scholarly journals Humanities in Medicine: A Qualitative Study of Graduate and Student Experiences of Completing a Student Selected Component

2019 ◽  
Vol 10 (02) ◽  
pp. 273-287 ◽  
Author(s):  
Diane O’Doherty ◽  
James A. O’Hare ◽  
Sarah Hyde ◽  
Deirdre McGrath
Keyword(s):  
Qualitative Study ◽  
Student Experiences ◽  
Humanities In Medicine

Student experiences of a return to practice programme: a qualitative study

2021 ◽  
Vol 30 (15) ◽  
pp. 900-908
Author(s):  
Maggie Coates ◽  
Ann Macfadyen
Keyword(s):  
Higher Education ◽  
Clinical Practice ◽  
Qualitative Study ◽  
Thematic Analysis ◽  
Health Professionals ◽  
Student Experiences ◽  
Previous Knowledge ◽  
Allied Health Students ◽  
Professional Registration ◽  
Collection Methods

Background: Nurses, midwives and other health professionals who return to practice come from a range of backgrounds and return for a variety of reasons. Much of the research on return to practice concerns programme provision rather than returnee experience. Aim: This qualitative study focused on the experiences of nursing, midwifery and allied health students undertaking a return to practice programme at a higher education institute. It interpreted the perceptions of the student experience of returning to clinical practice following a lapse in professional registration. Methods: Data collection methods were qualitative and involved focus groups. Findings were analysed using thematic analysis. Findings: Several themes and subthemes emerged from the data, including ‘the importance of returnee identity’ and ‘challenges and barriers’. Findings demonstrated different approaches to and influences on returnees' learning journeys. Conclusion: Previous knowledge, skills and experience were often hidden from view and hard to explain although crucial to returnee success.

Mental Health Leaves of Absence in College and Therapy: A Qualitative Study of Student Experiences

2018 ◽  
Vol 33 (1) ◽  
pp. 38-46
Author(s):  
Anne E. Story ◽  
Elizabeth A. Carpenter-Song ◽  
Stephanie C. Acquilano ◽  
Deborah R. Becker ◽  
Robert E. Drake
Keyword(s):  
Mental Health ◽  
Qualitative Study ◽  
Student Experiences

scholarly journals Working hard to belong: a qualitative study exploring students from Black, Asian and Minority Ethnic backgrounds experiences of pre-registration physiotherapy education

2019 ◽  
Author(s):  
John Anthony Hammond ◽  
Annabel Williams ◽  
Saskia Walker ◽  
Meriel Norris
Keyword(s):  
Qualitative Study ◽  
Role Models ◽  
Phenomenological Approach ◽  
Research Process ◽  
Student Experiences ◽  
Host Institution ◽  
Topic Guide ◽  
Institutional Structures ◽  
Minority Ethnic ◽  
Physiotherapy Education

Abstract Background Previous research has demonstrated that attainment inequalities exist for students from Black Asian and Minority Ethnic (BAME) groups in pre-registration physiotherapy education. While previous research has explored students from BAME backgrounds experience of university, the context of physiotherapy is unique and is under researched. Therefore the purpose of this study was to explore BAME student experiences during their physiotherapy training.Methods Using a phenomenological approach pre-registration BSc and MSc students from BAME backgrounds from two universities who had completed both academic and clinical modules were invited to participate. Focus groups followed a topic guide developed from the literature and were facilitated by physiotherapy educators from outside the host institution. They were digitally recorded, transcribed verbatim and analysed thematically. Analytical triangulation was adopted throughout the research process as a mechanism to enhance rigour.Results 17 students participated from a range of self-identified BAME backgrounds that were also representative of age, gender and course. Themes derived from the data included: feeling an outsider in reflections of belonging, behaviours by others that marginalise BAME and personal strategies to integrate in physiotherapy despite the lack of power and influence. Collectively these themes demonstrate a range of challenges which students from BAME backgrounds face within both an academic and practice learning environment.Conclusions While this may not be surprising based on other disciplines, this study demonstrates that studying physiotherapy as a student from BAME background requires persistence to overcome a series of many implicit challenges. Understanding the experiences of students from BAME backgrounds presents unique opportunities to educate the profession and co-create opportunities for a more diverse profession with practitioners and educators as role models. There is a need for greater training for educators to listen to these students’ voices and their stories, and understand where institutional structures and practices could be modified to enable BAME student inclusion in physiotherapy education and practice.

scholarly journals Working hard to belong: a qualitative study exploring students from black, Asian and minority ethnic backgrounds experiences of pre-registration physiotherapy education

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
John A. Hammond ◽  
Annabel Williams ◽  
Saskia Walker ◽  
Meriel Norris
Keyword(s):  
Qualitative Study ◽  
Role Models ◽  
Phenomenological Approach ◽  
Research Process ◽  
Student Experiences ◽  
Host Institution ◽  
Topic Guide ◽  
Institutional Structures ◽  
Minority Ethnic ◽  
Physiotherapy Education

Abstract Background Previous research has demonstrated that attainment inequalities exist for students from Black Asian and Minority Ethnic (BAME) groups in pre-registration physiotherapy education. While previous research has explored students from BAME backgrounds experience of university, the context of physiotherapy is unique and is under researched. Therefore the purpose of this study was to explore BAME student experiences during their physiotherapy training. Methods Using a phenomenological approach pre-registration BSc and MSc students from BAME backgrounds from two universities who had completed both academic and clinical modules were invited to participate. Focus groups followed a topic guide developed from the literature and were facilitated by physiotherapy educators from outside the host institution. They were digitally recorded, transcribed verbatim and analysed thematically. Analytical triangulation was adopted throughout the research process as a mechanism to enhance rigour. Results Seventeen students participated from a range of self-identified BAME backgrounds that were also representative of age, gender and course. Themes derived from the data included: feeling an outsider in reflections of belonging, behaviours by others that marginalise BAME and personal strategies to integrate in physiotherapy despite the lack of power and influence. Collectively these themes demonstrate a range of challenges which students from BAME backgrounds face within both an academic and practice learning environment. Conclusions While this may not be surprising based on other disciplines, this study demonstrates that studying physiotherapy as a student from BAME background requires persistence to overcome a series of many implicit challenges. Understanding the experiences of students from BAME backgrounds presents unique opportunities to educate the profession and co-create opportunities for a more diverse profession with practitioners and educators as role models. There is a need for greater training for educators to listen to these students’ voices and their stories, and understand where institutional structures and practices could be modified to enable BAME student inclusion in physiotherapy education and practice.

scholarly journals Student internship experiences during the Covid-19 pandemic

2021 ◽  
Vol 12 (4) ◽  
pp. 46
Author(s):  
Maarten van Garderen ◽  
René Van Leeuwen
Keyword(s):  
Nursing Students ◽  
Qualitative Study ◽  
Student Experiences ◽  
Structured Interviews ◽  
Christian University ◽  
The Core ◽  
Personal Level ◽  
University Experience ◽  
The Impact ◽  
Student Internship

This paper reports about what nursing students from a Dutch Christian university experience in this corona period during their internship and how they cope with challenges that come on their way. The aim of this study is to explore insights in student experiences offering input for reflections for all those who are involved in guidance of (Christian) nursing students in stressful situations during internships. This qualitative study was conducted by online semi structured interviews. The data reveals an impact on a professional and personal level en gives insight in the way students cope with this impact. It becomes clear that the impact is significant. Giving personal care, one of the core values of nursing, is being impeded. In general students respond to these challenges with resilience. Support of fellow nurses and personal faith helps them to cope with the challenges they were confronted with.

Graduate Student Experiences Using Easy Onsets

2015 ◽  
Vol 25 (2) ◽  
pp. 61-68
Author(s):  
Charles Hughes ◽  
Scott Palasik ◽  
Kellie Ellis
Keyword(s):  
Graduate Students ◽  
Qualitative Study ◽  
Graduate Student ◽  
Thematic Analysis ◽  
Mental Effort ◽  
Previous Experience ◽  
Student Experiences ◽  
Major Theme ◽  
Self Perceptions

This qualitative study explored reports from 18 graduate students related to their experiences using easy onsets in three speaking situations for a total of 54 speaking situations recorded across all participants. Thematic analysis revealed three major themes and seven minor themes. Major Theme 1 was related to the influence that the listener and situation had on self-perceptions. The 3 minor themes that contributed to this major theme were: anxiety related to listener reactions, the telephone being an easier speaking situation, and nature of the situation having an influence. Major Theme 2 was related to the uncomfortable nature of using the skills with 2 minor themes contributing and consisting of: mental effort and energy to use the skill, and the feeling of unnatural sounding and difficulty in using the skill. Major Theme 3, the final major theme found, related to previous success and comfort using the skill. Two minor themes contributed to this same major theme and included: previous experience using the skill had an impact on self-perceptions and more comfort using the skill over multiple attempts.

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