What makes a good practice educator?

Khine, Ricardo (2022) What makes a good practice educator? In: Achieving Excellence in Radiography Education and Research, 25th November 2022, University of Suffolk.

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Clinical practice can be a stressful experience for some healthcare students. Practice educators in healthcare settings can have a profound effect on the quality of learning, the overall student experience in clinical practice and attrition. To date little is known of practice educator characteristics that are valued by radiographers and radiography students. Aim: To identify the factors, both positive and negative, that influence clinical experience and learning for radiography and ultrasound students. Method: A qualitative descriptive exploratory design was adopted utilising focus groups(n=5.) The study population comprised of qualified radiography staff in placement sites used used by City, University of London and students from the same institution. Full verbatim transcriptions were analysed thematically. Results: Four key themes emerged: 1) favourable / unfavourable traits, 2) learning approaches, 3) barrier / challenges, 4) considerations. Key factors for a positive learning experience included practice educators being approachable, whilst encouraging and empowering students. Practice educators highlighted student motivation as an important aspect of successful placement learning. Conclusion: The study highlighted a number of positive attributes that enhance the student learning experiences whilst on clinical placement. Unhelpful attributes and challenges, such as time and student motivation, were also discussed. The findings will be discussed in more detail and can be used to provide support and guidance to clinical staff looking to provide supportive placements for students.

Item Type: Conference or Workshop Item (Paper)
Keywords: Radiography, Education, Research
Depositing User: RED Unit Admin
Date Deposited: 29 Nov 2022 07:44
Last Modified: 29 Nov 2022 07:44
URI: https://bucks.repository.guildhe.ac.uk/id/eprint/18623

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