Introduction/background:Limited research has captured the perspectives of practice placement supervisors who facilitate interprofessional education placements about their learning outcomes, or their perspectives about other disciplines encountered in these contexts.Aim/objectives:This study explored the perspectives of Early Childhood Educators (ECE) who were interprofessional supervisors for speech-language pathology (SLP) students completing a clinical placement in a childcare setting.Methods:Two focus groups were conducted with seven ECEs who provided supervision for SLP students in two childcare settings. Four centre directors who managed the ECEs also participated in individual interviews. These gathered perspectives about the ECE’s learning outcomes from their interprofessional supervision experience. The interview data was analysed thematically, and findings were interpreted using the theory of Legitimate Peripheral Participation (Lave and Wenger, 1991).Results and Discussion:The same five themes were identified from the ECE and Director data. These were: adjustment and support for students to learn; relationship is paramount; working and learning together; staff skill development; and holistic, child oriented approach. The students learned through participating in the everyday activities of the childcare environment and working alongside the ECEs. For the ECEs, this reinforced the value of their skills and facilitated the students to become legitimate members of their community. The ECE and Director participants identified that supervising the SLP students had facilitated their own knowledge and skills about children’s communication development which was a key placement learning objective for both students and ECEs. Participants therefore perceived that the learning for ECEs and students was mutual, reciprocated and beneficial.
|Number of pages||1|
|Publication status||Published - 2017|
|Event||Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Conference 2017 - Adelaide Convention Centre, Adelaide, Australia|
Duration: 11 Jul 2017 → 14 Jul 2017
|Conference||Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Conference 2017|
|Abbreviated title||ANZAHPE 2017|
|Period||11/07/17 → 14/07/17|
|Other||Australian and New Zealand Association for Health Professional Educators (ANZAHPE) Annual Conference is organized by Australian and New Zealand Association for Health Professional Educators (ANZAHPE) and would be held during Jul 11 - 14, 2017 at Adelaide Convention Centre, Adelaide, South Australia, Australia.|
This Course focuses on transitions; from the educational impact of large scale transitions in society, health care and culture, to the focused personal transitions that underpin learning and professional identity formation, to leading planned transitions in educational practice. Exploring transitions requires we engage in reflection, scholarship and research, connecting theory and evidence with educational practice. It requires we connect the academy with clinical service and the broader societal expectations of our professions.
The 2017 ANZAHPE conference with its theme of transitions is relevant to all health professionals involved in education across the continuum from pre-qualification to continuing professional education. In being about responding, changing, innovating and learning the theme of transitions puts its finger on the pulse of health professional education. We invite you to participate in a multi-professional conference sure to be alive with big ideas, thorny dilemmas, engaging debates and new vistas.