Allied Health Collaborative Practice Capability: A Coalescence of Capabilities.

Allied health professionals are key in collaborative practice in healthcare settings. To better inform allied health student preparation for collaborative practice, this research illuminated the nature of allied health collaborative practice capability. Literature and perceptions of allied health students and academics were examined using a philosophical hermeneutic approach.

Nurse managers' learning facilitation practices: A philosophical hermeneutic study.

Aim(s): To understand how nurse managers facilitate learning in clinical workplaces.

Background: Meeting staff learning needs in the complex workplaces of contemporary health care is paramount to the delivery of safe patient care. Hospitals employ a range of strategies to address these needs.

Power, autonomy and interprofessional practice in dietitian clinical decision making: An interpretive study in acute hospitals.

Dietitians learn clinical decision making (CDM) predominantly as an autonomous cognitive process that considers the needs and preferences of the patient. Although interprofessional education is increasing in tertiary dietetic programmes, a paucity of research exists that explores the nature of how practising dietitians make decisions, independent or otherwise. This qualitative interpretative study explored the nature of experienced dietitian CDM in the acute care setting.

Experiential learning in nursing and allied health education: Do we need a national framework to guide ethical practice?

Experiential learning is widely used in health courses to develop students' clinical skills. Students act as models for demonstrations of practical techniques and work in small groups to practise clinical skills. These classes present a number of ethical challenges including removing clothing, physical touch and disclosing personal information.

Clinical learning spaces: Crucibles for practice development in physiotherapy clinical education.

This paper, through a deep examination of clinical workplaces as learning spaces, uses a holistic interpretation of clinical education and offers a practice development crucible metaphor as a useful way to deepen how clinical education can be conceptualized. An in-depth conceptualization of clinical education is needed if educators are able to develop wise educational practice and optimize the time students spend in clinical learning settings. The research reported here was undertaken in the qualitative paradigm guided by philosophical hermeneutics.

Ethical experiential learning in medical, nursing and allied health education: A narrative review.

Unlabelled: Students enrolled in medical, nursing and health science programs often participate in experiential learning in their practical classes. Experiential learning includes peer physical examination and peer-assisted learning where students practise clinical skills on each other.

Objectives: To identify effective strategies that enable ethical experiential learning for health students during practical classes.

Using theories of learning in workplaces to enhance physiotherapy clinical education.

Clinical education has long been accepted as integral to the education of physiotherapy students and their preparation for professional practice. The clinical environment, through practice immersion, situates students in a powerful learning context and plays a critical role in students' construction of professional knowledge. Despite this acknowledged centrality of practice and clinical environments to the students' experiential construction of professional knowledge, there has been limited exploration of learning theories underpinning clinical education in the literature.