Student placements - is there evidence supporting team skill development in clinical practice settings?

R. Hilton, Dinah Morris

Research output: Contribution to journalArticle

Abstract

This paper proposes the clinical setting as an ideal learning environment for the development of skills conducive to collaborative practice. The argument is supported by findings from a small evaluation study. One cohort of physiotherapy students (n = 43) were surveyed immediately prior to their graduation in 1997, regarding their experience of the availability and quality of interprofessional learning opportunities in the various clinical placement areas, that comprised the final and intensive component of their clinical education programme. Their perception of interprofessional learning processes and outcomes was explored and their views as to factors that facilitated or inhibited their learning elicited. Interprofessional learning opportunities were available across the practice spectrum with a slightly more positive 'snapshot' of collaborative practice in the acute sector depicted. Case conferences, team meetings, ward rounds and discharge planning were confirmed as important interprofessional learning activities. Innovative methods of promoting collaborative practice and prerequisite skills, used currently by therapists, acting as clinical educators, emerged as potential strategies for interprofessional clinical education. The importance of the educational skill and orientation of the clinical educator in nurturing team skills development in students was highlighted.
Original languageEnglish
Pages (from-to)171-183
Number of pages13
JournalJournal of Interprofessional Care
Volume15
Issue number2
DOIs
Publication statusPublished - May 2001

Fingerprint

learning
evidence
student
educator
therapist
learning process
education
learning environment
planning
evaluation
experience

Keywords

  • Clinical learning environment
  • team skill development
  • collaborative practice
  • interprofessional learning opportunities in the clinical setting
  • clinicians as educators

Cite this

@article{89c4a3f8552d404fb8d488f0b3da59ab,
title = "Student placements - is there evidence supporting team skill development in clinical practice settings?",
abstract = "This paper proposes the clinical setting as an ideal learning environment for the development of skills conducive to collaborative practice. The argument is supported by findings from a small evaluation study. One cohort of physiotherapy students (n = 43) were surveyed immediately prior to their graduation in 1997, regarding their experience of the availability and quality of interprofessional learning opportunities in the various clinical placement areas, that comprised the final and intensive component of their clinical education programme. Their perception of interprofessional learning processes and outcomes was explored and their views as to factors that facilitated or inhibited their learning elicited. Interprofessional learning opportunities were available across the practice spectrum with a slightly more positive 'snapshot' of collaborative practice in the acute sector depicted. Case conferences, team meetings, ward rounds and discharge planning were confirmed as important interprofessional learning activities. Innovative methods of promoting collaborative practice and prerequisite skills, used currently by therapists, acting as clinical educators, emerged as potential strategies for interprofessional clinical education. The importance of the educational skill and orientation of the clinical educator in nurturing team skills development in students was highlighted.",
keywords = "Clinical learning environment, team skill development, collaborative practice, interprofessional learning opportunities in the clinical setting, clinicians as educators",
author = "R. Hilton and Dinah Morris",
year = "2001",
month = "5",
doi = "10.1080/13561820120039892",
language = "English",
volume = "15",
pages = "171--183",
journal = "Journal of Interprofessional Care",
issn = "1356-1820",
number = "2",

}

Student placements - is there evidence supporting team skill development in clinical practice settings? / Hilton, R.; Morris, Dinah.

In: Journal of Interprofessional Care, Vol. 15, No. 2, 05.2001, p. 171-183.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Student placements - is there evidence supporting team skill development in clinical practice settings?

AU - Hilton, R.

AU - Morris, Dinah

PY - 2001/5

Y1 - 2001/5

N2 - This paper proposes the clinical setting as an ideal learning environment for the development of skills conducive to collaborative practice. The argument is supported by findings from a small evaluation study. One cohort of physiotherapy students (n = 43) were surveyed immediately prior to their graduation in 1997, regarding their experience of the availability and quality of interprofessional learning opportunities in the various clinical placement areas, that comprised the final and intensive component of their clinical education programme. Their perception of interprofessional learning processes and outcomes was explored and their views as to factors that facilitated or inhibited their learning elicited. Interprofessional learning opportunities were available across the practice spectrum with a slightly more positive 'snapshot' of collaborative practice in the acute sector depicted. Case conferences, team meetings, ward rounds and discharge planning were confirmed as important interprofessional learning activities. Innovative methods of promoting collaborative practice and prerequisite skills, used currently by therapists, acting as clinical educators, emerged as potential strategies for interprofessional clinical education. The importance of the educational skill and orientation of the clinical educator in nurturing team skills development in students was highlighted.

AB - This paper proposes the clinical setting as an ideal learning environment for the development of skills conducive to collaborative practice. The argument is supported by findings from a small evaluation study. One cohort of physiotherapy students (n = 43) were surveyed immediately prior to their graduation in 1997, regarding their experience of the availability and quality of interprofessional learning opportunities in the various clinical placement areas, that comprised the final and intensive component of their clinical education programme. Their perception of interprofessional learning processes and outcomes was explored and their views as to factors that facilitated or inhibited their learning elicited. Interprofessional learning opportunities were available across the practice spectrum with a slightly more positive 'snapshot' of collaborative practice in the acute sector depicted. Case conferences, team meetings, ward rounds and discharge planning were confirmed as important interprofessional learning activities. Innovative methods of promoting collaborative practice and prerequisite skills, used currently by therapists, acting as clinical educators, emerged as potential strategies for interprofessional clinical education. The importance of the educational skill and orientation of the clinical educator in nurturing team skills development in students was highlighted.

KW - Clinical learning environment

KW - team skill development

KW - collaborative practice

KW - interprofessional learning opportunities in the clinical setting

KW - clinicians as educators

U2 - 10.1080/13561820120039892

DO - 10.1080/13561820120039892

M3 - Article

VL - 15

SP - 171

EP - 183

JO - Journal of Interprofessional Care

JF - Journal of Interprofessional Care

SN - 1356-1820

IS - 2

ER -