Clinical placements and culturally and linguistically diverse students


Culturally and linguistically diverse student cohorts experience of clinical practice or professional experience in the health professions have been investigated. Kingston and Forland (2008) discuss the different expectations that can arise when collectivist educational traditions and individualist educational philosophies meet within the higher education sector. This paper discusses how to resolve some of these issues. Harvey et al (2013) reported a program to prepare culturally and linguistically diverse (CALD) students for clinical practice. Attrill et al (2015) describe the findings of a project to understand the perceptions of CALD students and of clinical placement and competency development. The authors suggest strategies to assist in adjusting to professional and learning expectations of clinical education placement. Each of these papers provide insights into gaining an understanding of the CALD experience and offer suggestions to promote and support students in experiencing a high quality clinical placement.

Kingston and Forland (2008) suggest systems methods such as the development of international and educational centres to ameliorate the difference in expectations  and to dispel the generalisations of students and lecturers. Harvey et al (2013) discusses the challenges associated with transitioning to a different socio-cultural learning environments and suggests an approach to address these issues. The preparation for practice program aimed to enable successful achievement of clinical practice learning outcomes by utilising a a participatory approach using a caring pedagogical lens. The authors describe the program designed to develop communication, enable practice of different communication styles in a safe environment and facilitate reflection. The findings of the project indicated the program improved student confidence, and communication in the practice setting. Importantly this program enabled a new understanding of cross-cultural learning. Both studies articulated that cultural stereotypes of learning were challenged. The authors also acknowledged the learning by participating staff members was valuable.

Attrill et al (2015) also conducted focus groups at two Australian universities to investigate the perceptions of experience and competency development of CALD students on clinical placement. These authors also explored the differences between this cohort and domestic or home students. International student themes included the influence of communication skills; adjustment; and the structure of learning environments. Domestic student themes included being in charge of their own competency; collaborative learning; and the flexibility of learning environments. The authors discuss the differences between the cohorts, highlighting that CALD students had concerns about their communication  skills; adjustment to placement settings and service delivery models being different to their home country. CALD students also indicated a preference for structured learning environments that enabled modelling to assist with their learning.

These three studies explored different disciplines, however, the findings were synergistic, demonstrating that transitioning into a new culture and understanding expectations from all stakeholders is necessary for effective learning to be possible. These studies show there are implications for clinical supervision of CALD students. It is important to provide opportunities to prepare them for learning within a different context, with differing pedagogical methods; preparation for practice by enabling students to develop confidence in a safe environment prior to going into clinical practice. Additionally, there is a need for clinical supervisors to understand the need for orientation, development of learning plans, facilitating adjustment to the environment and ensuring their is a mutual understanding of expectations of the placement for all students.

If you have any comments or suggestions about enabling adjustment to a new learning environment for students you are welcome to post them here. Please join us @PEPCommunity.

 

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