Development of a framework for successful international clinical placements: A case study of Australian Bachelor of Nursing students studying abroad in Asia

International clinical placements (ICP) in undergraduate nursing programs are often offered to facilitate the integration of nursing students’ knowledge and clinical skills in complex and culturally diverse healthcare settings. This study aimed to better understand how key stakeholders’ value and attribute meaning to successful short-term placements undertaken in the Asia region within Australian Bachelor of Nursing programs. A mixed-methods case study design was used to provide a holistic view of ICPs and incorporated four phases of data collection and analysis. Phase one consisted of a qualitative systematic review, and was completed in late 2014; Phase two was an online mapping survey of higher education providers in Australia (n=18) to collect descriptive data of current ICP practices (conducted August to September 2015); Phase three and four were conducted concurrently and included semi-structured interviews with key stakeholders (university, student, program administrators and local community) (n=19) and a reflective photo journal by the researcher. Six themes spanning the continuum of the ICP experience emerged from interpretive analysis of semi-structured interviews with stakeholders in Phase 3. They included: ‘Developing successful placements’, ‘Preparing for the unknown’, ‘Putting the focus on learning’, ‘Recognising difference’, and ‘Building relationships’ to ‘Growing from the experience’. Alongside the findings from the other data collection phases, these themes informed the development of a framework to assist education providers to prepare for and critically evaluate placements. The International Clinical Placement Planning and Evaluation (ICliPPE) framework reflects the multifaceted nature of international clinical placements, through a focus on factors that enhance clinical learning within three pillars that contribute to a successful placement experience: ‘Maximising learning’, ‘Exploring difference’ and ‘Motivations and Intentions’. The ICliPPE framework, whilst created within the Australian nursing context provides an identifiable structure that can potentially have applicability for all higher education providers wishing to maximise learning opportunities and develop sustainable international clinical placements

A Holistic Approach to Curriculum Design – an example from dietetic practice education

Practice Education is an integral component of all student dietitians’ academic programme. This paper outlines how a holistic, situational model of curriculum design was used to redesign a two-week clinical placement module to facilitate application of theory and development of core professional attributes based on pre-existing learning outcomes. This module is currently a core professional development module for all Human Nutrition and Dietetics BSc and PGDip student

A critical analysis of interpretive research studies in cooperative education and internships

Much research in co-op has utilized a quantitative or experimental approach within a positivist paradigm. Here we present a critical analysis of interpretive/qualitative studies in terms of output, diversity, quality, along with an overview of the topics investigated. Our analysis suggests that interpretive work is a substantial part of co-op research output, and that is spans a wide range of programs, disciplines and geographical locations. Similar themes to those investigated by a quantitative approach are investigated by interpretive researchers, but there is emphasis in interpretive work on understanding more details of co-op issues in relation to the educational context

Safe accommodation for sexually exploited and trafficked young people: briefing paper

This briefing paper considers the factors that will contribute to effective and safe accommodation by summarising key messages from literature related to sexually exploited and trafficked young people, as well as the provision of specialist foster care for vulnerable young people in general

Technology Solutions for Developmental Math: An Overview of Current and Emerging Practices

Reviews current practices in and strategies for incorporating innovative technology into the teaching of remedial math at the college level. Outlines challenges, emerging trends, and ways to combine technology with new concepts of instructional strategy

Au fait law placements:an emerged reality or a popular trend in contemporary education?

PurposeEnhancing student employability and bridging the gap between theory and practice in law education requires a more multifaceted approach than the traditional mix of lectures, tutorials and simulations. Law placements also provide an opportunity to reinforce the importance of the professional practice standards and requirements laid down by the Law Society of Scotland. The design and implementation of law placements is analysed from the point of initiation to becoming a regular practice. The emphasis is on placements embedded in the programme of study offered to Stage 3 students to facilitate their career choices prior to specialisation in the final year.Design/methodology/approachThis study utilises a longitudinal multi-method approach, allowing the analysis of various aspects the development and practical implementation of law related placements. The views of students, academic staff and representatives of local employers are gathered by in-depth interviews. A reflective workbook method is also used to analyse the ‘integration’ of learning and to support the ‘demonstration’ and assessment of personal and professional capabilities which are difficult to assess by other means.FindingsThe paper presents the challenge faced by a higher education institution in organising meaningful placements and looks at the other avenues explored, particularly in the Third Sector. There are differences in the expectations of law placement providers (law firms and Third Sector organisations) in respect of students’ skill and knowledge base. The students were explicit about the need to demystify the profession and are appreciative of experience with atypical law placement providers which expands their perceptions of the choices within a law career. Students have also indicated a positive alteration in their attitude to the role of reflective practice, which stimulated changes in their behaviour with respect to professional development.Practical implicationsThe outcomes of the initial stage of this study have implications for law departments in higher education in the context of organising law placements, evaluating their effectiveness and their impact on student employability.Originality/valueTeaching law has its specifics and already employs a number of methods: simulations, negotiation exercises, moots and debates. This paper explores ways of providing a more meaningful practical experience for undergraduate students by placing an emphasis on such elements of professional practice as drafting legal documents and preparing professional opinions, while introducing the complexity of the law profession. Solutions to the challenges faced by the institution in organising those placements are analysed. The study provides an analytical view on the effectiveness of law placements in relation to other widely used approaches to bridging the gap between the theory and practice of law