Understanding the induction and settling-in process for students on prosthetic and orthotic practice placements

McMonagle, Christine and Fraser, Susie (2021) Understanding the induction and settling-in process for students on prosthetic and orthotic practice placements. In: ISPO 18th World Congress 2021, 2021-11-01 - 2021-11-04, Virtual.

[thumbnail of McMonagle-Fraser-ISPO-2021-Understanding-the-induction-and-settling-in-process-for-students-on-prosthetic-and-orthotic-practice-placements]
Text. Filename: McMonagle_Fraser_ISPO_2021_Understanding_the_induction_and_settling_in_process_for_students_on_prosthetic_and_orthotic_practice_placements.pdf
License: Strathprints license 1.0

Download (936kB)| Preview


BACKGROUND The practice placement is an key element of undergraduate Prosthetic and Orthotic education programmes, where students can put theory into practice. Beginning a new placement can be a daunting experience and there is a need to ensure the student is wellsupported when beginning placement so that they can settle in and get the most from their experience. AIM To understand the induction process and the experience of a new student undertaking a Prosthetic and Orthotic practice placement METHOD The clinical placement co-ordinator of an ISPO approved undergraduate Prosthetics and Orthotics Programme underwent the induction process for a new placement and also attended a regular clinic for a day, in the role of student. Both the practice educator and the clinical placement co-ordinator reflected and shared their experience in order to understand differing perspectives. RESULTS The clinical placement co-ordinator attended an orthotic foot and ankle clinic in a local hospital, in the role of a student. Positive aspects of the experience included a clear induction process, and joining instructions, the opportunity to work with a range of clinicians and understand role of the orthotist in both inpatient and outpatient settings, and the importance of feeling welcomed by the team. Challenging aspects to the experience included managing first day nerves, trying to become familiar with several different IT systems, and the student not being accepted as an autonomous practitioner by some patients. From the practice educator's view, student supervision is enjoyable, and also challenges the clinician to develop their teaching skills and own knowledge. However challenges include limited space to accommodate students and additional time required to explain processes and procedures. DISCUSSION AND CONCLUSION Greater knowledge of differing perspectives of both the 'student' and the practice educator about the first day experience, has helped to inform practice educator training sessions, and pre-placement briefings for students provided by the University. It has also aided in understanding some of the challenges faced by practice educators during the Covid Pandemic in relation to the student experience