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dc.contributor.supervisorSewell, Graham
dc.contributor.authorAbey, Sally
dc.contributor.otherFaculty of Health and Human Sciencesen_US
dc.date.accessioned2015-01-23T13:11:46Z
dc.date.available2015-01-23T13:11:46Z
dc.date.issued2014
dc.identifier391578en_US
dc.identifier.urihttp://hdl.handle.net/10026.1/3200
dc.description.abstract

Background: Government policy has placed greater emphasis upon health professional students gaining practical experience in real-world environments. Given the fairly new inception of the role of clinical educator in podiatry there is a paucity of research in the area of practice placement in podiatry. Research aims: Within an action research framework, the first phase focused upon exploring the capacity of clinical educators to engage with the role of mentoring, alongside the factors that might impact upon that capacity. The second phase of the project investigated the impact of a teaching tool within the placement area when utilised by clinical educators and students. Methods: The pilot study utilised established questionnaire development methods to create a survey and scale to measure clinical educators’ capacity to engage with the role. The second phase of the project used a range of qualitative data collection methods analysed using framework analysis to analyse the utility of the teaching and learning tool.

Findings: Phase I resulted in a 70-item scale measuring the capacity of clinical educators to engage with the role of clinical educator and the identification of four independent variables predictive of a significant proportion of the variability of the dependent variable, capacity to engage with clinical education. Phase II confirmed the utility of the teaching and learning tool to support clinical educators and students during the placement period. An inductive placement model, explanatory of the super-complexity of the environment where the clinical educator endeavours to monitor, modify and manage the placement scope, was developed. Conclusions: In an area where research is currently scant, this study contributed to practice-based education in podiatry and to current understanding of how clinical educators undertake this complex and responsible role. This is an important area for research given the influence clinical educators have to shape and guide the next generation of podiatry professionals. 

en_US
dc.language.isoenen_US
dc.publisherPlymouth Universityen_US
dc.subjectAction researchen_US
dc.subjectPodiatryen_US
dc.subjectClinical educationen_US
dc.subjectClinical educator scaleen_US
dc.subjectTeaching and learning toolen_US
dc.subjectPlacementen_US
dc.subjectPractice placementsen_US
dc.subjectPractice-based educationen_US
dc.subjectPractice-based learningen_US
dc.subjectClinical educator capacityen_US
dc.subjectCapacity-buildingen_US
dc.titleEXPLORING PRACTICE-BASED EDUCATION IN PODIATRY: AN ACTION RESEARCH PROJECTen_US
dc.typeDoctorateen_US
plymouth.versionFull versionen_US


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