Addition of a Patient Examination Module to Address Student Preparedness for the First Full-Time Clinical Experience:

Predictors of clinical experience performance in occupational therapy and physiotherapy: A scoping review

INTRODUCTION

Successful completion of clinical education experiences is a graduation requirement for students in occupational therapy and physical therapy programmes. A scoping review was conducted to determine what is known about possible clinical experience performance predictors and to find associated research gaps.

METHODS

The search included one hand-searched journal and seven databases, which were used to identify related relevant studies: CINAHL, Education Database, Education Source, Education Resources Information Center (ERIC), PubMed, REHABDATA, and Web of Science. A research librarian guided the search process, and the review's reporting is structured by the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) Checklist. Studies were included if they contained predictors of clinical experience success indicated by validated performance evaluation tools that were scored by clinical instructors. A multidisciplinary team reviewed the title, abstract, and full text for inclusion and conducted thematic data synthesis to categorise findings.

FINDINGS

Twenty-six articles met the inclusion criteria. The majority of articles were of correlational design and included single institutions. Seventeen articles included occupational therapy, eight included physical therapy, with only one article including both programmes. Four categories of predictors of clinical experience success were identified: pre-admission variables, academic preparation, learner characteristics, and demographics. Each of the main categories included three to six subcategories. Key findings included the following: (a) The most common cited predictors in clinical experiences are academic preparation and learner characteristics, (b) more experimental design studies are needed to determine the causal relationship between predictors and clinical experience success, and (c) future research is needed on ethnic disparities and clinical experience success.

CONCLUSION

Findings from this review show that possible predictors of clinical experience success include a wide range of factors when correlating success with a standardised tool. Academic preparation and learner characteristics were the most investigated predictors. There were only a small number of studies that found a correlation with pre-admission variables. The findings of this study suggest that students' academic achievement may be a critical element of clinical experience preparation. Future research using experimental designs and across institutions is needed to determine the main predictors for student success.

A concept analysis of preparedness: Application to LGBTQ considerations for nursing

AIMS

The aim of this analysis was to investigate the concept of preparedness from literature within multiple disciplines to gain varied perspectives and establish a working definition.

BACKGROUND

Preparedness is a barrier to LGBTQ considerations in nursing management and education of nursing staff. Understanding the concept of preparedness will help determine the next steps for making changes to give attention to LGBTQ needs.

METHOD

A concept analysis using Rodgers' evolutionary view was undertaken to evolve the concept of preparedness by evaluating literature from the disciplines of education, nursing, allied health, and business and economics.

RESULTS

A derived definition from the multidisciplinary concept analysis was completed, and a concept map was designed to help visually conceptualize preparedness and then applied to LGBTQ attention in nursing management and nursing education.

CONCLUSION

Understanding preparedness is necessary for nursing management to include LGBTQ needs and ensure nurses are prepared to care for LGBTQ people to help decrease health disparities that face the LGBTQ community.

IMPLICATIONS FOR NURSING MANAGEMENT

Management and leadership positions in nursing must be prepared to meet the needs of LGBTQ people. Nursing management must ensure that staff are appropriately trained and policies are established to include considerations specific to LGBTQ people.