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Adnan N, Azhar F, Azim SR. Exploring perceptions of pre-clerkship students about workplace learning in the clinical learning environment at Gulf Medical University, UAE. BMC MEDICAL EDUCATION 2024; 24:528. [PMID: 38741110 DOI: 10.1186/s12909-024-05312-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/14/2022] [Accepted: 03/14/2024] [Indexed: 05/16/2024]
Abstract
BACKGROUND Medical students view clinical workplace placements as an inspiring and motivating learning environment where active student participation is pivotal to development of students' identity. The progress from pre-clerkship to clerkship education harbors many challenges which consist of experiential learning, adjusting to the clinical environment, and understanding roles & responsibilities. Workplace learning is underpinned by various adult learning theories including social theories,constructivism, supported participation and legitimate peripheral participation. Workplace learning course was recently initiated for pre-clerkship students at a medical university in UAE, which will enable their smooth entry into the clerkship phase of the curriculum. OBJECTIVES The research aims to explore students' perceptions of various domains of their clinical learning environment (CLE), highlight the challenges they face, and extract valuable feedback to improve their environment. METHODS This study was conducted qualitatively by using focus groups method in order to explore students' perceptions of the clinical learning environment. Two focus group discussions were conducted (n = 8 +/-10) to determine the common challenges of workplace learning and its potential solutions. Data were analyzed using thematic analysis. The approach used to carry out this study was phenomenology, as it helps to understand the learning and behavior of these students who are undergoing this pre-clerkship training in order to transition smoothly to the clerkship phase. RESULT The focus groups helped to deeply explore the perceptions of students about their clinical learning environment. It helped to reveal the challenges encountered by the students including the significance of proper orientation of staff and students, language barrier, availability of learning opportunities, and supervision quality. The focus groups provided worthwhile suggestions to improve the learning opportunities in the clinical learning environment which include orientation of the staff and students what to expect, improved supervision, mentoring and providing learning opportunities to encourage participation. CONCLUSION This study attempted to identify the pre-clerkship students' perception of their clinical learning environment and the challenges they face over there. Possible suggestions by the students included a formal orientation for the staff and students to be carried out at the beginning. Efforts should be made by clerkship directors to provide students with learning opportunities by increasing patient exposure, encouraging participation, and providing high-quality supervision.
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Affiliation(s)
- Nooreen Adnan
- Dow University of Health Sciences, Karachi, Pakistan
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Edgar AK, Tai J, Bearman M. Inclusivity in health professional education: how can virtual simulation foster attitudes of inclusion? Adv Simul (Lond) 2024; 9:15. [PMID: 38693571 PMCID: PMC11061899 DOI: 10.1186/s41077-024-00290-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/12/2024] [Accepted: 04/22/2024] [Indexed: 05/03/2024] Open
Abstract
Disparities in accessing quality healthcare persist among diverse populations. Health professional education should therefore promote more diversity in the health workforce, by fostering attitudes of inclusion. This paper outlines the potential of virtual simulation (VS), as one method in a system of health professional education, to promote inclusion and diversity. We conceptualise how VS can allow learners to experience an alternative to what HPE currently is by drawing on two social justice theorists, Paulo Freire, and Nancy Fraser and their ideas about 'voice' and 'representation'. We present two principles for VS design and implementation: (1) giving voice to learners has the power to transform; and (2) representation in VS builds inclusion. We provide practical means of building voice and representation into VS learning activities, followed by an example. Purposeful and thoughtful integration of these principles paves the way for a more diverse and inclusive healthcare workforce.
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Affiliation(s)
- Amanda K Edgar
- Deakin Learning Futures, Deakin University, Melbourne, Australia.
- School of Education, Faculty of Arts and Education, Deakin University, Geelong, Australia.
| | - Joanna Tai
- Centre for Research in Assessment and Digital Learning, Deakin University, Melbourne, Australia
| | - Margaret Bearman
- Centre for Research in Assessment and Digital Learning, Deakin University, Melbourne, Australia
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Juntunen MM, Kamau S, Oikarainen A, Koskenranta M, Kuivila H, Ropponen P, Mikkonen K. The experiences and perceptions of nurse educators of culturally and linguistically diverse nursing students' competence development - Qualitative study. NURSE EDUCATION TODAY 2024; 135:106100. [PMID: 38306805 DOI: 10.1016/j.nedt.2024.106100] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/15/2023] [Revised: 12/19/2023] [Accepted: 01/16/2024] [Indexed: 02/04/2024]
Abstract
BACKGROUND Many countries are becoming increasingly culturally and linguistically diverse due to globalisation and migration. The global shortage of nurses and the consequent migration of nursing professionals is leading to increasing cultural and linguistic diversity in health care and nursing education. Nurse educators play a significant role in supporting nursing students' competence and working life readiness. RESEARCH AIM To describe nurse educators' experiences and perceptions regarding competence and competence development of CALD nursing students. METHODS The study was conducted using a descriptive qualitative approach utilising individual thematic interviews for data collection. A purposive sample consisting of 20 volunteer nurse educators from five higher education institutions was used for the purpose. Data was collected in semi-structured interviews based on a literature review of previous studies. The data were analysed using inductive content analysis. The COnsolidated criteria for REporting Qualitative research (COREQ) criteria were used in the reporting of this study. RESULTS According to the content analysis, three main categories describing aspects related to the competence and competence development of CALD nursing students were identified: 1) educator's competence to support student's learning process and competence development, 2) development of supportive structures and safe learning environments, and 3) student-specific competence and competence development. The educators emphasised that setting clear goals, providing encouragement, having an open discussion, and student-centered approach to support their learning process and create a safe learning environment. CONCLUSIONS Supporting the learning process of CALD nursing students and developing safe learning environments were considered essential for the development of competence. These areas must be supported by developing educators' pedagogical and cultural competence and providing sufficient resources for both students and educators. In addition, the curriculum must be designed to support these aspects.
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Affiliation(s)
- Milka-Maaria Juntunen
- Research Unit of Health Sciences and Technology, Faculty of Medicine, University of Oulu, Finland
| | - Suleiman Kamau
- Research Unit of Health Sciences and Technology, Faculty of Medicine, University of Oulu, Finland; Department of healthcare and social services, JAMK University of applied sciences, Jyvaskyla, Finland.
| | - Ashlee Oikarainen
- Research Unit of Health Sciences and Technology, Faculty of Medicine, University of Oulu, Finland.
| | - Miro Koskenranta
- Research Unit of Health Sciences and Technology, Faculty of Medicine, University of Oulu, Finland
| | - Heli Kuivila
- Research Unit of Health Sciences and Technology, Faculty of Medicine, University of Oulu, Finland.
| | - Paula Ropponen
- Research Unit of Health Sciences and Technology, Faculty of Medicine, University of Oulu, Finland.
| | - Kristina Mikkonen
- Research Unit of Health Sciences and Technology, Faculty of Medicine, University of Oulu, Finland; Medical Research Center Oulu, Wellbeing Services County of North Ostrobothnia, Oulu, Finland.
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Newton FJ, Lee DCA, Brito S. Understanding and optimising support resources to facilitate CALD student and supervisor allied health fieldwork experiences. PLoS One 2023; 18:e0289871. [PMID: 37561716 PMCID: PMC10414685 DOI: 10.1371/journal.pone.0289871] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/13/2022] [Accepted: 07/28/2023] [Indexed: 08/12/2023] Open
Abstract
BACKGROUND Although fieldwork supervisors and culturally and linguistically diverse (CALD) students can experience challenges during allied health placements, there is little holistic understanding of how they view and use support resources to address these challenges. This study sought to identify, codify, and map the perceived value attached to support resources used or sought by CALD students and fieldwork supervisors and to ascertain areas where they could be optimised and better presented to users. METHODS We conducted a thematic analysis to examine interview and open-ended survey responses from CALD students (n = 18) and fieldwork supervisors (n = 161) respectively. FINDINGS The six generated themes depicted different patterns of perceived value in university and non-university support resources and spanned three levels of specificity: general, discipline-contextualised, and individualised. Fieldwork supervisors valued a staged approach to support resource design and use for CALD students commencing with general level resources to build foundational language skills and socio-cultural familiarisation and moving on to include disciple-contextualised supports, preplacement mechanisms to monitor student readiness, and formalised mechanisms to enable tailoring of placements. CALD students, however, often undervalued institutional general resources relative to discipline-contextualised resources. The commonality of support resources valued and sought by supervisors from different fields suggests they could be optimised for delivery via an inter-professional community of practice. CONCLUSION Identifying and mapping the perceived value attached to support resources provides actionable insights into how to enhance the 'fit' between resources and user needs. Drawing the often-fragmented support resources into a cohesive ecosystem focused around perceived value at different levels of specificity allows CALD students and educators to better conceptualise the types of benefits that can accrue from taking a broader and staged approach to fieldwork placement preparations. Knowing this ecosystem encapsulates what prior uses find of value may enhance perceptions of resource relevance in the minds of new users.
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Affiliation(s)
- Fiona J. Newton
- Department of Marketing, Monash Business School, Monash University, Australia
| | - Den-Ching A. Lee
- Faculty of Medicine, School of Primary and Allied Health Care, Nursing and Health Sciences, Monash University, Australia
| | - Sara Brito
- Occupational Therapy Department, School of Health, Federation University, Australia
- Occupational Therapy Department, Eastern Kentucky University, United States of America
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Ropponen P, Kamau S, Koskenranta M, Kuivila H, Oikarainen A, Isakov T, Tomietto M, Mikkonen K. Culturally and linguistically diverse nursing students' experiences of integration into the working environment: A qualitative study. NURSE EDUCATION TODAY 2023; 120:105654. [PMID: 36435154 DOI: 10.1016/j.nedt.2022.105654] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/10/2022] [Revised: 11/07/2022] [Accepted: 11/14/2022] [Indexed: 06/16/2023]
Affiliation(s)
- P Ropponen
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland; Diaconia University of Applied Sciences, Helsinki, Finland.
| | - S Kamau
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland; Department of Healthcare and Social Services, Jyvaskyla University of Applied Sciences, Jyvaskyla, Finland.
| | - M Koskenranta
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland.
| | - H Kuivila
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland.
| | - A Oikarainen
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland.
| | - T Isakov
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland; Attendo, PL 750, 00181 Helsinki, Finland.
| | - M Tomietto
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland; Department of Nursing, Midwifery and Healthcare, Faculty of Health and Life Sciences, Northumbria University, Newcastle Upon Tyne, UK.
| | - K Mikkonen
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland; Medical Research Center Oulu, Oulu University Hospital and University of Oulu, Oulu, Finland.
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Daniel SC, Reese AV, Bowers D, Pollio EW, Stover Nichols LM, Patton E, Johnson CC, Bruck M, Shirey MR. Implementation of a Registered Nurse Primary Care Clinical Mentoring Academy. J Contin Educ Nurs 2022; 53:312-320. [PMID: 35858148 DOI: 10.3928/00220124-20220603-07] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
Registered nurses (RNs) are pivotal team members for improving the quality of care in communities; however, they are underutilized in primary care. Two schools of nursing in Alabama partnered to develop and implement a project to build a resilient primary care RN workforce. A major component of this project is the Primary Care Clinical Mentoring Academy (PCCMA), which was designed to prepare RN clinical mentors to implement positive student learning experiences in the primary care setting. The PCCMA follows a comprehensive curriculum implementing both didactic instruction and interactive activities related to primary care competencies; interprofessional education and collaborative practice; and primary care RN mentor roles and responsibilities. Participants reported that the PCCMA was effective and useful, and they perceived that it would improve their overall job performance as a clinical mentor. The PCCMA is an effective way to produce confident and capable RN mentors in primary care. [J Contin Educ Nurs. 2022;53(7):312-320.].
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Yu ML, Brown T, Hewitt A, Cousland R, Lyons C, Etherington J. Exploring emotional and social competencies in undergraduate students: Perspectives from CALD and non-CALD students. AUSTRALIAN EDUCATIONAL RESEARCHER 2022; 50:601-624. [PMID: 35431404 PMCID: PMC8989111 DOI: 10.1007/s13384-022-00507-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/15/2020] [Accepted: 01/26/2022] [Indexed: 06/14/2023]
Abstract
With the internationalisation of higher education, students from culturally and linguistically diverse (CALD) backgrounds represent a significant proportion of the university student body in Australia. Research literature indicates that the unique cultural and linguistic challenges experienced by these students may adversely impact their academic performance and social integration in university settings. However, less is known about how the socio-emotional competencies of undergraduate CALD and non-CALD domestic English-speaking students compare. This cross-sectional quantitative study compares the emotional and social competencies in a cohort of CALD and non-CALD occupational therapy undergraduates. Data were collected at one Australian university from a group of 360 students enrolled in the Bachelor of Occupational Therapy (Honours) course. Participants completed the Emotional and Social Competency Inventory- University edition (ESCI-U). Multivariate regression analyses were used to compare between CALD and non-CALD students, controlling for students' year level of study, age, and gender. Key findings from the regression analysis included the observation of indicate that non-CALD students having significant higher scores than CALD students on all the ESCI-U socio-emotional subscales, especially the Emotional Self-control, Achievement Orientation, Empathy and Teamwork from western perspectives. No difference was found between CALD and non-CALD student on two cognitive competencies- systems thinking and pattern recognition. These findings should be interpreted with caution considering CALD students may interpret the questions differently and demonstrate the competencies in different ways. Specific emotional and social competencies that need to be strengthened in students are discussed and recommendations are made to inform the preparation of evidence-based curricula.
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Affiliation(s)
- Mong-Lin Yu
- Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University – Peninsula Campus, Frankston, VIC 3199 Australia
| | - Ted Brown
- Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University – Peninsula Campus, Frankston, VIC 3199 Australia
| | - Alana Hewitt
- Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University – Peninsula Campus, Frankston, VIC 3199 Australia
| | - Robert Cousland
- Student Academic Support Unit, Faculty of Medicine, Nursing and Health Sciences, Monash University – Peninsula Campus, Frankston, VIC Australia
| | - Carissa Lyons
- Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University – Peninsula Campus, Frankston, VIC 3199 Australia
| | - Jamie Etherington
- Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University – Peninsula Campus, Frankston, VIC 3199 Australia
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Rosina R, McMaster R, Cleary E, Gilbert S, West S, Cleary M. Preparing for the Real World: Clinical Facilitators and Nursing Student Clinical Placements. Issues Ment Health Nurs 2022; 43:386-389. [PMID: 34666593 DOI: 10.1080/01612840.2021.1986761] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
| | - Rosanna McMaster
- Sydney Nursing School, Susan Wakil School of Nursing and Midwifery, The University of Sydney, Sydney, NSW, Australia
| | - Elizabeth Cleary
- Faculty of Health (Nursing), University of Canberra, Canberra, ACT, Australia
| | - Susan Gilbert
- Northern Sydney Local Health District, Sydney, NSW, Australia
| | - Sancia West
- School of Nursing, Midwifery & Social Sciences, Central Queensland University, Sydney, NSW, Australia
| | - Michelle Cleary
- School of Nursing, Midwifery & Social Sciences, Central Queensland University, Sydney, NSW, Australia.,Edited byMichelle Cleary, PhD, RNSchool of Nursing, Midwifery & Social Sciences, CQUniversity,Sydney, Australia
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Imafuku R, Saiki T, Hayakawa K, Sakashita K, Suzuki Y. Rewarding journeys: exploring medical students' learning experiences in international electives. MEDICAL EDUCATION ONLINE 2021; 26:1913784. [PMID: 33829969 PMCID: PMC8043609 DOI: 10.1080/10872981.2021.1913784] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/13/2020] [Revised: 03/30/2021] [Accepted: 04/01/2021] [Indexed: 05/21/2023]
Abstract
International electives are recognized as a high-impact practice in clinical education. However, medical students' actual learning experiences during electives have not been explored fully. Specifically, drawing on language management theory, this exploratory case study investigates students' perceived learning outcomes and the managing processes by which they gained benefits from cross-cultural learning experiences in international electives. Written reflective reports in a series of e-portfolios were collected from 43 Japanese medical students who participated in a four-week international elective. Moreover, to further explore their emotions and the reasons behind adopting a particular adjustment behaviour, follow-up interviews with 12 students were undertaken soon after they returned home. Using reflexive thematic analysis, the qualitative data were analysed. Their perceived learning outcomes were categorized into seven themes: medical knowledge and skills, communication, career management and development, international healthcare, society and culture, medical education, and personal development. During the programme, they experienced linguistic, sociolinguistic, and sociocultural difficulties, and attempted to overcome them by employing various adjustment strategies, such as meaning-focused coping, social relationship building, management of learning opportunities, communication management, and developing approaches to learning. Managing problems in academic contact situations is not a linear process; it is iterative and cyclical. Since the combination of several strategies was needed depending on the situation, the management process is a context-dependent and complex phenomenon. The findings in this study provide new insights into student participation in short-term international elective programmes in order to develop academic and social support strategies for educators at both home and host institutions.
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Affiliation(s)
- Rintaro Imafuku
- Medical Education Development Centre, Gifu University, Gifu City, Japan
- CONTACT Rintaro Imafuku Medical Education Development Centre,Gifu University,1-1 Yanagido Gifu, Gifu, 501-1194, Japan
| | - Takuya Saiki
- Medical Education Development Centre, Gifu University, Gifu City, Japan
| | - Kaho Hayakawa
- Medical Education Development Centre, Gifu University, Gifu City, Japan
| | - Kazumi Sakashita
- Department of General Paediatrics, National Centre for Child Health and Development, Tokyo, Japan
| | - Yasuyuki Suzuki
- Medical Education Development Centre, Gifu University, Gifu City, Japan
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Hari R, Geraghty S, Kumar K. Clinical supervisors' perspectives of factors influencing clinical learning experience of nursing students from culturally and linguistically diverse backgrounds during placement: A qualitative study. NURSE EDUCATION TODAY 2021; 102:104934. [PMID: 33934040 DOI: 10.1016/j.nedt.2021.104934] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/30/2020] [Revised: 03/26/2021] [Accepted: 04/19/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Undergraduate nursing students from culturally and linguistically diverse backgrounds experience unique challenges with their learning needs during clinical placements. There is limited research on clinical supervisors' perspectives of the factors impacting clinical learning experience of nursing students from culturally and linguistically diverse backgrounds during placement. OBJECTIVES This study sought to identify clinical supervisors' perspectives of the factors impacting on the clinical learning experience of nursing students from culturally and linguistically diverse backgrounds and strategies to overcome challenges. DESIGN A qualitative research design using semi-structured interviews. METHODS Nine nurses who had experience supervising culturally and linguistically diverse nursing students were interviewed as part of data collection. Thematic analysis was used for data interpretation. RESULTS Identified factors include: Poor proficiency in English language, unfamiliarity with Australian slang and medical terminologies, cultural expectations interfering with professional responsibilities, incongruity with teaching delivery and learning style, short duration of placement, inconsistency with preceptor allocation and inadequate preceptor training. CONCLUSION Recommendations to facilitate the learning of nursing students from culturally and linguistically diverse (CALD) backgrounds on clinical placement include flexibility with assessments, modifying teaching styles according to learning needs, providing appropriate orientation, creating a welcoming environment, providing consistency with allocation of preceptors, and providing appropriate training for preceptors. Inconsistency in preceptor allocation was reported to have a negative influence on CALD student learning. A collaborative approach between Universities and the health care settings is essential in assisting clinical supervisors to address the unique learning needs of nursing students from culturally and linguistically diverse backgrounds while on clinical placement.
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Affiliation(s)
- Renjith Hari
- University of New England, New South Wales, Australia.
| | | | - Koshila Kumar
- University of New England, New South Wales, Australia.
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Are Women Proportionately Represented as Speakers at Orthopaedic Surgery Annual Meetings? A Cross-Sectional Analysis. Clin Orthop Relat Res 2020; 478:2729-2740. [PMID: 32667757 PMCID: PMC7899418 DOI: 10.1097/corr.0000000000001359] [Citation(s) in RCA: 43] [Impact Index Per Article: 10.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/31/2023]
Abstract
BACKGROUND In spite of efforts to improve gender diversity in orthopaedic surgery, women remain underrepresented, particularly with increasing academic rank. Opportunities to speak at society meetings are an important component of building a national reputation and achieving academic promotions. However, little is known about the gender diversity of orthopaedic society annual meeting speakers. Data on this topic are needed to determine whether these speaking roles are equitably distributed between men and women, which is fundamental to equalizing professional opportunity in academic orthopaedic surgery. QUESTION/PURPOSES: (1) Is the gender diversity of invited speakers at annual orthopaedic subspecialty society meetings proportional to society membership? (2) Are there differences in the proportion of women invited to speak in technical sessions (defined as sessions on surgical outcomes, surgical technique, nonsurgical musculoskeletal care, or basic science) versus nontechnical sessions (such as sessions on diversity, work-life balance, work environment, social media, education, or peer relationships)? (3) Does the presence of women on the society executive committee and annual meeting program committee correlate with the gender diversity of invited speakers? (4) Do societies with explicit diversity efforts (the presence of a committee, task force, award, or grant designed to promote diversity, or mention of diversity as part of the organization's mission statement) have greater gender diversity in their invited speakers? METHODS Seventeen national orthopaedic societies in the United States were included in this cross-sectional study of speakership in 2018. Each society provided the number of men and women members for their society in 2018. The genders of all invited speakers were tabulated using each society's 2018 annual meeting program. Speakers of all credentials and degrees were included. All manuscript/abstract presenters were excluded from all analyses because these sessions are selected by blinded scientific review. A Fisher's exact test was used to compare the proportion of women versus men in nontechnical speaking roles. The relationship between women in society leadership roles and women in all speaking roles was investigated using a linear regression analysis. A chi square test was used to compare the proportion of women in all speaking roles between societies with stated diversity efforts with societies without such initiatives. RESULTS Overall, women society members were proportionately represented as annual meeting speakers, comprising 13% (4389 of 33,051) of all society members and 14% (535 of 3928) of all annual meeting speakers (% difference 0.6% [95% CI -0.8 to 1.5]; p = 0.60); however, representation of women speakers ranged from 0% to 33% across societies. Women were more likely than men to have nontechnical speaking roles, with 6% (32 of 535) of women's speaking roles being nontechnical, compared with 2% (51 of 3393) of men's speaking roles being nontechnical (OR 4.2 [95% CI 2.7 to 6.5]; p < 0.001). There was a positive correlation between the proportion of women in society leadership roles and the proportion of women in speaking roles (r = 0.73; p < 0.001). Societies with a stated diversity effort had more women as conference speakers; with 19% (375 of 1997) women speakers for societies with a diversity effort compared with 8% (160 of 1931) women speakers in societies without a diversity effort (OR 2.6 [95% CI 2.1 to 3.1]; p < 0.001). CONCLUSIONS Although the percentage of women in speaking roles was proportional to society membership overall, our study identified opportunities to improve gender representation in several societies and in technical versus nontechnical sessions. Positioning more women in leadership roles and developing stated diversity efforts are two interventions that may help societies improve proportional representation; we recommend that all societies monitor the gender representation of speakers at their annual meetings and direct conference organizing committees to create programs with gender equity. CLINICAL RELEVANCE Society leadership, national oversight committees, invited speakers, and conference attendees all contribute to the layers of accountability for equitable speakership at annual meetings. National steering committees such as the American Academy of Orthopaedic Surgeons Diversity Advisory Board should monitor and report conference speaker diversity data to create systemwide accountability. Conference attendees and speakers should critically examine conference programs and raise concerns if they notice inequities. With these additional layers of accountability, orthopaedic surgery annual meetings may become more representative of their society members.
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Jones L, O'connor E, Boag‐hodgson C. International Psychology Students Use Multiple Strengths to Enhance Their Learning and Performance on Work Placements. AUSTRALIAN PSYCHOLOGIST 2020. [DOI: 10.1111/ap.12351] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Affiliation(s)
- Liz Jones
- School of Applied Psychology, Griffith University,
| | - Erin O'connor
- School of Psychology, Queensland University of Technology,
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Attrill S, Lincoln M, McAllister S. International students in professional placements: supervision strategies for positive learning experiences. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2020; 55:243-254. [PMID: 31802600 DOI: 10.1111/1460-6984.12516] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/06/2019] [Revised: 10/12/2019] [Accepted: 11/02/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND Professional placements are critical elements of speech-language pathology qualifying programmes that can be complex learning environments for international students. Students are supported by placement educators who facilitate their developing skills and competencies for professional practice in these placements. However, strategies that facilitate international students' learning in placements have not been identified. AIMS To identify strategies that are reported by speech-language pathology international students and placement educators to facilitate positive learning experiences and competency development in practice placements. METHODS & PROCEDURES This study used an exploratory research design to gather data from four focus groups with international students and five focus groups with placement educators. Thematic analysis was used to identify strategies, and these were interpreted using two theories of learning. OUTCOMES & RESULTS Four themes were identified that described international students' placement experiences and learning. For each theme, strategies were identified that placement educators can practically and responsively implement with international students to enable positive placement learning experiences. CONCLUSIONS & IMPLICATIONS These strategies support international students to manage acculturative adjustments for the cultural and learning requirements of placements that may facilitate their successful participation, and provide structure to reduce their cognitive load. However, strategies to develop communication skills for practice were less feasible. Through fostering positive placement experiences, these strategies may also facilitate opportunities for educators and international students to share intercultural skills and knowledge that may be transferable to practice.
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Affiliation(s)
- Stacie Attrill
- Speech Pathology, College of Nursing and Health Sciences, Flinders University, Adelaide, SA, Australia
| | - Michelle Lincoln
- Faculty of Health, University of Canberra, Canberra, ACT, Australia
| | - Sue McAllister
- Faculty of Health Sciences, University of Sydney, Sydney, NSW, Australia
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Randon G, Falloppi P, Costa MC, Bevilacqua A, Brugnolli A, Canzan F, Kustatscher A, Marognolli O, Tollini M, Palese A, Saiani L. The Lived Experience of Nursing Students with Culturally and Linguistically Diverse (CALD) Backgrounds in Italy: A Descriptive Phenomenological Study. J Transcult Nurs 2019; 31:519-528. [DOI: 10.1177/1043659619889118] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
Introduction: In recent decades, Italy has been exposed to significant migrant flows resulting from political and economic instability in neighbouring countries. As a result, there has been an increased amount of cultural and linguistic diversity (CALD) among nursing students. The aim of this study was to explore the experience of CALD nursing students as lived in the Italian nursing programmes. Method: A descriptive phenomenological method was used in 2017 with the involvement of a purposeful sample of 21 CALD nursing students in five Italian Bachelor of Nursing Science campuses. Data were collected using semistructured interviews; the subsequent content analysis was conducted by two independent researchers. Results: CALD nursing students reported having lived a transformative experience based on seven themes, from “living in the middle, between belonging and detachment” to “acquiring cultural awareness and cultural sensitivity.” Discussion: Dealing with linguistic and cultural differences can affected CALD students’ academic success, but also encourages them to develop awareness and cultural sensitivity by influencing their peers and the environment of the nursing programme. Therefore, having CALD students is a great value for nursing programmes. Nursing programmes should embody the values of cultural sensitivity and acceptance, including them as a nursing care value and as a concrete strategy to support CALD students. They should also develop strategies to promote the knowledge and responsibilities of nurses among CALD students and increase cultural sensitivity among faculty members at different levels.
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Korhonen H, Tuomikoski AM, Oikarainen A, Kääriäinen M, Elo S, Kyngäs H, Liikanen E, Mikkonen K. Culturally and linguistically diverse healthcare students' experiences of the clinical learning environment and mentoring: A qualitative study. Nurse Educ Pract 2019; 41:102637. [PMID: 31634696 DOI: 10.1016/j.nepr.2019.102637] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2018] [Revised: 09/13/2019] [Accepted: 10/04/2019] [Indexed: 12/21/2022]
Abstract
Development of educators' and students' global competence in higher education is increasingly important due to internationalization. Internationalization significantly influences healthcare education through an increase in the mobility of students. When conducting clinical practice in healthcare education, culturally and linguistically diverse healthcare students face the challenges of having limited learning opportunities and social isolation. Further investigation is required of students' experiences in this area while asking them to share their experiences. This study aimed to describe students' experiences of clinical learning environment and mentoring. A qualitative research design was used during 2013-2016. Data were collected from 133 culturally and linguistically diverse healthcare students, including exchange students and students studying in English language-taught degree programmes at eight Universities of Applied Sciences in Finland. Data were analysed using inductive content analysis. Students' experiences were related to their mentors' competence in mentoring, culturally diverse pedagogical atmosphere, and aspects of diversity that influence clinical learning. Students reported that they had experienced social isolation, discrimination, bullying, sexual harassment and prejudice during their clinical placements. These issues related to mistreatment of students need to be addressed. Also, structured clinical environments should be developed in which competent mentors assist students in reaching their clinical placement goals.
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Affiliation(s)
| | - Anna-Maria Tuomikoski
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland.
| | - Ashlee Oikarainen
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland.
| | - Maria Kääriäinen
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland; Medical Research Center Oulu, Oulu University Hospital and University of Oulu, Oulu, Finland.
| | - Satu Elo
- Lapland University of Applied Sciences, Kemi, Finland.
| | - Helvi Kyngäs
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland; Medical Research Center Oulu, Oulu University Hospital and University of Oulu, Oulu, Finland; Northern Ostrobothnia Hospital District, Finland.
| | - Eeva Liikanen
- Biomedical Laboratory Science, Degree Programme in Biomedical Laboratory Science, Tampere University of Applied Science, Tampere, Finland.
| | - Kristina Mikkonen
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland.
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16
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Lee DCA, Haines TP, Maneephong S, Zeng Q. Barriers to fieldwork placements for international higher degree students: A systematic literature review. AUSTRALIAN JOURNAL OF CAREER DEVELOPMENT 2019. [DOI: 10.1177/1038416219849645] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Affiliation(s)
| | - Terry P Haines
- School of Primary and Allied Health Care, Faculty of Medicine, Nursing, and Health Sciences, Monash University, Frankston, Victoria, Australia
| | - Supitcha Maneephong
- Department of Social Work, School of Primary and Allied Health Care, Faculty of Medicine, Nursing, and Health Sciences, Monash University, Caulfield East, Victoria, Australia
| | - Qianyu Zeng
- Department of Social Work, School of Primary and Allied Health Care, Faculty of Medicine, Nursing, and Health Sciences, Monash University, Caulfield East, Victoria, Australia
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17
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Lee DCA, Jian M, Sora G, Haines TP. Fieldwork placement outcomes for international higher education students: A systematic literature review. AUSTRALIAN JOURNAL OF CAREER DEVELOPMENT 2019. [DOI: 10.1177/1038416219843628] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Affiliation(s)
- Den-Ching A Lee
- School of Primary and Allied Health Care, Faculty of Medicine, Nursing, and Health Sciences, Monash University, Frankston, Australia
| | - Mengying Jian
- School of Primary and Allied Health Care, Faculty of Medicine, Nursing, and Health Sciences, Monash University, Frankston, Australia
| | - Gepi Sora
- School of Primary and Allied Health Care, Faculty of Medicine, Nursing, and Health Sciences, Monash University, Frankston, Australia
| | - Terry P Haines
- School of Primary and Allied Health Care, Faculty of Medicine, Nursing, and Health Sciences, Monash University, Frankston, Australia
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18
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Byrne E, Brugha R, McGarvey A. 'A melting pot of cultures' -challenges in social adaptation and interactions amongst international medical students. BMC MEDICAL EDUCATION 2019; 19:86. [PMID: 30885174 PMCID: PMC6423840 DOI: 10.1186/s12909-019-1514-1] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/29/2018] [Accepted: 03/07/2019] [Indexed: 05/21/2023]
Abstract
BACKGROUND The internationalisation of higher level education and the profiles - nationalities, ethnicities and cultural identities - of students who migrate to undertake higher level education programmes in a different country are increasingly complex. This article explores the way in which cultural backgrounds impact the student's experiences of an international medical school, and how these experiences have the potential to inform the development and design of student support services for those students who are not coping well with the transition. METHODS Thirty one first year students were interviewed by sixteen second year students who were trained and supervised by an experienced researcher. Three focus group discussions were also held. RESULTS While many international students had lived in more than one country and region and spoke several languages, most reported difficulties in forming intercultural friendships, especially interactions outside of the academic setting. Some of the challenges faced were similar to what has been reported in the literature, such as difficulties with language and loss of established friendship networks. Other challenges to emerge in this study were the complex interrelatedness of the daily life challenges facing international students regarding the forming and importance of intercultural relations, which is impacted by gender, the presence of alcohol, languages spoken (in addition to English, which was the language used for medical education), and the dominance of the regional grouping the student belongs to. CONCLUSION The challenges of adaptation and intercultural relations are increasing in complexity and it is important for higher level institutions who enrol international students to understand the nature of the pressures these students experience, outside as well as within the academic environment, and to support them in managing these transitions.
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Affiliation(s)
- E. Byrne
- Institute of Leadership, Royal College of Surgeons in Ireland, Ballymoss Road, Sandyford Industrial Est, Dublin, 18 Ireland
| | - R. Brugha
- Division of Population and Health Sciences, Royal College of Surgeons in Ireland, 123 St Stephen’s Green, Dublin, 2 Ireland
| | - A. McGarvey
- Anatomy Department, Royal College of Surgeons in Ireland, 123 St Stephen’s Green, Dublin, 2 Ireland
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19
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O'Brien A(T, McNeil K, Dawson A. The student experience of clinical supervision across health disciplines – Perspectives and remedies to enhance clinical placement. Nurse Educ Pract 2019; 34:48-55. [DOI: 10.1016/j.nepr.2018.11.006] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/06/2017] [Revised: 10/07/2018] [Accepted: 11/09/2018] [Indexed: 11/25/2022]
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20
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Klein RS, Voskuhl R, Segal BM, Dittel BN, Lane TE, Bethea JR, Carson MJ, Colton C, Rosi S, Anderson A, Piccio L, Goverman JM, Benveniste EN, Brown MA, Tiwari-Woodruff SK, Harris TH, Cross AH. Speaking out about gender imbalance in invited speakers improves diversity. Nat Immunol 2017; 18:475-478. [PMID: 28418385 PMCID: PMC5775963 DOI: 10.1038/ni.3707] [Citation(s) in RCA: 62] [Impact Index Per Article: 8.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
Omissions of qualified women scientists from major meeting programs continue to occur despite a surge in articles indicating persistent gender-discriminatory practices in hiring and promotion, and calls for gender balance in conference organizing committees.
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Affiliation(s)
- Robyn S Klein
- Departments of Internal Medicine, Pathology &Immunology, and Neuroscience, Washington University School of Medicine, St. Louis, Missouri, USA
| | - Rhonda Voskuhl
- Department of Neurology, University of California, Los Angeles, California, USA
| | - Benjamin M Segal
- Department of Neurology, University of Michigan, Ann Arbor, Michigan, USA
| | - Bonnie N Dittel
- Blood Research Institute, BloodCenter of Wisconsin, Milwaukee, Wisconsin, USA
| | - Thomas E Lane
- Department of Pathology, University of Utah, Salt Lake City, Utah, USA
| | - John R Bethea
- Department of Biology, Drexel University, Philadelphia, Pennsylvania, USA
| | - Monica J Carson
- Division of Biomedical Sciences, University of California Riverside School of Medicine, Riverside, California, USA
| | - Carol Colton
- Department of Neurology, Duke University Medical Center, Durham, North Carolina, USA
| | - Susanna Rosi
- Departments of Physical Therapy Rehabilitation Science and Neurological Surgery, University of California at San Francisco, San Francisco, California, USA
| | - Aileen Anderson
- Departments of Physical Medicine &Rehabilitation, and Anatomy, and Neurobiology, University of California, Irvine, California, USA
| | - Laura Piccio
- Department of Neurology, Washington University School of Medicine, St. Louis, Missouri, USA
| | - Joan M Goverman
- Department of Immunology, University of Washington, Seattle, Washington, USA
| | - Etty N Benveniste
- Department of Cell, Developmental and Integrative Biology, University of Alabama at Birmingham, Birmingham, Alabama, USA
| | - Melissa A Brown
- Department of Microbiology-Immunology, Feinberg School of Medicine, Northwestern University, Chicago, Illinois, USA
| | | | - Tajie H Harris
- Department of Neuroscience, Center for Brain Immunology and Glia, University of Virginia, Charlottesville, Virginia, USA
| | - Anne H Cross
- Department of Neurology, Washington University School of Medicine, St. Louis, Missouri, USA
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21
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Mikkonen K, Elo S, Miettunen J, Saarikoski M, Kääriäinen M. Development and testing of the CALDs and CLES+T scales for international nursing students’ clinical learning environments. J Adv Nurs 2017; 73:1997-2011. [DOI: 10.1111/jan.13268] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/11/2017] [Indexed: 11/30/2022]
Affiliation(s)
- Kristina Mikkonen
- Research Unit of Nursing Science and Health Management; University of Oulu; Finland
| | - Satu Elo
- Research Unit of Nursing Science and Health Management; University of Oulu; Finland
- Medical Research Center Oulu; Oulu University Hospital; Finland
| | - Jouko Miettunen
- Medical Research Center Oulu; Oulu University Hospital; Finland
- Center for Life Course Health Research; University of Oulu; Finland
| | - Mikko Saarikoski
- Department of Nursing Science; University of Turku; Turku Finland
| | - Maria Kääriäinen
- Research Unit of Nursing Science and Health Management; University of Oulu; Finland
- Medical Research Center Oulu; Oulu University Hospital; Finland
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Attrill S, Lincoln M, McAllister S. Supervising international students in clinical placements: perceptions of experiences and factors influencing competency development. BMC MEDICAL EDUCATION 2016; 16:180. [PMID: 27422052 PMCID: PMC4947354 DOI: 10.1186/s12909-016-0702-5] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/29/2015] [Accepted: 06/21/2016] [Indexed: 05/26/2023]
Abstract
BACKGROUND Health professional education programs attract students from around the world and clinical supervisors frequently report that international students find learning in clinical placement contexts particularly challenging. In existing literature clinical supervisors, who support international students on placement have identified concerns about their communication and interactions within clinical environments. However, clinical supervisors' perspectives about their experiences with international students on placement and the strategies they utilise to facilitate international student learning have not been described. As a result we have little insight into the nature of these concerns and what clinical supervisors do to support international students' competency development. METHODS Five focus group interviews were conducted with twenty Speech-Language Pathology clinical supervisors, recruited from 2 Australian universities. Interview data were analysed thematically. Themes identified were interpreted using cognitive load and sociocultural learning theories to enhance understanding of the findings. RESULTS Four themes were identified: 'Complex teaching and learning relationships', 'Conceptions of students as learners'; Student communication skills for professional practice', and 'Positive mutual learning relationships'. CONCLUSIONS Findings indicated that clinical supervisors felt positive about supporting international students in clinical placements and experienced mutual learning benefits. However, they also identified factors inherent to international students and the placement environment that added to workload, and made facilitating student learning complex. Clinical supervisors described strategies they used to support international students' cultural adjustment and learning, but communication skills were reported to be difficult to facilitate within the constraints of placements. Future research should address the urgent need to develop and test strategies for improving international students' learning in clinical settings.
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Affiliation(s)
- Stacie Attrill
- />The University of Sydney, Adelaide, Australia
- />Speech Pathology and Audiology, Flinders University, GPO Box 2100, Adelaide, SA 5000 Australia
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Lim JW, Honey A, Du Toit S, Chen YW, Mackenzie L. Experiences of international students from Asian backgrounds studying occupational therapy in Australia. Aust Occup Ther J 2016; 63:303-311. [DOI: 10.1111/1440-1630.12307] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/23/2016] [Indexed: 11/28/2022]
Affiliation(s)
- Jung Wook Lim
- Discipline of Occupational Therapy; Faculty of Health Sciences; University of Sydney; Lidcombe New South Wales Australia
| | - Anne Honey
- Discipline of Occupational Therapy; Faculty of Health Sciences; University of Sydney; Lidcombe New South Wales Australia
| | - Sanet Du Toit
- Discipline of Occupational Therapy; Faculty of Health Sciences; University of Sydney; Lidcombe New South Wales Australia
| | - Yu-Wei Chen
- Discipline of Occupational Therapy; Faculty of Health Sciences; University of Sydney; Lidcombe New South Wales Australia
| | - Lynette Mackenzie
- Discipline of Occupational Therapy; Faculty of Health Sciences; University of Sydney; Lidcombe New South Wales Australia
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Mikkonen K, Elo S, Tuomikoski AM, Kääriäinen M. Mentor experiences of international healthcare students' learning in a clinical environment: A systematic review. NURSE EDUCATION TODAY 2016; 40:87-94. [PMID: 27125155 DOI: 10.1016/j.nedt.2016.02.013] [Citation(s) in RCA: 33] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/18/2015] [Revised: 02/02/2016] [Accepted: 02/12/2016] [Indexed: 06/05/2023]
Abstract
BACKGROUND Globalisation has brought new possibilities for international growth in education and professional mobility among healthcare professionals. There has been a noticeable increase of international degree programmes in non-English speaking countries in Europe, creating clinical learning challenges for healthcare students. OBJECTIVE The aim of this systematic review was to describe mentors' experiences of international healthcare students' learning in a clinical environment. The objective of the review was to identify what influences the success or failure of mentoring international healthcare students when learning in the clinical environment, with the ultimate aim being to promote optimal mentoring practice. DESIGN A systematic review was conducted according to the guidelines of the Centre for Reviews and Dissemination. DATA SOURCES Seven electronic databases were used to search for the published results of previous research: CINAHL, Medline Ovid, Scopus, the Web of Science, Academic Search Premiere, Eric, and the Cochrane Library. REVIEW METHODS Search inclusion criteria were planned in the PICOS review format by including peer-reviewed articles published in any language between 2000 and 2014. Five peer-reviewed articles remained after the screening process. The results of the original studies were analysed using a thematic synthesis. RESULTS The results indicate that a positive intercultural mentor enhanced reciprocal learning by improving the experience of international healthcare students and reducing stress in the clinical environment. Integrating international healthcare students into work with domestic students was seen to be important for reciprocal learning and the avoidance of discrimination. CONCLUSION Many healthcare students were found to share similar experiences of mentoring and learning irrespective of their cultural background. However, the role of a positive intercultural mentor was found to make a significant difference for international students: such mentors advocated and mediated cultural differences and created a welcoming environment for international students by helping to minimise feelings of social isolation.
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Affiliation(s)
- Kristina Mikkonen
- Research Unit of Nursing Science and Health Management, Faculty of Medicine, University of Oulu, Oulu, Finland.
| | - Satu Elo
- Research Unit of Nursing Science and Health Management, Faculty of Medicine, University of Oulu, Oulu, Finland
| | | | - Maria Kääriäinen
- Research Unit of Nursing Science and Health Management, Faculty of Medicine, University of Oulu, Oulu, Finland
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25
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Daniel S, Lee AL, Switzer-McIntyre S, Evans C. An Innovative Program to Support Internationally Educated Health Professionals and Their Instructors: Role of the Clinical Practice Facilitator. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2016; 36:269-277. [PMID: 28350308 DOI: 10.1097/ceh.0000000000000115] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
INTRODUCTION Internationally educated health professionals immigrating to other countries may experience difficulty in clinical practice, due to linguistic and cultural factors. An important element of bridging is the opportunity for internationally educated health professionals to practice in a clinical environment. To support these health professionals and their clinical instructors, a Clinical Practice Facilitator (CPF) role was created. This study aimed to examine the CPF from internationally educated health professionals and clinical instructors' perspective. METHODS A quantitative survey was conducted with two cohorts (2013 and 2015) of internationally educated physical therapists and clinical instructors who were asked about the nature of interaction with CPFs, mentor, and education roles and the benefits and challenges of the role. RESULTS Thirty-five internationally educated physical therapists and 37 clinical instructors participated and were satisfied with the interaction with CPFs via face-to-face or e-mail communication. There was strong agreement (>80%) that the CPF educator role was to facilitate learner's reflection on clinical practice while the mentor role (>70%) was to answer questions, provide feedback, and investigate clinical concerns and conflicts. There was insufficient time for access to CPFs and resolution of learners' learning needs. There were differences (P = 0.04) in perspective on the benefit of the CPF in assisting with cultural differences. DISCUSSION An innovative CPF role provided support encouragement, clinical, and professional advice. There were discordant views regarding the benefits of the CPF role in addressing cultural issues, which requires further examination.
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Affiliation(s)
- Sylvia Daniel
- Ms. Daniel: Workplace Integration Coordinator, Ontario Internationally Educated Physical Therapy Bridging Program, Department of Physical Therapy, University of Toronto, Toronto, Ontario, Canada. Dr. Lee: Postdoctoral Fellow, Department of Respiratory Medicine, West Park Healthcare Centre, Toronto, Ontario, Canada. Dr. Switzer-McIntyre: Assistant Professor, Vice-Chair of Education, and Program Director, OIEPB Program, Department of Physical Therapy, University of Toronto, Toronto, Ontario, Canada. Dr. Evans: Assistant Professor, Graduate Coordinator, Direction of Online Education, Ontario Internationally Educated Physical Therapy Bridging Program, Department of Physical Therapy, University of Toronto, Toronto, Ontario, Canada
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