The benefits of a 5-day dysphagia intensive placement
Finding practical dysphagia opportunities for students pre-qualifi cation is challenging. Discussions with clinicians led to the development of a new placement model. The placement was just five days and had an accompanying workbook. The current study aimed to evaluate the benefits of the placement....
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| Format: | Journal Article |
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Informa Healthcare
2014
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| Online Access: | http://hdl.handle.net/20.500.11937/20928 |
| _version_ | 1848750447033057280 |
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| author | Cocks, Naomi Harding, C. Pritchard, M. |
| author_facet | Cocks, Naomi Harding, C. Pritchard, M. |
| author_sort | Cocks, Naomi |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | Finding practical dysphagia opportunities for students pre-qualifi cation is challenging. Discussions with clinicians led to the development of a new placement model. The placement was just five days and had an accompanying workbook. The current study aimed to evaluate the benefits of the placement. Data were analysed from 40 students who attended an adult dysphagia placement and 13 who attended a paediatric dysphagia placement. Measures included a pre and post self-rating questionnaire, qualitative feedback from clinical educators and students and a pre and post measure of knowledge using concept maps. Student self-rating data indicated gains in experience, awareness, knowledge, clinical skills, competence, confidence and interest in dysphagia. Clinical educators and students also reported a range of benefits from this placement. Students who undertook a placement that focused on adult dysphagia significantly increased their knowledge of adult dysphagia, but this did not generalize to paediatric dysphagia. Despite reporting that they felt they had gained in knowledge of dysphagia, the students who did a paediatric dysphagia placement did not significantly increase their knowledge of dysphagia. The study raises a number of important considerations when designing placements including length, timing, intensity, how best to encourage generalization of knowledge, and how best to measure learning. |
| first_indexed | 2025-11-14T07:36:58Z |
| format | Journal Article |
| id | curtin-20.500.11937-20928 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T07:36:58Z |
| publishDate | 2014 |
| publisher | Informa Healthcare |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-209282018-03-29T09:06:32Z The benefits of a 5-day dysphagia intensive placement Cocks, Naomi Harding, C. Pritchard, M. Dysphagia intensive placement student learning theory and practice Finding practical dysphagia opportunities for students pre-qualifi cation is challenging. Discussions with clinicians led to the development of a new placement model. The placement was just five days and had an accompanying workbook. The current study aimed to evaluate the benefits of the placement. Data were analysed from 40 students who attended an adult dysphagia placement and 13 who attended a paediatric dysphagia placement. Measures included a pre and post self-rating questionnaire, qualitative feedback from clinical educators and students and a pre and post measure of knowledge using concept maps. Student self-rating data indicated gains in experience, awareness, knowledge, clinical skills, competence, confidence and interest in dysphagia. Clinical educators and students also reported a range of benefits from this placement. Students who undertook a placement that focused on adult dysphagia significantly increased their knowledge of adult dysphagia, but this did not generalize to paediatric dysphagia. Despite reporting that they felt they had gained in knowledge of dysphagia, the students who did a paediatric dysphagia placement did not significantly increase their knowledge of dysphagia. The study raises a number of important considerations when designing placements including length, timing, intensity, how best to encourage generalization of knowledge, and how best to measure learning. 2014 Journal Article http://hdl.handle.net/20.500.11937/20928 10.3109/17549507.2013.826283 Informa Healthcare restricted |
| spellingShingle | Dysphagia intensive placement student learning theory and practice Cocks, Naomi Harding, C. Pritchard, M. The benefits of a 5-day dysphagia intensive placement |
| title | The benefits of a 5-day dysphagia intensive placement |
| title_full | The benefits of a 5-day dysphagia intensive placement |
| title_fullStr | The benefits of a 5-day dysphagia intensive placement |
| title_full_unstemmed | The benefits of a 5-day dysphagia intensive placement |
| title_short | The benefits of a 5-day dysphagia intensive placement |
| title_sort | benefits of a 5-day dysphagia intensive placement |
| topic | Dysphagia intensive placement student learning theory and practice |
| url | http://hdl.handle.net/20.500.11937/20928 |