapy Journal, vol. 59, no. 4, pp. 276-283AIM: A recent systematic review suggests that more comparative research is required on the effectiveness of clinical placement models. This study explored perspectives of clinical educators and students who had participated in both the 1:1 (one student supervised by one clinical educator) and 2:1 (two students supervised by one clinical educator) models of clinical education across occupational therapy and physiotherapy programmes in Ireland. METHODS: Qualitative data using a descriptive approach were gathered through individual semi-structured interviews with a convenience sample of 12 students and eight clinical educators. Transcripts were analysed using thematic content analysis. RESULTS: Three main themes emerged: learning opportunities and experiences; organisation and planning; relationships. Although clinical educators felt that the 2:1 model offered greater learning experiences than the 1:1 model, it presented organisational challenges. Students preferred the 2:1 model earlier in their clinical experience due to the benefits of peer learning, whereas the 1:1 model was favoured in the latter stages to demonstrate individual autonomy. Relationships forged during placement were significant, from the student's perspectives, but differed between models. Clinical educator and

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student perspectives indicated that learning from other members of the multidisciplinary team had a positive effect on learning within both models. CONCLUSION: Each clinical placement model requires specific organisational and planning skills to be effective. An awareness of individual student learning is essential to avoid dissatisfaction with the learning and assessment process on a 2:1 model. Recently established clinical education teams in Ireland may have a role to play in developing effective clinical learning. https://nhs-scot-primo.hosted.exlibrisgroup.com/openurl/44NHSS_INST/44NHSS_INST_services_page??sid=Refworks&charset=utf-8&__char_set=utf8&genre=article&aulast=O'Connor&auinit=A.&title=Australian%20Occupational%20Therapy%20Journal&stitle=Aust.Occup.Ther.J.&date=2012&volume=59&pages=276-283&issue=4&issn=1440-1630&atitle=Revisiting%201%3A1%20and%202%3A1%20clinical%20placement%20models%3A%20student%20and%20clinical%20educator%20perspectives.&spage=276&au=O'Connor%2CAnne&au=Cahill%2CMairead&au=McKay%2CElizabeth%20A.&doi=https%3A%2F%2Fdx.doi.org%2F10.1111%2Fj.1440-1630.2012.01025.x& ; .

Patterson, E.E.B., et al 2017, "The impact of undergraduate clinical teaching models on the perceptions of work-readiness among new graduate nurses: A cross sectional study.", Nurse education today, vol. 55, pp. 101-106BACKGROUND: Clinical Placements are an essential component of bridging the gap between academic theory and nursing practice. There are multiple clinical models designed to ease the transition from student to professional, yet there has been little exploration of such models and their impact on graduates' perceptions of work-readiness. OBJECTIVES: This cross sectional study examined perceptions of work-readiness of new graduate nurses who attended one of the following clinical teaching models: the University Fellowship Program (UFP), the Traditional Multi-facility Clinical Model (TMCPM), and the Mixed Program (MP). METHODS: Three groups of first year graduate nurses (UFP, TMCPM, and MP) were compared using the Work-readiness Scale, a validated and reliable tool, which assessed nurses' perceptions of work-readiness in four domains: organizational acumen, personal work characteristics, social intelligence, and work competence. A multivariable Generalized Estimating Equations regression investigated socio-demographic and teaching-model-related factors associated with work-readiness. RESULTS: Of 43 nurses approached, 28 completed the survey (65% response rate) of whom 6 were UFP attendants, 8 attended the TMCPM and 14 the MP. Those who had attended the UFP scored higher than the other two in all four domains; however, the crude between-group comparisons did not yield statistically significant results. Only after accounting for age, gender, teaching setting and prior work experience, the multivariable model showed that undertaking the UFP was likely to increase perceptions of work-readiness by 1.4 points (95% CI 0.11-2.69), P=0.03). The UFP was superior to the other two placement models. CONCLUSION: The study suggests that the UFP may enhance graduate nurses' perceptions of work readiness. https://nhs-scot-primo.hosted.exlibrisgroup.com/openurl/44NHSS_INST/44NHSS_INST_services_page??sid=Refworks&charset=utf-8&__char_set=utf8&genre=article&aulast=Patterson&auinit=E.E.B.&title=Nurse%20education%20today&stitle=Nurse%20Educ.Today&date=2017&volume=55&pages=101-106&issn=1532-2793&atitle=The%20impact%20of%20undergraduate%20clinical%20teaching%20models%20on%20the%20perceptions%20of%20work-readiness%20among%20new%20graduate%20nurses%3A%20A%20cross%20sectional%20study.&spage=101&au=Patterson%2CEmma%20E.%20B.&au=Boyd%2CLeanne&au=Mnatzaganian%2CGeorge&doi=https%3A%2F%2Fdx.doi.org%2F10.1016%2Fj.nedt.2017.05.010& ; .

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Plemmons, C., et al 2018, "Comparing student clinical self-efficacy and team process outcomes for a DEU, blended, and traditional clinical setting: A quasi-experimental research study.", Nurse education today, vol. 62, pp. 107-111BACKGROUND: Clinical education is vital to both the development of clinical self-efficacy and the integration of future nurses into health care teams. The dedicated education unit clinical teaching model is an innovative clinical partnership, which promotes skill development, professional growth, clinical self-efficacy, and integration as a team member. Blended clinical teaching models are combining features of the dedicated education unit and traditional clinical model. OBJECTIVES: The aims of this study are to explore how each of three clinical teaching models (dedicated education unit, blended, traditional) affects clinical self-efficacy and attitude toward team process, and to compare the dedicated education unit model and blended model to traditional clinical. METHODS: A nonequivalent control-group quasi-experimental design was utilized. The convenience sample of 272 entry-level baccalaureate nursing students included 84 students participating in a dedicated education unit model treatment group, 66 students participating in a blended model treatment group, and 122 students participating in a traditional model control group. Perceived clinical self-efficacy was evaluated by the pretest/posttest scores obtained on the General Self-Efficacy scale. Attitude toward team process was evaluated by the pretest/posttest scores obtained on the TeamSTEPPS Teamwork Attitude Questionnaire. RESULTS: All three clinical teaching models resulted in significant increases in both clinical self-efficacy (p=0.04) and attitude toward team process (p=0.003). Students participating in the dedicated education unit model (p=0.016) and students participating in the blended model (p<0.001) had significantly larger increases in clinical self-efficacy compared to students participating in the traditional model. CONCLUSIONS: These findings support the use of dedicated education unit and blended clinical partnerships as effective alternatives to the traditional model to promote both clinical self-efficacy and team process among entry-level baccalaureate nursing students. https://nhs-scot-primo.hosted.exlibrisgroup.com/openurl/44NHSS_INST/44NHSS_INST_services_page??sid=Refworks&charset=utf-8&__char_set=utf8&genre=article&aulast=Plemmons&auinit=C.&title=Nurse%20education%20today&stitle=Nurse%20Educ.Today&date=2018&volume=62&pages=107-111&issn=1532-2793&atitle=Comparing%20student%20clinical%20self-efficacy%20and%20team%20process%20outcomes%20for%20a%20DEU%2C%20blended%2C%20and%20traditional%20clinical%20setting%3A%20A%20quasi-experimental%20research%20study.&spage=107&au=Plemmons%2CChristina&au=Clark%2CMichele&au=Feng%2CDu&doi=https%3A%2F%2Fdx.doi.org%2F10.1016%2Fj.nedt.2017.12.029& ; .

Putnam, E.L. 2009, Traditional versus precepted clinical experiences for junior nursing students: is there a difference in clinical competence?, North Carolina State UniversityThis study was conducted using an experimental research design to examine two clinical supervision models for junior level nursing student clinical experiences. The traditional model of one instructor supervising eight to ten students on one unit, was compared with the precepted model where one student was paired with one experienced, practicing registered nurse on a unit with regular visits by a faculty clinical instructor. The precepted model was proposed in this study as a model of clinical education that would be consistent with the Situated Learning Model with an emphasis on learning with a role model through observation and participation in the community of practice in authentic activities. This study included 107 junior level student participants (control group n=54; experimental group n=53), from one school of nursing. Students in both groups were enrolled in the same courses, assigned to general medical-surgical nursing units, in similar hospital settings in the same region, for the same number of hours. The Clinical Competency Rating Scale (CCRS) developed by Scheetz

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(1988) was used to rate clinical competency in three areas including: problem solving, applying theory to practice, and psychomotor skill development. Clinical competency was compared using t-tests, and analysis of covariance (ANCOVA) was used to control for differences in faculty experience level. The precepted model of clinical education did not yield junior nursing students who achieved higher levels of clinical competence compared to the traditional model. Students having traditional clinical experiences were rated higher in the psychomotor skill development variable with no consistent statistical difference in the other two variables. Suggestions for practice included: improving faculty preparation for rating students' performance, attention to preparing preceptors to specifically help students with psychomotor skill development when the precepted model is used, and monitoring clinical experiences for the factors that could impede learning in the situated learning model. Suggestions for future research included adding qualitative research methods and adding other quantitative measures of competency. https://repository.lib.ncsu.edu/handle/1840.16/4361 .

Sevenhuysen, S., et al 2014, "Educators and students prefer traditional clinical education to a peer-assisted learning model, despite similar student performance outcomes: a randomised trial.", Journal of Physiotherapy, vol. 60, no. 4, pp. 209-216QUESTION: What is the efficacy and acceptability of a peer-assisted learning model compared with a traditional model for paired students in physiotherapy clinical education? DESIGN: Prospective, assessor-blinded, randomised crossover trial. PARTICIPANTS: Twenty-four physiotherapy students in the third year of a 4-year undergraduate degree. INTERVENTION: Participants each completed 5 weeks of clinical placement, utilising a peer-assisted learning model (a standardised series of learning activities undertaken by student pairs and educators to facilitate peer interaction using guided strategies) and a traditional model (usual clinical supervision and learning activities led by clinical educators supervising pairs of students). OUTCOME MEASURES: The primary outcome measure was student performance, rated on the Assessment of Physiotherapy Practice by a blinded assessor, the supervising clinical educator and by the student in self-assessment. Secondary outcome measures were satisfaction with the teaching and learning experience measured via survey, and statistics on services delivered. RESULTS: There were no significant between-group differences in Assessment of Physiotherapy Practice scores as rated by the blinded assessor (p=0.43), the supervising clinical educator (p=0.94) or the students (p=0.99). In peer-assisted learning, clinical educators had an extra 6 minutes/day available for non-student-related quality activities (95% CI 1 to 10) and students received an additional 0.33 entries/day of written feedback from their educator (95% CI 0.06 to 0.61). Clinical educator satisfaction and student satisfaction were higher with the traditional model. CONCLUSION: The peer-assisted learning model trialled in the present study produced similar student performance outcomes when compared with a traditional approach. Peer-assisted learning provided some benefits to educator workload and student feedback, but both educators and students were more satisfied with the traditional model. TRIAL REGISTRATION: ACTRN12610000859088. [Sevenhuysen S, Skinner EH, Farlie MK, Raitman L, Nickson W, Keating JL, Maloney S, Molloy E, Haines TP (2014) Educators and students prefer traditional clinical education to a peer-assisted learning model, despite similar student performance outcomes: a randomised trial.Journal of Physiotherapy60: 209-216]. https://nhs-scot-primo.hosted.exlibrisgroup.com/openurl/44NHSS_INST/44NHSS_INST_services_page??sid=Refworks&charset=utf-8&__char_set=utf8&genre=article&aulast=Sevenhuysen&auinit=S.&title=Journal%20of%20Physiotherapy&stitle=J.Physiother.&date=2014&volume=60&pages=209-216&issue=4&issn=1836-9561&atitle=Educators%20and%20students%20prefer%20traditional%20clinical%20education%20to%20a%20peer-assisted%20learning%20model%2C%20despite%20similar%20student%20performance%20outcomes%3A%20a%20randomised%20trial.&spage=209&au=Sevenhuysen%2CSamantha&au=Skinner%2CElizabeth%20H.&au=Farlie%2CMelanie%20K.&au=Raitman%2CLyn&au=Nickson%2CWendy&au=Keating%2CJennifer%20L.&au=Maloney%2CStephen&au=Molloy%2CElizabeth&au=Haines%2CTerry%20P.&doi=https%3A%2F%2Fdx.doi.org%2F10.1016%2Fj.jphys.2014.09.004& ; .

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Walker, S., et al 2013, "Facilitator versus preceptor: which offers the best support to undergraduate nursing students?.", Nurse education today, vol. 33, no. 5, pp. 530-535INTRODUCTION: There is an abundance of literature regarding factors that influence student learning within the clinical environment. Within this discourse, there is a paucity of research on the impact of supervision models on the learning support needs of students. This paper presents the results of research that focused on nursing students' perceptions about the effectiveness of the support they received during their work integrated learning (WIL) experience. BACKGROUND: The majority of students placed within health care facilities are in groups. The group model incorporates a facilitator who supervises the students who are placed across a number of wards. At the ward level students are then assigned a Registered Nurse (RN) who is their mentor. This occurs on a shift by shift basis. Another model of clinical supervision involves preceptorship. This approach is via a one-on-one supervision of students. Within the preceptorship model, students are supervised by a RN who is responsible for supporting them during their WIL experience and for completing their assessment. METHODS: This study compared two models of clinical supervision to better understand the learning support needs as perceived by undergraduate nursing students during their WIL experience. Survey method using a self reporting online questionnaire developed by the researchers was used to collect data. RESULTS: 159 undergraduate nursing students enrolled in a Bachelor level programme of study completed the on-line survey. When comparing the two models of supervision, students supervised within the facilitator model were statistically more likely to be challenged to reflect, think, build on existing skills and knowledge and to problem-solve issues. Notably, all factors integral to RN education. Overall, students considered the quality of support to be the most important facet of supervision. CONCLUSIONS: The findings of this study demonstrate that the facilitator model is the better approach for the development of critical thinking, but both models enable the development of a student's professional identity and the development of their role within nursing. This highlights the significance of clinical experiences during undergraduate nursing education. https://nhs-scot-primo.hosted.exlibrisgroup.com/openurl/44NHSS_INST/44NHSS_INST_services_page??sid=Refworks&charset=utf-8&__char_set=utf8&genre=article&aulast=Walker&auinit=S.&title=Nurse%20education%20today&stitle=Nurse%20Educ.Today&date=2013&volume=33&pages=530-535&issue=5&issn=1532-2793&atitle=Facilitator%20versus%20preceptor%3A%20which%20offers%20the%20best%20support%20to%20undergraduate%20nursing%20students%3F.&spage=530&au=Walker%2CSandra&au=Dwyer%2CTrudy&au=Moxham%2CLorna&au=Broadbent%2CMarc&au=Sander%2CTeresa&doi=https%3A%2F%2Fdx.doi.org%2F10.1016%2Fj.nedt.2011.12.005& ; .

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4. AMED Search ResultsApplebaum D. Portney LG. Kolosky L. McSorley O. Olimpio, D. Pelletier D. Zupkus,M.

Building physical therapist education networks

Background and Purpose. The sustainability of physical therapist education depends on the ability of programs to provide comprehensive and quality learning experiences across the spectrum of academic and clinical settings. Mounting constraints related to costs, clinical instructor resources, and availability of placements have challenged this ability compounded by schools increasing clinical education time and numbers of students. A collaborative process for aligning academic programs and clinical practice sites is necessary to create a cohesive clinical education structure that supports physical therapist education. Position and Rationale. Physical therapist education networks (PTENs) are a framework to strengthen academic physical therapy. A PTEN would be composed of an individual academic program and a small number of sites - clinical and community organizations representing the full scope of practice. The academic program would recruit sites based on geographic proximity, and a common educational mission and philosophy. Some sites would be shared among a few networks. The networks' physical therapist education programs and clinics would establish joint appointments, and involve clinical faculty in curriculum planning and decisions. Comprehensive affiliation agreements would address terms of the partnerships, and joint solutions would be developed to address clinical education costs. Discussion. PTENs would require serious cooperation on the part of schools and clinics to develop mutually beneficial systems for all parties. PTEN members would have the opportunity to address the financial issues in clinical education and would need to be prepared to adopt new models for sharing responsibility for supporting this essential component of professional education. Conclusion. With collaboration and a focus on the greater good, physical therapist education programs and their clinical partners can, through PTENs, influence the future of professional education by generating common solutions to overcome clinical education barriers and finding effective mechanisms to support the education of the profession's future work-force.

http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&D=amed&AN=0180525; https://nhs-scot-primo.hosted.exlibrisgroup.com/openurl/44NHSS_INST/44NHSS_INST_services_page?sid=OVID:ameddb&id=pmid:&id=doi:&issn=0899-1855&isbn=&volume=28&issue=Suppl+1&spage=30&pages=30-8&date=2014&title=Journal+of+Physical+Therapy+Education&atitle=Building+physical+therapist+education+networks&aulast=Applebaum&pid=%3Cauthor%3EApplebaum+D%3BPortney+LG%3BKolosky+L%3BMcSorley+O%3BOlimpio+D%3BPelletier+D%3BZupkus+M%3C%2Fauthor%3E%3CAN%3E0180525%3C%2FAN%3E%3CDT%3EJournal+Article%3C%2FDT%3E

Buccieri KM. Pivko SE. Olzenak,D.L.

Development of an expert clinical instructor: A theoretical model for clinical teaching in physical therapy

Introduction: The characteristics of effective and of exemplary clinical instructors (CIs) have been described in physical therapy clinical education literature. However, little is known about how CIs acquire expert skills as clinical teachers or how expert CIs interact with students. The primary

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purpose at the start of this investigation was to answer the question: 'How do physical therapist CIs attain expertise as clinical teachers?' To do so, first 'expert CI' had to be defined. Next, a subset of 3 participants were interviewed and data were analyzed as a pilot study. Then, in this phase, 6 additional participants were interviewed to confirm, refute, and expand on the initial findings. A secondary phenomenon, the expert CIs' approach to teaching students, was identified and examined. Methods: A qualitative study using thematic analysis was developed to investigate CI expertise. Three investigators conducted semi-structured interviews with a purposive sample of 9 participants. Based on literature, the investigators defined the phrase 'expert CI' and developed an interview guide. Constant comparative technique refined the interview guide, codes, and emerging concepts. Theoretical models depicting our findings were developed and member checked. Results: The participants acquired expert CI teaching skills by applying a reflective process of identifying needs and integrating relevant teaching strategies from the themes of professional development, teaching and learning, and relationships. Furthermore. the expert CIs applied a, problem-solving approach to the episode of teaching; analysing and facilitating teacher and, learner needs in 6 areas: examination, evaluation, diagnosis, prognosis. intervention, and outcome. Discussion and Conclusion: The CI Expertise in Action Model presented is an interpretation of the data that reveals a complex and multifaceted approach to clinical instruction that may be used to facilitate clinical teaching skills.

http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&D=amed&AN=0163938; https://nhs-scot-primo.hosted.exlibrisgroup.com/openurl/44NHSS_INST/44NHSS_INST_services_page?sid=OVID:ameddb&id=pmid:&id=doi:&issn=0899-1855&isbn=&volume=27&issue=1&spage=48&pages=48-57&date=2013&title=Journal+of+Physical+Therapy+Education&atitle=Development+of+an+expert+clinical+instructor%3A+A+theoretical+model+for+clinical+teaching+in+physical+therapy&aulast=Buccieri&pid=%3Cauthor%3EBuccieri+KM%3BPivko+SE%3BOlzenak+DL%3C%2Fauthor%3E%3CAN%3E0163938%3C%2FAN%3E%3CDT%3EJournal+Article%3C%2FDT%3E

Hake MP. Glickman LB. King Hollman,J.H.

Evaluating physical therapist students' clinical performance in acute care: A retrospective analysis comparing student-treated and staff-treated patient outcomes after total knee arthroplasty

Introduction. The ultimate goal and primary responsibility of physical therapist (PT) education is to produce graduates who can function as competent practitioners. However, clinical effectiveness and efficiency of patient care provided by PT students are not well established. Subjects /Methods. We identified 160 patients who received primary unilateral total knee arthroplasty at a single acute care hospital in the Midwest between March 2009 and August 2010. Next, we used a retrospective cohort design to compare the outcomes for those treated by licensed PTs and physical therapist assistants (PTAs) (n = 80) to those treated by PT students (n = 80) in a collaborative clinical education model. Outcomes. Primary outcomes were the improvement in functional mobility at discharge as measured by the Functional Outcome Measure (POM), and improvement of the provider's efficiency as measured by the change in FOM score from initial visit to final visit in relation to the number of therapy visits. Results. There were no significant differences between the functional gains achieved

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by each group (P = .955) or in provider efficiency (P = .594). Discussion and Conclusion. In the acute care setting, functional outcomes following primary total knee arthroplasty were similar for patients, whether treated by the physical therapy staff or PT students in a collaborative clinical education model. These results need confirmation with prospective randomized studies.

http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&D=amed&AN=0190285; https://nhs-scot-primo.hosted.exlibrisgroup.com/openurl/44NHSS_INST/44NHSS_INST_services_page?sid=OVID:ameddb&id=pmid:&id=doi:&issn=0899-1855&isbn=&volume=29&issue=2&spage=32&pages=32-42&date=2015&title=Journal+of+Physical+Therapy+Education&atitle=Evaluating+physical+therapist+students%27+clinical+performance+in+acute+care%3A+A+retrospective+analysis+comparing+student-treated+and+staff-treated+patient+outcomes+after+total+knee+arthroplasty&aulast=Hake&pid=%3Cauthor%3EHake+MP%3BGlickman+LB%3BKing+BA%3BHollman+JH%3C%2Fauthor%3E%3CAN%3E0190285%3C%2FAN%3E%3CDT%3EJournal+Article%3C%2FDT%3E

Hakim EW Moffat M. Becker E. Bell KA. Manal TJ. Schmitt,L.A.

Application of educational theory and evidence in support of an integrated model of clinical education

Background and Purpose. The integrated model of clinical education has been incorporated into the educational curricula of various professions for decades. Currently, however, there is variability among physical therapist education programs in the use and design of such models. This position paper will not only highlight the pedagogy of early integrated clinical experiences, but also provide 2 examples of integrated clinical education models from successful physical therapist education programs. Position and Rationale. Evidence exists to demonstrate the utility of integrated and experiential learning models of clinical education in reinforcing the cognitive psychomotor, and/or affective domains of learning. Early patient exposure in genuine clinical environments provides students with critical skills necessary for future professional practice. Further, integrated clinical education stimulates transfer, application, and reinforcement of classroom learning to authentic patient/client situations; provides exposure to varied service delivery models; and promotes self-assessment and opportunities for skill development and professional growth. Discussion and Conclusion. Successful outcomes from integrated clinical experiences rely upon carefully constructed learning opportunities. Designing models wherein didactic and clinical faculty demonstrate consistent practice philosophies and hold students accountable for learning based upon the extent of didactic education completed provides for a seamless approach to student learning. The integrated model of clinical education allows faculty to control the type, sequence, and duration of clinical experiences, as well as the qualifications of the involved clinicians. To maximize student readiness for patient/client demands within the twenty-first century and beyond, integrated clinical experiences should be viewed as an essential component of the core curriculum in physical therapist education.

http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&D=amed&AN=0180523; https://nhs-scot-primo.hosted.exlibrisgroup.com/openurl/44NHSS_INST/44NHSS_INST_services_page?sid=OVID:ameddb&id=pmid:&id=doi:&issn=0899-

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1855&isbn=&volume=28&issue=Suppl+1&spage=13&pages=13-21&date=2014&title=Journal+of+Physical+Therapy+Education&atitle=Application+of+educational+theory+and+evidence+in+support+of+an+integrated+model+of+clinical+education&aulast=Hakim+EW+Moffat&pid=%3Cauthor%3EHakim+EW+Moffat+M%3BBecker+E%3BBell+KA%3BManal+TJ%3BSchmitt+LA%3C%2Fauthor%3E%3CAN%3E0180523%3C%2FAN%3E%3CDT%3EJournal+Article%3C%2FDT%3E

Petersen CM. Harrison L. Wohlers,C.

Evaluation of an international service-learning/clinical education experience, utilizing an existing conceptual model

Background and Purpose. In order to foster the development of cultural competence in students, some physical therapist education programs include an international service-learning (ISL) or international clinical education (ICE) experience in the curriculum. The purpose of this paper is to describe the process of evaluation and planned enhancement of an ISL/ ICE experience in rural Nicaragua using Pechak and Thompsons conceptual model of optimal ISL as a guide. Case Description. The physical therapist education program at our university includes a 3-week pediatric clinical education experience that is completed by a cohort of students in the United States and a cohort in Nicaragua with a faculty member. The process developed by Pechak and Thompson was used to evaluate the international experience describing the development, design implementation, evaluation, and planned enhancement of the experience. Outcomes. Analysis of student, community and program outcomes revealed an acceptable structure for the student experience, the presence of reciprocal and strong relationships with the community, and evidence for sustainability of services. Areas for improvement for the ISL experience were also identified. Discussion and Conclusion. Evaluation of curricular content is an important aspect of educational assessment. We found that the conceptual model developed by Pechak and Thompson was a useful guide in the process of analyzing the strengths, areas for improvement, and planned enhancement of an ISL/ICE experience. Based on the evaluation, the decision was made to transition the experience from clinical education course to a global education course. Areas of improvement for the ISL experience were also identified.

http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&D=amed&AN=0190275; https://nhs-scot-primo.hosted.exlibrisgroup.com/openurl/44NHSS_INST/44NHSS_INST_services_page?sid=OVID:ameddb&id=pmid:&id=doi:&issn=0899-1855&isbn=&volume=29&issue=1&spage=34&pages=34-42&date=2015&title=Journal+of+Physical+Therapy+Education&atitle=Evaluation+of+an+international+service-learning%2Fclinical+education+experience%2C+utilizing+an+existing+conceptual+model&aulast=Petersen&pid=%3Cauthor%3EPetersen+CM%3BHarrison+L%3BWohlers+C%3C%2Fauthor%3E%3CAN%3E0190275%3C%2FAN%3E%3CDT%3EJournal+Article%3C%2FDT%3E

Rapport MJ. Kelly K. Hankin TR. Tomlinson,S.S.24

A shared vision for clinical education: The year-long internship

Background and Purpose. There has been much concern and discussion about the lack of standardization in clinical education as an integral component of physical therapist entry level education. Despite efforts by the American Physical Therapy Association (APTA) to promote greater standardization in clinical education across programs, there continues to be great variability in the delivery of clinical education. Currently, there is not sufficient evidence demonstrating that 1 model is better or more effective than another, nor is there consensus on a preferred model. Aside from lengthening the total time in clinical education, the infrastructure of clinical education has not changed significantly with the transition to the physical therapy clinical doctorate, the Doctor of Physical Therapy (DPT) degree, and integrated clinical education continues to be the dominant model of education in the United States. However, health care delivery and health care systems have changed, and this has led to additional challenges for clinical education sites and concerns around sustainability of the current models of clinical education that support DPT students. The purpose of this paper is to describe the need for, and the proposed benefits of, a clinical education model where the terminal or culminating clinical education experience is a year long internship. We believe that this is the preferred model necessary to optimally prepare future physical therapists to enter the work force. This extended experience would push students to achieve performance expectations beyond entry level, and students would be supported in their initial transition to new professional. Other stakeholders including the clinical facility, academic program, physical therapy profession, and health care profession at large will also benefit from the year long internship. Ideally, the structure of the internship would consist of a pregraduation phase and a postgraduation phase, perhaps of varying lengths. To maximize the benefit for all stakeholders, a longer postgraduation phase and a postlicensure phase is recommended. We believe that the year-long internship should be the shared vision for all physical therapist education programs in developing our future physical therapist colleagues.

http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&D=amed&AN=0180524; https://nhs-scot-primo.hosted.exlibrisgroup.com/openurl/44NHSS_INST/44NHSS_INST_services_page?sid=OVID:ameddb&id=pmid:&id=doi:&issn=0899-1855&isbn=&volume=28&issue=Suppl+1&spage=22&pages=22-9&date=2014&title=Journal+of+Physical+Therapy+Education&atitle=A+shared+vision+for+clinical+education%3A+The+year-long+internship&aulast=Rapport&pid=%3Cauthor%3ERapport+MJ%3BKelly+K%3BHankin+TR%3BTomlinson+SS%3C%2Fauthor%3E%3CAN%3E0180524%3C%2FAN%3E%3CDT%3EJournal+Article%3C%2FDT%3E

Reicherter EA. McCombe Waller,S.

Professional practice opportunities: Preparing students to care for an aging population

Background and Purpose. In the United States, a large proportion of older adults will require services to address their health care needs. Physical therapy students 'early exposure to working with this population is important; however, the current clinical climate and full curricula can make these experiences challenging to arrange. In an attempt to address this challenge, we have developed a novel clinical education offering, the professional practice opportunity (PPO). The intent of PPOs is for students to gain exposure, insight, and experience in order to develop a set of common practice skills necessary to work with older adults. The purpose of the paper is to present a method/model

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describing our professional physical therapist education program's use of PPOs to supplement integrated clinical education. Method/Model Description and Evaluation. Needs assessment of the curriculum and relevant program stakeholders was performed. The PPOs were implemented in integrated clinical education courses that complemented direct patient care experiences. The students submitted a reflective portfolio at the end of the semester. Students accounted for time spent, linked project activities to curricular threads, and discussed application to future practice. Outcomes. PPOs for 1 academic year included 58 students, 2,320 hours of PPO time, and 40 mentors; 52 PPOs specifically, addressed needs of older adult clients. The most frequently performed activities were interactive clinical observations, education, and research. Feedback from reflective portfolios and course evaluations demonstrated a positive impact on students' attitudes, value, and enthusiasm for these professional activities. Mentor feedback was extremely positive, and is most likely attributed to the fact that PPOs were stakeholder-centered and matched for student interest and skills. Discussion and Conclusion. Though patient exposure is paramount in early clinical courses, other objectives include professional socialization and developing the skills to work with individuals of all ages-which can be achieved through exposure to a variety of patients and practice settings. PPOs were a useful tool to meet these goals, in addition to supporting other program stakeholder interests.

http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&D=amed&AN=0179098; https://nhs-scot-primo.hosted.exlibrisgroup.com/openurl/44NHSS_INST/44NHSS_INST_services_page?sid=OVID:ameddb&id=pmid:&id=doi:&issn=0899-1855&isbn=&volume=28&issue=2&spage=60&pages=60-8&date=2014&title=Journal+of+Physical+Therapy+Education&atitle=Professional+practice+opportunities%3A+Preparing+students+to+care+for+an+aging+population&aulast=Reicherter&pid=%3Cauthor%3EReicherter+EA%3BMcCombe+Waller+S%3C%2Fauthor%3E%3CAN%3E0179098%3C%2FAN%3E%3CDT%3EJournal+Article%3C%2FDT%3E

Stephens J. AbbottBrailey H. Platt,A.

Appearing the team': from practice to simulation

Background: The growing trend in the development of high fidelity simulation within undergraduate health care education has produced a range of frameworks and guidelines to structure learning opportunities offered through simulation. An attempt to articulate the process of learning through simulation based on clinical practice experience would appear to be a useful step in the development of-simulation-practice links in the provision of further options to facilitate students' learning and continuing professional development. Content: The experience of team identity and integration for undergraduate health care students (n=16, adult nursing, physiotherapy, radiography) undertaking their first critical care practice placement is explored and used to underpin a reflective model to inform learning opportunities offered through high fidelity simulation. The analysis of human interaction offered by Erving Goffman through the use of dramaturgical metaphor is applied to frame the key emergent themes of the critical care experience-'observation, fitting in', and 'making a difference'-and shape the developing reflective model. Conclusions: Within the proposed model, the importance of 'space for reflection' and 'meaningful dialogue' within the context, participation, accessibility, and credibility (CPAC) schema are critical aspects that facilitate the integration and development of confidence in task/technical and interpersonal competencies supporting effective clinical outcome.

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http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&D=amed&AN=0150366; https://nhs-scot-primo.hosted.exlibrisgroup.com/openurl/44NHSS_INST/44NHSS_INST_services_page?sid=OVID:ameddb&id=pmid:&id=doi:&issn=1741-1645&isbn=&volume=18&issue=12&spage=672&pages=672-80&date=2011&title=International+Journal+of+Therapy+and+Rehabilitation&atitle=%27Appearing+the+team%27%3A+from+practice+to+simulation&aulast=Stephens&pid=%3Cauthor%3EStephens+J%3BAbbott-Brailey+H%3BPlatt+A%3C%2Fauthor%3E%3CAN%3E0150366%3C%2FAN%3E%3CDT%3EJournal+Article%3C%2FDT%3E

5. Appendix – search strategy

Number of references Total: 439After de-duplication: 290After screening on Title and Abstract:

30 selected references, consisting of 80 other relevant references (in separate spreadsheet)

o 19 references on the Dedicated Education Unit (DEU) model

o 3 references on the Hub and Spoke modelo 48 references looking at examples of other modelso 4 references on simulationo 6 references on practice education in

medicine/dental/veterinary 180 excluded references (in separate spreadsheet)

Bibliographic DatabasesResource Number of HitsAMED 24MEDLINE 205HMIC 11CINAHL 218Miscellaneous scoping searches 5

Database search recordDatabasee.g. OVIDSP/Medline

Search strategy (inc. limits and filters)

OvidSP/Medline 1 ((clinical education or clinical placement* or clinical teaching or clinical learning or clinical practicum* or practice education or practice placement* or student placement* or student practicum* or clinical supervision or student preceptor* or student mentor*) adj5 (model or

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models)).mp. [mp=title, abstract, original title, name of substance word, subject heading word, keyword heading word, protocol supplementary concept word, rare disease supplementary concept word, unique identifier, synonyms] 452 2 (student* or preregistration or pre registration or under graduate* or undergraduate*).mp. [mp=title, abstract, original title, name of substance word, subject heading word, keyword heading word, protocol supplementary concept word, rare disease supplementary concept word, unique identifier, synonyms] 284122 3 1 and 2 305 4 limit 3 to (english language and yr="2008 -Current") 205

OvidSP/HMIC 1 ((clinical education or clinical placement* or clinical teaching or clinical learning or clinical practicum* or practice education or practice placement* or student placement* or student practicum* or clinical supervision or student preceptor* or student mentor*) adj5 (model or models)).mp. [mp=title, other title, abstract, heading words] 72 2 (student* or preregistration or pre registration or under graduate* or undergraduate*).mp. [mp=title, other title, abstract, heading words] 7932 3 1 and 2 27 4 limit 3 to yr="2008 -Current" 11

EBSCO/CINAHL S9 S3 OR S6 Limiters - Published Date: 20080101-20181231 Narrow by Language: - english 218 S8 S3 OR S6 Limiters - Published Date: 20080101-20181231

226 S7 S3 OR S6 350 S6 S4 AND S5 7 S5 (MM "Student Placement") 1,739 S4 (MM "Models, Educational") 1,075 S3 S1 AND S2 345 S2 ((clinical education or clinical placement* or clinical teaching or clinical practicum or clinical learning or practice education or practice placement* or student placement* or student practicum* or clinical supervision or student preceptor* or student mentor*) N5 (model or models)). 514 S1 (student* or preregistration or pre registration or under graduate* or undergraduate*) 176,993

AMED searched separately and 8 of the 24 articles were unique.

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