Embedding salutogenesis in nursing student placements

Title: Embedding salutogenesis in nursing student placements

Abstract:

Over the last three years, the Indirect Placement and Supervision Assessment model has been deployed across numerous undergraduate Health & Social Care programmes at UK Higher Education Institutes. The model instigates a salutogenic approach to student placement provision, and has attracted international attention. We evaluate the ongoing efficacy of the Indirect Placement and Supervision Assessment model, and chart its contributions in leading student placement access to third sector healthcare providers. Purposively sampled participants took part in a non-synchronous study, which was comprised of three intervention points, utilising a dynamic data collection model.
Initial data from the cohort was gathered via a Microsoft Forms service evaluation in early February 2023, with follow-up intervention points in late March and mid-May 2023. We collate and analyse the perspectives of educators involved in the model’s dissemination, alongside the perspectives of those students who have undertaken Indirect placements. Participants answered a range of quantitative and qualitative questions in relation to their direct experiences of the Indirect Placement and Supervision Assessment model. Responses were thematically coded.
In quantitative responses, there was a strong thematic correlation between the model, successful salutogenic practices, and learning experiences. In quantitative responses, the model was rated highly by both educators and students. Our results indicate the shortfalls of exclusively medically-oriented models of student placement and assessment, and indicate the ongoing validity of the Indirect model and its salutogenic alignment.

Audience Take Away Notes:

• The paper will provide delegates with a workable and transferrable roadmap for implementing sustainable and cutting-edge methods of student placement provision in Nursing education
• The paper gives an example of best practice and success which helps facilitate both student retention and recruitment
• Those present will be able to use this knowledge to expand and productively update the teaching practices in place at their institutions

Biography:

Dr. Kate H Knight is an Associate Professor and Head of Practice learning for the Faculty of Health, Medicine and Society and has the academic leadership for health and social care practice and governance and management of practice learning in her portfolio. This includes placement quality whilst developing the faculty practice learning provision. Kate leads the Practice Learning Team including Lecturers in Practice Learning and project teams expanding capacity and improving quality of placements. Kate is a registered children’s nurse and a Senior Fellow of the Higher Education Academy.