ABSTRACT

This paper reports on the findings from a mixed methods study exploring the key learning experiences, the challenges, and the increased knowledge of interprofessional practice for students undertaking placement in the Social Work Student Health Clinic at Griffith University. The theoretical framework of the study is based on adult learning theory, a model for experiential learning. After placement had finished 36 students completed the Interprofessional Socialisation and Valuing Scale (ISVS-21) and a post-placement questionnaire that included a placement rating scale and a free text section specifically designed to collect data on student perceptions about learning outcomes while in the clinic. The quantitative data was entered into SPSS for statistical analysis. A thematic analysis of the qualitative data identified four major themes (key learning and beneficial aspects, the challenges, impact on future career options, and interprofessional practice). The themes were transformed into quantitative variables for further analysis using SPSS. The key findings indicated that the students perceived their achievements through participation in health clinics as providing positive learning experiences across a range of opportunities, some of which have impacted on future career options and an increased understanding of interprofessional practices in health care.

摘要

本文报告了一项混合方法研究的结果，该研究探索了在格里菲斯大学社会工作学生健康诊所实习的学生的关键学习经历、挑战和跨专业实践知识的增加。该研究的理论框架基于成人学习理论，这是一种体验式学习模型。安置完成后，36 名学生完成了跨专业社会化和评估量表 (ISVS-21) 和一份安置后问卷，其中包括安置评级量表和一个自由文本部分，专门用于收集学生在诊所期间对学习结果的看法数据. 定量数据输入SPSS进行统计分析。对定性数据的主题分析确定了四个主要主题（关键学习和有益方面、挑战、对未来职业选择的影响以及跨专业实践）。这些主题被转化为定量变量，以便使用 SPSS 进行进一步分析。主要调查结果表明，学生认为他们通过参与医疗诊所取得的成就提供了一系列机会的积极学习体验，其中一些机会影响了未来的职业选择，并加深了对医疗保健跨专业实践的理解。