Physiotherapy Students’ and Practice Educators’ Experiences of Using Placements Passports: A Tool to Enhance Collaboration on Placement
Keywords:collaboration, inclusivity, physiotherapy, practice placement
Integral to physiotherapy students’ study are their practice placements. Placements form a mandatory part of students’ programmes of study. Practice learning is seen as an essential component of the curricula and as such is a key element of the students’ learning and development. The UK health service, which continues to provide the majority of practice learning opportunities for healthcare students, is experiencing unprecedented demand on services. Practice educators are reporting increasing pressure to maintain service provision whilst trying to support students in the practice setting. To maximise learning on placement, the placement passport was developed. This aims to support a more collaborative approach to the student’s learning in practice, by promoting a partnership between the practice educator and the student, and by encouraging and enabling the students to develop their skills of self-evaluation and self-directed learning, but also giving the practice educator the opportunity to try to tailor the experience to the student’s needs and wants. This study aims to explore students’ and practice educators’ experiences of using a placement passport in physiotherapy education. Five students and four practice educators attended one-off focus groups to explore their experiences. Findings suggested that the passport is a tool to support collaborative approaches to students’ learning, helping students and practice educators to bridge the gap between academia and the reality of practice. It also provided both with the opportunity to begin early dialogue around the students’ and practice educators’ expectations of the practice placement while acknowledging prior learning and development.
Aronin, S., & Smith, M. (2016, August, 9). One in four students suffer from mental health problems. YouGov. https://yougov.co.uk/topics/lifestyle/articles-reports/2016/08/09/quarter-britains-students-are-afflicted-mental-hea
Barrington, K., & Street, K. (2009). Learner contracts in nurse education: Interaction within the practice context. Nurse Education in Practice, 9(2), 109–118. https://doi.org/10.1016/j.nepr.2008.10.004
Boud, D. (2015). Feedback: Ensuring that it leads to learning. The Clinical Teacher, 12(1), 3–7. https://doi.org/10.1111/tct.12345
Bradbury‐Jones, C., Sambrook, S., & Irvine, F. (2009). The phenomenological focus group: An oxymoron? Journal of Advanced Nursing, 65(3), 663–671. https://doi.org/10.1111/j.1365-2648.2008.04922.x
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Chan, S. W.-C., & Chien W. -T. (2000). Implementing contract learning in a clinical context: Report on a study. Journal of Advanced Nursing, 31(2), 298–305. https://doi.org/10.1046/j.1365-2648.2000.01297.x
Chipchase, L. S., Buttrum, P. J., Dunwoodie, R., Hill, A. E., Mandrusiak, A., & Moran, M. (2012). Characteristics of student preparedness for clinical learning: Clinical educator perspectives using the Delphi approach. BMC Medical Education, 12(112). https://doi.org/10.1186/1472-6920-12-112
Clouder, L. (2000). Reflective practice: Realising its potential. Physiotherapy, 86(10), 517–522. https://doi.org/10.1016/S0031-9406(05)60985-6
Clouder, L., & Adefila, A. (2014). The ‘Gift Exchange’: A metaphor for understanding the relationship between educator commitment and student effort on placement. International Journal of Practice-based Learning in Health and Social Care, 2(2), 54–64. https://publications.coventry.ac.uk/index.php/pblh/article/view/321
Cooper, L., Orrell, J., & Bowden, M. (2010). Work integrated learning: A guide to effective practice. Routledge.
Creswell, J.W. (2007). Qualitative inquiry and research design (2nd. ed.). Sage.
Cross, V. (1998). Begging to differ? Clinicians’ and academics’ views on desirable attributes for physiotherapy students on clinical placement. Assessment & Evaluation in Higher Education, 23(3), 295–311. https://doi.org/10.1080/0260293980230306
Cross, V. (2013). Practice educators in an uncertain world: Still too much to ask? International Journal of Practice-based Learning in Health and Social Care, 1(1), 29–36. https://publications.coventry.ac.uk/index.php/pblh/article/view/255
Cross, V., Moore, A., Morris, J., Caladine, L., Hilton, R., & Bristow, H. (2006). The practice-based educator: A reflective tool for CPD and accreditation. Wiley.
Dahl-Michelsen, T. (2015). Curing and caring competencies in the skills training of physiotherapy students. Physiotherapy Theory and Practice, 31(1), 8–16. https://doi.org/10.3109/09593985.2014.949946
Dall’Alba, G. (2009). Learning professional ways of being: Ambiguities of becoming. Educational Philosophy and Theory, 41(1), 34–45. https://doi.org/10.1111/j.1469-5812.2008.00475.x
Delany, C., & Bragge, P. (2009). A study of physiotherapy students’ and clinical educators’ perceptions of learning and teaching. Medical Teacher, 31(9), e402–e411. https://doi.org/10.1080/01421590902832970
Delany, C., & Molloy, E. (Eds). (2009). Clinical education in the health professions. Churchill Livingstone.
Department of Health. (2013). Delivering high quality, effective, compassionate care: Developing the right people with the right skills and the right values. UK Department of Health. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/203332/29257_2900971_Delivering_Accessible.pdf
Equality Act. (2010). http://www.legislation.gov.uk/ukpga/2010/15/contents
Grace, S., & Trede, F. (2013). Developing professionalism in physiotherapy and dietetics students in professional entry courses. Studies in Higher Education, 38(6), 793–806. http://dx.doi.org/10.1080/03075079.2011.603410
Greene, M. J. (2014). On the inside looking in: Methodological insights and challenges in conducting qualitative insider research. The Qualitative Report, 19(29), 1–13. http://www.nova.edu/ssss/QR/QR19/greene15.pdf
Greenfield, B., Anderson, A., Cox, B., & Tanner, M. C. (2008). Meaning of caring to 7 novice physical therapists during their first year of clinical practice. Physical Therapy, 88(10), 1154–1166. https://doi.org/10.2522/ptj.20070339
Griffiths, L., Worth, P., Scullard, Z., & Gilbert, D. (2010). Supporting disabled students in practice: A tripartite approach. Nurse Education in Practice, 10(3), 132–137. https://doi.org/10.1016/j.nepr.2009.05.001
Hartigan-Rogers, J. A., Cobbett, S. L., Amirault, M. A., & Muise-Davis, M. E. (2007). Nursing graduates’ perceptions of their undergraduate clinical placements. International Journal of Nursing Education Scholarship, 4(1), article 9. https://doi.org/10.2202/1548-923X.1276
Harvey-Lloyd, J. M., Morris, J., & Stew, G. (2019). Being a newly qualified diagnostic radiographer: Learning to fly in the face of reality. Radiography, 25(3), e63–e67. https://doi.org/10.1016/j.radi.2019.01.007
Health and Care Professions Council. (2018). Standards of education and training. HCPC. http://www.hpc-uk.org/standards/standards-relevant-to-education-and-training/set/
Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. Higher Education Academy. https://www.advance-he.ac.uk/knowledge-hub/engagement-through-partnership-students-partners-learning-and-teaching-higher
Hockings, C. (2010). Inclusive learning and teaching in higher education: A synthesis of research. The Higher Education Academy. Retrieved November 5, 2018, from: www.heacademy.ac.uk/assets/York/documents/ourwork/inclusion/wp/inclusive_teaching_and_ learning_in_he.doc
Jackson, A. Y., & Mazzei, L. A. (Eds.). (2009). Voice in qualitative inquiry: Challenging conventional, interpretive and critical conceptions in qualitative research. Routledge.
Keating, J., Dalton, M., & Davidson, M. (2009). Assessment in clinical education. In C. Delany & E. Molloy (Eds.), Clinical education in the health professions (pp. 147–172). Churchill Livingstone.
Lindquist, I., Engardt, M., Garnham, L., Poland, F., & Richardson, B. (2006). Physiotherapy students’ professional identity on the edge of working life. Medical Teacher, 28(3), 270–276. https://doi.org/10.1080/01421590600605272
Matheson, R. (2003). Promoting the integration of theory and practice by the use of a learning contract. British Journal of Therapy and Rehabilitation, 10(6), 264–270. https://doi.org/10.12968/bjtr.2003.10.6.13535
McAllister, L., & Lincoln, M. (2004). Clinical education in speech-language pathology. Wiley-Blackwell.
Merriam, S.B. (2009). Qualitative research: A guide to design and implementation (2nd ed.). Jossey Bass.
Molloy, E. (2009). Time to pause: Giving and receiving feedback in clinical education. In C. Delany & E. Molloy (Eds.), Clinical education in the health professions (pp. 128–146). Churchill Livingstone.
Mooney, M., Glacken, M., & O’Brien, F. (2008). Choosing nursing as a career: A qualitative study. Nurse Education Today, 28(3), 385–392. https://doi.org/10.1016/j.nedt.2007.07.006
Morgan D. L. (1997). Focus groups as qualitative research (2nd ed.). Sage.
Morris, D. (2011). Physiotherapy students' lived experience of formative assessment during practice education [Unpublished doctoral thesis]. University of Brighton.
Morris, D., & Turnbull, P. (2006). Clinical experiences of students with dyslexia. Journal of Advanced Nursing, 54(2), 238–247. https://doi.org/10.1111/j.1365-2648.2006.03806.x
Nicholls, D. (2009). Qualitative research: Part one – Philosophies. International Journal of Therapy and Rehabilitation, 16(10), 526–533. https://doi.org/10.12968/ijtr.2009.16.10.44562
Nicholls, D., & Gibson, B. (2010). The body and physiotherapy. Physiotherapy Theory and Practice, 26(8), 497–509. https://doi.org/10.3109/09593981003710316
Nicholls, D., & Holmes D. (2012). Discipline, desire, and transgression in physiotherapy practice. Physiotherapy Theory and Practice, 28(6), 454–465. https://doi.org/10.3109/09593985.2012.676940
Rodger, S., Fitzgerald, C., Davila, W., Millar, F, & Allison, H. (2011). What makes a quality occupational therapy practice placement? Students’ and practice educators’ perspectives. Australian Occupational Therapy Journal, 58(3), 195–202. https://doi.org/10.1111/j.1440-1630.2010.00903.x
Schmitt, J., Akroyd, K., & Akroyd, L. (2012). Perceptions of physiotherapy students of a person-centred approach in rehabilitation. International Journal of Therapy and Rehabilitation, 19(1), 23–30. https://doi.org/10.12968/IJTR.2012.19.1.23
Smith, M. & Trede, F. (2013). Reflective practice in the transition phase from university student to novice graduate: Implications for teaching reflective practice. Higher Education Research and Development, 32(4), 632–645. https://doi.org/10.1080/07294360.2012.709226
Thomas, L., & May, H. (2010). Inclusive learning and teaching in higher education. The Higher Education Academy. https://www.heacademy.ac.uk/system/files/inclusivelearningandteaching_finalreport.pdf
Trede, F., Macklin, R., & Bridges, D. (2012). Professional identity development: A review of the higher education literature. Studies in Higher Education, 37(3), 365–384. https://doi.org/10.1080/03075079.2010.521237
Webster-Wright, A. (2009). Reframing professional development through understanding authentic professional learning. Review of Educational Research, 79, 702–739. https://doi.org/10.3102/0034654308330970
Wenger, E., Trayner, B., & de Laat, M. (2011). Promoting and assessing value creation in communities and networks: A conceptual framework (Rapport 18). Open University of the Netherlands.
West, M. (2019). The NHS crisis of caring for staff: What do we need to do? The King’s Fund. https://www.kingsfund.org.uk/blog/2019/03/nhs-crisis-caring
How to Cite
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons License "Attribution-NonCommercial No Derivs 4.0 International" (CC BY-NC-ND 4.0) which permits others to use the publication as long as the authors are appropriately cited.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
- The Author grants to Coventry University an irrevocable, royalty-free, worldwide, non-exclusive licence to publish this article in this journal in addition to the licence granted at paragraph 1 of this copyright notice.