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New placement models include but are not limited to; extended scope/role emerging, student led wards, split placements, education, leadership, research and simulated placements. Below are the links to pages that will give you more information:
Why are new placement models needed?
Due to an increased demand for student placements, coupled with the pandemic and increasing demands on the NHS, there has been a lack of practical placements available in clinical settings (Taylor, Angel, Nyanga and Dickson, 2017).
Therefore, alternative formats to traditional placements need to be provided for upcoming cohorts to meet the demand of AHP newly qualified staff (Taylor, Angel, Nyanga and Dickson, 2017).
On this website, we depict some of the available options differing from the traditional 1:1 ratio and the benefits they can provide to both students and mentors.
What are the benefits?
What are the benefits?
New models of placement have been used for a number of years now, but still face the negative perception that they remain inferior to traditional placements. However, with the right support and preparation, new models of placements can help students;
Develop a strong sense of professional identity (Wood, 2005),
Practice working autonomously (Thomas et al, 2005),
Develop problem solving skills (Fisher and Saven-Barden, 2002),
Practice and increase their creativity (Fisher and Saven-Barden, 2002),
Demonstrate clinical reasoning (Fisher and Saven-Barden, 2002),
Achieve an advanced understanding of the patient as a whole (Lamague et al, 2006),
Increase professional and personal confidence (Lamague et al, 2006),
Understand how to work collaboratively (Mackenzie et al., 2007),
Understand other professionals' roles (Mackenzie et al., 2007),
To decrease reliance on their supervisor as seen in traditional 1:1 model (Thomas et al, 2005).
Supporting Practice Educators
Here is a Chartered Society of Physiotherapy (CSP) webinar which took place on the 21st June 2022. Discussed is how to support practice educators to move to new models of practice based learning. Although presented by members of the CSP, this webinar is relevant for all AHPs.
References
Fisher A, Savin-Baden M (2002b) Modernising fieldwork, part 2: realising the new agenda. British Journal of Occupational Therapy, 65(6), 275-82.
Lumague M, Morgan A, Mak D, Hanna M, Kwong J, Cameron C, et al (2006) Interprofessional education: the student perspective. Journal of Interprofessional Care, 20(3), 246-53.
Mackenzie A, Craik C, Tempest S, Cordingley K, Buckingham I, Hale S (2007) Interprofessional learning in practice: the student experience. British Journal of Occupational Therapy, 70(8), 358-61.
Taylor, C., Angel, L., Nyanga, L. and Dickson, C., 2017. The process and challenges of obtaining and sustaining clinical placements for nursing and allied health students. Journal of Clinical Nursing, 26(19-20), pp.3099-3110.
Thomas Y, Penman M, Williamson P (2005) Australian and New Zealand fieldwork: charting the territory for future practice. Australian Occupational Therapy Journal, 52, 78-81.
Wood A (2005) Student practice contexts: changing face, changing place. British Journal of Occupational Therapy, 68(8), 375-78.
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