Williamson Graham R, Callaghan Lynne, Whittlesea Emma, Mutton Lauren, Heath Val
Faculty of Health, Room 113, 3 Portland Villas, University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK.
Open Nurs J. 2011;5:14-23. doi: 10.2174/1874434601105010014. Epub 2011 Feb 24.
To investigate the impact of a new structure for supporting healthcare students and mentors in practice placements (Placement Development Teams).
The English Model National Partnership Agreement for healthcare education required Strategic Health Authorities, Higher Education Institutions and National Health Service Trusts to redesign strategies for student support. Placement Development Teams are one English University's response to this.
This study was phase 2 of a longitudinal qualitative evaluation of Placement Development Teams. Data were collected after establishment of Placement Development Teams, and compared and contrasted with those collected prior to their implementation. Telephone interviews were conducted with key educational stakeholders in Trusts and Strategic Health Authorities. Focus groups were conducted with third year non-medical healthcare students and first year paramedics working in 16 NHS Trusts in the south west peninsula of England.
Pre-Placement Development Teams, themes from the students' data were: Supportive and unsupportive behaviour of staff; Mentor allocation; Placement allocation; Benefits of students to the placement area and Perceived control over the learning experience. Post-Placement Development Teams, the themes were Communication; Supportive and unsupportive behaviour of staff; The effect of peers on the placement experience; Knowledge and perceptions of the work of the PDTs. Form the staff data, pre-Placement Development Teams the themes were: Vision for improving student support. Post-Placement Development Teams themes from the staff data were how they provided a central point of contact for student and mentor support; and how they supported students and mentors.
Support of students and mentors is particularly important following the introduction of The English Model National Partnership Agreement for healthcare education. Placement Development Teams can facilitate partnership working between higher education institutions and placement providers for student support.
调查一种新结构（实习发展团队）对医疗保健专业学生及导师在实习安排中的支持作用。
英国医疗保健教育国家合作协议范本要求战略健康管理局、高等教育机构和国民医疗服务信托重新设计学生支持策略。实习发展团队是一所英国大学对此的回应。
本研究是对实习发展团队进行纵向定性评估的第二阶段。在实习发展团队建立后收集数据，并与实施前收集的数据进行比较和对比。对信托机构和战略健康管理局的关键教育利益相关者进行电话访谈。对在英格兰西南半岛16家国民医疗服务信托工作的三年级非医学医疗保健专业学生和一年级护理人员进行焦点小组访谈。
在实习发展团队建立之前，学生数据中的主题有：工作人员的支持与不支持行为；导师分配；实习安排；学生给实习地区带来的益处以及对学习经历的感知控制。在实习发展团队建立之后，主题有：沟通；工作人员的支持与不支持行为；同伴对实习经历的影响；对实习发展团队工作的了解与看法。从工作人员数据来看，在实习发展团队建立之前，主题是改善学生支持的愿景。在实习发展团队建立之后，工作人员数据中的主题是他们如何为学生和导师支持提供一个中央联络点；以及他们如何支持学生和导师。
在引入英国医疗保健教育国家合作协议范本之后，对学生和导师的支持尤为重要。实习发展团队能够促进高等教育机构与实习提供方之间的合作，以支持学生。
