TY - JOUR
T1 - Rethinking clinical placements
T2 - A response to changing healthcare demands
AU - Rudland, Joy
AU - Ash, Julie
AU - Barclay, Luke
AU - Bloomfield, Jacqueline
AU - Bogossian, Fiona
AU - Byrne, Kaylenne
AU - Butler, Mary
AU - Chur-Hansen, Anna
AU - Clark, Scott
AU - Edgar, Amanda
AU - Fotheringham, Penelope
AU - Forbes, Roma
AU - Green, Elyce
AU - Haworth, Navine
AU - Hays, Richard B.
AU - Judd, Belinda
AU - Martin, Priya
AU - Macdiarmid, Rachel
AU - McNally, Clare
AU - McNeill, Liz
AU - McGee, Richard
AU - Needham, Judith
AU - Poole, Phillippa
AU - Raymond, Jacqueline
AU - Ridd, Melba
AU - Schoo, Adrian
AU - Tran, Michael
AU - Virtue, Debra
AU - Wilkinson, Tim
AU - Wright, John
AU - Ni Chroinin, Danielle
PY - 2025/3/31
Y1 - 2025/3/31
N2 - Clinical placements allow students the opportunity to apply theoretical knowledge and become workforce ready. Demand for clinical placements from education providers already exceeds supply. As healthcare workforce shortages continue, the need for increasing numbers of graduates will generate additional strain, and policymakers targeting health workforce shortages must be cognisant of their impact on the education and health sectors. At the same time, clinical placements must be fit for purpose and meet the learning needs of students. The diverse array of placement models has been compounded by rapid developments during the COVID-19 pandemic. Challenges and considerations include labour intensity, need for capacity building, importance of engagement at institutional and local supervisor levels, cost (including that to students), planetary impact, availability and equity. The future of high-quality clinical placements needs to be secured and built on a sustainable framework to support future clinical placement capacity.
AB - Clinical placements allow students the opportunity to apply theoretical knowledge and become workforce ready. Demand for clinical placements from education providers already exceeds supply. As healthcare workforce shortages continue, the need for increasing numbers of graduates will generate additional strain, and policymakers targeting health workforce shortages must be cognisant of their impact on the education and health sectors. At the same time, clinical placements must be fit for purpose and meet the learning needs of students. The diverse array of placement models has been compounded by rapid developments during the COVID-19 pandemic. Challenges and considerations include labour intensity, need for capacity building, importance of engagement at institutional and local supervisor levels, cost (including that to students), planetary impact, availability and equity. The future of high-quality clinical placements needs to be secured and built on a sustainable framework to support future clinical placement capacity.
KW - education
KW - teaching
KW - students
KW - multidisciplinary
KW - clinical placements
U2 - 10.11157/fohpe-vol26iss1id782
DO - 10.11157/fohpe-vol26iss1id782
M3 - Article
SN - 2204-7662
VL - 26
SP - 60
EP - 77
JO - Focus on Health Professional Education: A Multi-Professional Journal
JF - Focus on Health Professional Education: A Multi-Professional Journal
IS - 1
ER -