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Bridging the training-practice gap in interprofessional student supervision

View Article: PubMed Central - PubMed

ABSTRACT

Background: Workforce recruitment and retention issues are common in highly dispersed regions such as Queensland in Australia. Provision of student placements in these non-metropolitan areas is one way of promoting staff recruitment. However, healthcare professionals in these areas face a number of challenges in accessing training opportunities including student supervision training. Funding was made available to develop and run a series of targeted, evidence-based, interprofessional student supervision workshops in non-metropolitan Queensland.

Methods: Workshop participants were health professionals from both public and private health service providers in Queensland. Using a pre-post design, anonymous data were collected through surveys administered before and after workshop participation. Descriptive statistics were used to analyze participant information. Free text responses were categorized using an iterative process to identify prevalent themes.

Results: A total of 147 participants attended nine face-to-face workshops and provided data. Allied health participants represented 70% of the population, with the remainder largely from nursing, medicine and dentistry. There was a positive shift in self-reported level of confidence in student supervision following training. Of the participants 143 (97%) reported that they acquired new skills and knowledge from training. A number of enablers of and barriers to translation of learning to practice following interprofessional student supervision training were identified.

Conclusions: Targeted interprofessional student supervision training is valuable and can increase participants’ self-reported level of confidence in student supervision. It is recommended that health organizations promote a culture of providing positive student placement experiences in order to maximize future workforce opportunities.

No MeSH data available.


Pre- vs post-training level of confidence
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Fig1: Pre- vs post-training level of confidence

Mentions: Participants were asked about their level of confidence with student supervision at baseline before training and at post-baseline after training. There was a positive shift in the self-reported level of confidence in student supervision following workshop participation as shown in Fig. 1. Of the 147 participants, 143 (97%) reported that they acquired new skills and knowledge from training.Fig. 1


Bridging the training-practice gap in interprofessional student supervision
Pre- vs post-training level of confidence
© Copyright Policy - OpenAccess
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC5383566&req=5

Fig1: Pre- vs post-training level of confidence
Mentions: Participants were asked about their level of confidence with student supervision at baseline before training and at post-baseline after training. There was a positive shift in the self-reported level of confidence in student supervision following workshop participation as shown in Fig. 1. Of the 147 participants, 143 (97%) reported that they acquired new skills and knowledge from training.Fig. 1

View Article: PubMed Central - PubMed

ABSTRACT

Background: Workforce recruitment and retention issues are common in highly dispersed regions such as Queensland in Australia. Provision of student placements in these non-metropolitan areas is one way of promoting staff recruitment. However, healthcare professionals in these areas face a number of challenges in accessing training opportunities including student supervision training. Funding was made available to develop and run a series of targeted, evidence-based, interprofessional student supervision workshops in non-metropolitan Queensland.

Methods: Workshop participants were health professionals from both public and private health service providers in Queensland. Using a pre-post design, anonymous data were collected through surveys administered before and after workshop participation. Descriptive statistics were used to analyze participant information. Free text responses were categorized using an iterative process to identify prevalent themes.

Results: A total of 147 participants attended nine face-to-face workshops and provided data. Allied health participants represented 70% of the population, with the remainder largely from nursing, medicine and dentistry. There was a positive shift in self-reported level of confidence in student supervision following training. Of the participants 143 (97%) reported that they acquired new skills and knowledge from training. A number of enablers of and barriers to translation of learning to practice following interprofessional student supervision training were identified.

Conclusions: Targeted interprofessional student supervision training is valuable and can increase participants’ self-reported level of confidence in student supervision. It is recommended that health organizations promote a culture of providing positive student placement experiences in order to maximize future workforce opportunities.

No MeSH data available.