Placement Experience (placement + experience)

Distribution by Scientific Domains

Selected Abstracts

Index of sources of stress in nursing students: a confirmatory factor analysis

Chris Gibbons
Abstract Title.,Index of sources of stress in nursing students: a confirmatory factor analysis. Aim., This paper is a report of a study to test the proposed factor structure of the Index of Sources of Stress in Nursing Students. Background., Research across many countries has identified a number of sources of distress in nursing students but little attempt has been made to understand and measure sources of eustress or those stressors likely to enhance performance and well-being. The Index of Sources of Stress in Nursing Students was developed to do this. Exploratory factor analysis suggested a three-factor structure, the factors being labelled: learning and teaching; placement-related and course organization. It is important, however, to subject the instrument to confirmatory factor analysis as a further test of construct validity. Method., A convenience sample of final year nursing students (n = 176) was surveyed in one university in Northern Ireland in 2007. The Index of Sources of Stress in Nursing Students, which measures sources of stress likely to contribute to distress and eustress, was completed electronically. The lisrel programme was used to carry out the confirmatory factor analysis and test the factor structure suggested in the exploratory analysis. Findings., The proposed factor structure for the items measuring ,Uplifts' proved to be a good fit to the data and the proposed factor structure for the items measuring ,Hassles' showed adequate fit. Conclusion., In nursing programmes adopting the academic model and combining university-based learning with placement experience, this instrument can be used to help identify the sources of stress or course demands that students rate as distressing and those that help them to achieve. The validity of the ISSN could be further evaluated in other education settings. [source]

Approaches to learning on placement: the students' perspective

Clare Kell
Abstract Background and Purpose.,With Continuing Professional Development activity, a requirement of Allied Health Professional registration in the UK and said to be most effectively supported by practitioners who adopt a deep approach to learning, a UK university has been exploring how its pre-registration curriculum influences learner development. This paper investigates the possible influences of the clinical placement component of the curriculum that is structured as four 4-week blocks during both Years 2 and 3 of the 3-year BSc (Hons) programme. A range of placement models are used within this structure including the traditional 1:1 educator,:,student ratio and those that have a higher ratio of student(s),:,educator(s).,Methods.,This phase of the larger project used a case study design framed about students from two academic year groups on one UK undergraduate, pre-registration physiotherapy programme. Three questionnaires comprising a learning approaches inventory, a demographic questionnaire and a placement self-assessment form were posted to Year 2 and 3 students during one clinical placement. The students were invited to complete the questionnaires halfway through their placement, but in advance of the first, formal placement education feedback meeting. The need for students' self-assessment prevented follow-up data collection.,Results.,Analysis of the data from the learning approaches inventory against the demographic variables and placement assessment scores suggest that students' learning strategies depend upon the number of students, educators and assessors involved in their placement. The paper explores the possible links between placement experience, learning strategy and academic outcome. The authors question assumptions about the perceived benefits of some placement education models.,Conclusion.,Increasing the ratio of student,:,educator or educator,:,student may have a detrimental effect on students' learning development when placements are of 4-week duration. If such placement models are adopted, then students and placement educators must be adequately prepared and supported so that students' learning development towards the deep-learning autonomous professionals of tomorrow can continue through placement education. Copyright 2008 John Wiley & Sons, Ltd. [source]

Morning cortisol Levels in preschool-aged foster children: Differential effects of maltreatment type,

Jacqueline Bruce
Abstract Maltreated foster children are subjected to a range of early adverse experiences, including neglect, abuse, and multiple caregiver disruptions. Research suggests that such disturbances alter the development and subsequent functioning of the hypothalamic-pituitary-adrenocortical system. The current study was designed to investigate morning cortisol levels in 117 foster children and 60 low-income, nonmaltreated children. Maltreatment and foster care placement experiences were coded from official records. Analyses revealed that the foster children were significantly more likely than the nonmaltreated children to have low morning cortisol levels. Additionally, specific maltreatment experiences were significantly associated with the foster children's morning cortisol levels. Foster children with low morning cortisol levels experienced more severe physical neglect than the other foster children. In contrast, foster children with high morning cortisol levels experienced more severe emotional maltreatment. These results suggest that specific early adverse experiences have differential effects on the functioning of the hypothalamic-pituitary-adrenocortical system. 2008 Wiley Periodicals, Inc. Dev Psychobiol 51: 14,23, 2009 [source]

Money matters: students' perceptions of the costs associated with placements

Natalie Wray
Context, Placements are an integral component of the medical, nursing and allied health curricula. However, apart from the relocation costs associated with placements, little research on students' understandings and experiences of the financial implications of placements has been carried out. Objectives, We report on students' financial concerns associated with placements, which emerged as a main theme in a broader study we conducted on the impact of undergraduate student placement experiences on graduate practice. Methods, We conducted a qualitative study which included focus group discussions (n = 17), individual interviews (n = 48) and written responses (n = 2) with undergraduate students (n = 103) and graduates (n = 27) from a tertiary institution in Victoria, Australia. Results, Students identified that income generation and the costs associated with transport and placement location contributed to the financial burden of placements. Students also spoke of the implications of high financial strain impacting on their accumulation of debt as well as on their health and wellbeing. Discussion, Our study advances our understanding of the implications of financial hardship experienced by medical, nursing and allied health students. In our study, students, regardless of their placement location, experienced increased demands and associated stress as a result of managing placements, paid employment and limited financial resources. We recommend that further quantitative research be conducted to measure the variables identified as emerging themes in this study. [source]