Clinical Site Directors’ Perspectives on Clinical Education
| Autor: | Maureen Becker, Carolyn Padial, Elaine Becker, Carol Recker-Hughes |
|---|---|
| Rok vydání: | 2016 |
| Předmět: |
030506 rehabilitation
geography Medical education Summit geography.geographical_feature_category Executive summary business.industry media_common.quotation_subject education Professional development Staffing Workload 03 medical and health sciences 0302 clinical medicine Nursing General partnership Health care Medicine Quality (business) 0305 other medical science business health care economics and organizations 030217 neurology & neurosurgery media_common |
| Zdroj: | Journal of Physical Therapy Education. 30:21-27 |
| ISSN: | 0899-1855 |
| DOI: | 10.1097/00001416-201630030-00005 |
| Popis: | BACKGROUND AND PURPOSEThe physical therapy profession is reliant on clinical sites to provide quality clinical experiences to students so that students may hone their practical skills to meet the societal need for a cadre of qualified, generalist physical therapists (PTs).1 Increased enrollments, longer clinical experiences, and newly developing PT educational programs have contributed to the demand for additional clinical placements.2-4 However, pressure on clinical sites to accept students is building simultaneously with rising clinician productivity expectations in an ever-changing health care environment.5 While some speculate that clinical education (CE) reduces efficiency and quality of care at clinical sites, there is limited evidence to support such an assertion.6,7 Nevertheless, in this climate, attainment of sustainable CE programs requires partnership between academic programs and clinical sites.The need for shared responsibility and collaboration between clinical sites and academic programs to achieve an adequate supply of quality CE experiences is clearly articulated in the American Council of Academic Physical Therapy (ACAPT) Clinical Education Summit Report.8 The executive summary states that, "Clinical education in physical therapy will have a common culture of teaching and learning based in strong partnerships with a shared responsibility for preparing all students to enter and progress through their CE experiences prepared for practice."8 An essential step towards the development of strong partnerships is gaining an understanding of the perspectives of directors at clinical sites who are decision-makers and key stakeholders in CE.The impetus for the current study arose from a unique meeting convened by the Directors' Forum of New York, a professional group of PT administrators who hold leadership roles at clinical sites in the New York metropolitan area. The directors had identified challenges in providing quality CE and subsequently invited representative directors of clinical education (DCEs) from the New York New Jersey Physical Therapy Clinical Education Consortium to listen to their concerns. Experiences and perspectives were exchanged regarding directors' motivations for participation in CE, challenges faced, and supports needed from academic programs. The meeting was a novel experience for the directors and the DCEs, who primarily communicated with center coordinators of clinical education (CCCEs) and who rarely interfaced with higher levels of administration. Questions arose from the meeting regarding the extent to which directors' perspectives were represented in PT professional literature and further discussion gave rise to the current study that was initiated by representatives from each professional group. For the purposes of this study, the term "directors" was used to describe administrative leaders at clinical sites who participated in CE decision-making (such as allocation of resources and slot availability).A review of the health care education literature revealed that studies of CE have primarily explored the perspectives of clinical educators (clinical instructors (CIs) and CCCEs), whose decision-making authority regarding the provision of CE at clinical sites has not been explored. Clinical educators across health professions have described potential benefits to participation in CE including, but not limited to: staff recruitment, professional development of staff (clinical and supervisory skills, clinical reasoning skills), alignment with the organizational mission, and marketing opportunities.9-11 In spite of external pressures in the clinic and health care environment, clinical educators and students have reported positive experiences following a first full-time clinical experience.12 The CE challenges described most frequently in the literature have related to workload pressures, limited time, resource allocation, staffing issues (inexperienced staff, high turnover), and student performance issues (behaviors and skills). … |
| Databáze: | OpenAIRE |
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