Abstract
Introduction/background:
Supervising clinicians and students frequently seek guidance relating to student workload expectations on clinical placement (‘how many patients would this student be expected to see?’).
Student workload on placement is influenced by a myriad of intrinsic and extrinsic factors. University programs expect the student to gradually increase their capacity to provide safe and effective service over time. This progression can be seen in both quality and quantity of service delivery, with a proportional decrease in the level of direct supervision required. This change reflects gains in confidence and competence in the workplace, among other factors.
Supervising clinicians and students frequently seek guidance relating to student workload expectations on clinical placement (‘how many patients would this student be expected to see?’).
Student workload on placement is influenced by a myriad of intrinsic and extrinsic factors. University programs expect the student to gradually increase their capacity to provide safe and effective service over time. This progression can be seen in both quality and quantity of service delivery, with a proportional decrease in the level of direct supervision required. This change reflects gains in confidence and competence in the workplace, among other factors.
| Original language | English |
|---|---|
| Number of pages | 2 |
| Publication status | Published - 1 Jul 2019 |
| Event | Australia & New Zealand Association for Health Professional Educators (ANZAHPE) 2019 Conference: Blue Sky Thinking - Canberra Duration: 1 Jul 2019 → 4 Jul 2019 |
Conference
| Conference | Australia & New Zealand Association for Health Professional Educators (ANZAHPE) 2019 Conference |
|---|---|
| Period | 1/07/19 → 4/07/19 |
Keywords
- student placement
- student workload
- placement workload
- Blue Sky thinking
- clinical placement
- patient contact
- learning time