An integrative review of the impact of allied health student placements on current staff’s knowledge and procedural skills in acute and primary care settings

Authors

Mohammad Hamiduzzaman, University of Wollongong
Sarah Miles, University of Wollongong
Sarah Crook, University of Wollongong
Lewis Grove, University of Wollongong
Jennie Hewitt, University of Wollongong
Frances Barraclough, University of Wollongong
Peter Hawkins, University of Wollongong
Erika Campbell, University of Wollongong
Nicola Buster, University of Wollongong
Kate Thomson, The University of Sydney School of Health Sciences
Christopher Williams, University of Wollongong
Vicki Flood, University of Wollongong

Publication Name

BMC Medical Education

Abstract

Background: Staff shortages limit access to health services. The bidirectional benefits of allied health clinical placements are understood in the domains of student learning, health service delivery, and future workforce development. Still, the benefits to current workforce outcomes remain unknown. This review provides insights into the effects of allied health student placements in acute and primary care settings, particularly on healthcare staff's knowledge and procedural skills. Methods: This search was based on the integrative review process established by Whittemore and Knafl in 2005. In October 2023, the first author (MH) searched five major electronic databases: Medline-EBSCO, PubMed, CINAHL, Embase, and Scopus. The CLUSTER model was used to track additional references. The first three authors (MH, SM, and SC) were involved in screening, quality appraisal, and synthesis of the studies. Data were thematically synthesised and analysed. Results: MeSH headings and keywords were used in key search areas: health education, health professional training, clinical placements, and allied health professions. The systematic search yielded 12 papers on allied health student placements across various healthcare settings in rural and metropolitan areas, with no high-quality methodologies measuring student placements' impact on staff knowledge and skills. Four main themes were identified from the analysis: meaningful student integration in service delivery, targeted educational support to healthcare staff, development of staff procedural skills and confidence, and the mechanisms of why student placements work in this aspect. Conclusions: This review suggests that offering allied health student placement could be a promising approach to supporting rural healthcare staff in performing patient assessments and treatments proficiently and collaboratively. However, this requires further investigation to confirm.

Open Access Status

This publication may be available as open access

Volume

24

Issue

1

Article Number

657