The Allied Health Work Readiness Study: Identifying Personal Characteristics Signalling Work Readiness in Allied Health Students

Purpose: Clinical placements associated with university degrees for the allied health professions aim to support the preparation of students for post graduate employment through the practical application of theoretical constructs. However, employers recognise that a range of generic skills and attributes outside of technical and academic achievement impact of work readiness. Allied health clinical educators within Darling Downs Health (DDH) sought to identify these generic characteristics, and their relative importance, with a view to further supporting the work readiness of students completing placements in the district. Method: The study utilised the knowledge and experience of allied health clinical educators, experienced clinical supervisors, and allied health directors, to explore the characteristics thought to be related to work readiness. Participants completed a brief demographic questionnaire before participating in one of three groups which employed the Nominal Group Technique to seek answers to the research question “What do you believe are the most important personal characteristics signalling work readiness in allied health students?” Results: Data were analysed by group and then overall, resulting in a complete list of 103 characteristics raised, 37 of which were judged as among the “most important” by study participants. Analysis revealed six characteristics which were identified and voted as among the most important by each independent group. Personal insight and self-awareness rose to the top of the list of most important characteristics, with 16 of the 18 participants voting for this characteristic, and a mean importance rating of 9.3 of a possible 10. Resilience was second on this list, followed by communication skills, organisational skills, lifelong learning, and professionalism. A further nine characteristics were selected by two of the three groups, while an additional 22 characteristics were raised and voted as among the most important by members of a single group. Conclusions and Recommendations: We believe that these results may be of interest to allied health students, allied health staff, universities and training organisations, recruiters, and managers. It is our hope that identification of these characteristics may also lead to the development of targeted education and support programs within DDH to assist students’ growth in these areas

Feasibility and Acceptability of a Pilot Knowledge Translation Telementoring Program for Allied Health Professionals

Purpose: Knowledge translation (KT) in the health system is critical for the delivery of evidence-based practice. Supporting allied health professionals to plan and implement KT, using strategies that broadly reach across multiple geographical locations of the workforce, are needed. We piloted KT group telementoring via videoconference as an innovative solution to support and empower a vastly dispersed workforce. Methods: The 6-month Knowledge Translation Support Service (KTSS) involved monthly, one-hour, virtual group-based support of clinician-led KT projects within state-run hospital and health services. Supported by an independent facilitator, a panel of KT experts and health service leaders provided constructive critique and KT support for four projects from various disciplines (dietetics, nursing, occupational therapy, physiotherapy and social work) and health districts. Process evaluation included an assessment of program fidelity, dose delivered and engagement. Program acceptability (participants and panel members) was assessed after each session through online surveys. Effectiveness was captured by survey of KT confidence and qualitative interviews of participants perceived benefits of participation. Results: All project leads attended each meeting, with 1-2 specific projects discussed each month. On completion, participants reported high program satisfaction and felt that the KTSS met their expectations and learning needs. Overall the participants described beneficial gains with confidence in KT skills. Conclusions: The telementoring offered exposure to a breadth of expertise not normally accessible, successfully built a team environment in the virtual space and had a positive impact on project progression. Future directions include investing in scalability and sustainability of telementoring strategies for KT support

I dug a ditch I dug a ditch and struck it rich in Wichita [first line of chorus]

Performers: Judy Garland, Kathryn Grayson, Jose Iturbi, M-G-M Recording Orchestra, Eleanor Powell, Red Skelton, Lucille Ball, Mickey Rooney, Ann Sothern, Gene Kelly, Mary Astor, Marsha Hunt, Margaret O\u27Brien, John Boles, Virginia O\u27Brien, Frank Morgan, Lena Horne, Ben Blue, Frances Rafferty, Frank Jenks, John Conte, Dick Simmons, Don Loper, Maxine Barrat, Mary Elliott, Marilyn Maxwell, Frank Sully, Sara Haden, Ben Lessy, June Allyson, M-G-M Dancing Girls, Gloria DeHaven, Benny Carter and his band, Bob Crosby and his Orchestra, Kay Kyser and his Orchestra, Donna ReedPiano, Voice and Chord

You won\u27t believe it, you\u27ll think it\u27s a dream to hear them [first line of chorus]

Performers: Judy Garland, Kathryn Grayson, Eleanor Powell, Red Skelton, Lucille Ball, Mickey Rooney, Ann Sothern, Gene Kelly, Mary Astor, Marsha Hunt, Margaret O\u27Brien, John Boles, Virginia O\u27Brien, Frank Morgan, Lena Horne, Ben Blue, Frances Rafferty, Frank Jenks, John Conte, Dick Simmons, Don Loper, Maxine Barrat, Mary Elliott, Marilyn Maxell, Frank Sully, Sara Haden, Ben Lessy, June Allyson, M-G-M Dancing Girls, Gloria DeHaven, Benny Carter and his band, Bob Crosby and his Orchestra, Kay Kyser and his Orchestra, Donna Reed, Jose Iturbi, M-G-M Recording OrchestraPiano, Voice and Chord