Augmenting Health and Social Care Students’ Clinical Learning Experiences
Outcomes and Processes
Page
%P
-
Article
Open AccessSupervisory knowing in practice across medical specialities
Clinical supervisors play key roles in facilitating trainee learning. Yet combining that role with patient care complicates both roles. So, we need to know how both roles can effectively co-occur. When facilit...
-
Article
Open AccessCan a novel constructivist theory-informed feedback intervention reduce prescribing errors ? A pre-post study
Medical interns (interns) find prescribing challenging and many report lacking readiness when commencing work. Errors in prescribing puts patients’ safety at risk. Yet error rates remain high, despite educatio...
-
Article
Open AccessBecoming clinical supervisors: identity learnings from a registrar faculty development program
This article shares our experiences and surprises as we developed, implemented and evaluated a 12-week faculty development program for registrars as clinical supervisors over three cohorts. The program has con...
-
Article
Open AccessOutcomes of a funding initiative to promote allied health research activity: a qualitative realist evaluation
Providing funding for clinicians to have protected time to undertake research can address a commonly cited barrier to research – lack of time. However, limited research has evaluated the impact or mechanisms o...
-
Article
Open AccessDevelo** occupational therapists’ capabilities for decision-making capacity assessments: how does a support role facilitate workplace learning?
Healthcare practitioners are required to develop capabilities in an effective and efficient manner. Yet, develo** capabilities in healthcare settings can be challenging due to the unpredictable nature of pra...
-
Article
“It’s yours to take”: generating learner feedback literacy in the workplace
Feedback can improve students’ learning and performance on clinical placements, yet students are often dissatisfied with the process. Attempts to improve feedback frequently focus on faculty development progra...
-
Book
-
Chapter
Enhancing Feedback Literacy in the Workplace: A Learner-Centred Approach
This chapter discusses the development, implementation and evaluation of a learning intervention to enhance students’ workplace feedback literacy. Healthcare students want more feedback during placements. Stud...
-
Chapter
Attending to Emotion in Feedback
The feedback literature has a habit of treating emotion as a form of interference. Therefore many guidelines for improving practice are geared towards reducing learners’ emotions so that messages can “get thro...
-
Article
Open AccessHow can end of life care excellence be normalized in hospitals? Lessons from a qualitative framework study
There is a pressing need to improve end-of-life care in acute settings. This requires meeting the learning needs of all acute care healthcare professionals to develop broader clinical expertise and bring about...
-
Chapter
Transitioning to Effective Medical Practice: Junior Doctors’ Learning Through Co-working with Pharmacists
Despite junior doctors having an occupational preparation that includes extensive practice-based experiences, they often struggle to effectively transition to clinical practice. In particular, junior doctors o...
-
Chapter
Individuals’ Mediation of Learning Professional Practice: Co-working and Learning to Prescribe
The role of workers’ agency and intentionality in mediating their work-life learning is key basis for understanding how that learning occurs through and across their working lives. This proposition arises, in ...
-
Chapter
Sustaining and Transforming the Practice of Communities: Develo** Professionals’ Working Practices
This chapter discusses how practice-based professional development experiences can be used to build occupational capacities and, concurrently, sustain and transform the practices of work communities. It focuse...
