Ella Ottrey1, Charlotte E Rees1,2, Caitlin Kemp1, Tina P Brock1,3, Michelle Leech4, Kayley Lyons3, Lynn V Monrouxe5, Julia Morphet1,6, Claire Palermo1,7. 1. Monash Centre for Scholarship in Health Education (MCSHE), Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, VIC, Australia. 2. College of Science, Health, Engineering & Education, Murdoch University, Murdoch, WA, Australia. 3. Faculty of Pharmacy and Pharmaceutical Sciences, Monash University, Parkville, VIC, Australia. 4. Nursing & Health Sciences Medicine Course, Faculty of Medicine, Medicine Nursing & Health Sciences, Monash University, Clayton, VIC, Australia. 5. School of Health Sciences, Faculty of Medicine and Health, University of Sydney, Camperdown Sydney, NSW, Australia. 6. Monash Nursing & Midwifery, Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, VIC, Australia. 7. Department of Nutrition, Dietetics and Food, School of Clinical Sciences at Monash Health, Monash University, Clayton, VIC, Australia.
Abstract
INTRODUCTION: While preparedness for practice (P4P) has been variously described, little shared understanding exists about what P4P is across the health professions. How P4P is conceptualised matters, because this shapes how stakeholders think, talk about, and act towards it. Further, multiple understandings can result in diverse expectations for graduate performance. This study therefore explores healthcare learners' solicited and unsolicited conceptualisations of P4P over their early graduate transition. METHODS: We conducted longitudinal qualitative research including individual and group entrance interviews (phase 1: n=35), longitudinal audio-diaries (phase 2: n=30), and individual and group exit interviews (phase 3: n=22) with learners from four disciplines (dietetics, medicine, nursing and pharmacy). We employed framework analysis to interrogate data cross-sectionally and longitudinally. RESULTS: We found 13 conceptualisations of P4P (e.g. knowledge, confidence), broadly similar across the disciplines. We found some conceptualisations dominant in both solicited and unsolicited talk (e.g. skills), some dominant only in solicited talk (e.g. competence), and others dominant only in unsolicited talk (e.g. experience). While most conceptualisations appeared relatively stable across time, some appeared to dominate at certain time points only (e.g. employability and skills in phases 1 and 2, and competence in phase 3). DISCUSSION: This novel study extends previous uniprofessional work by illustrating a broader array of conceptualisations, differences between professions, solicited versus unsolicited talk, and longitudinal cohort patterns. We encourage healthcare educators to discuss these different P4P understandings in graduate transition interventions. Further research is needed to explore other stakeholders' conceptualisations, and over a duration beyond the early graduate transition. This article is protected by copyright. All rights reserved.
INTRODUCTION: While preparedness for practice (P4P) has been variously described, little shared understanding exists about what P4P is across the health professions. How P4P is conceptualised matters, because this shapes how stakeholders think, talk about, and act towards it. Further, multiple understandings can result in diverse expectations for graduate performance. This study therefore explores healthcare learners' solicited and unsolicited conceptualisations of P4P over their early graduate transition. METHODS: We conducted longitudinal qualitative research including individual and group entrance interviews (phase 1: n=35), longitudinal audio-diaries (phase 2: n=30), and individual and group exit interviews (phase 3: n=22) with learners from four disciplines (dietetics, medicine, nursing and pharmacy). We employed framework analysis to interrogate data cross-sectionally and longitudinally. RESULTS: We found 13 conceptualisations of P4P (e.g. knowledge, confidence), broadly similar across the disciplines. We found some conceptualisations dominant in both solicited and unsolicited talk (e.g. skills), some dominant only in solicited talk (e.g. competence), and others dominant only in unsolicited talk (e.g. experience). While most conceptualisations appeared relatively stable across time, some appeared to dominate at certain time points only (e.g. employability and skills in phases 1 and 2, and competence in phase 3). DISCUSSION: This novel study extends previous uniprofessional work by illustrating a broader array of conceptualisations, differences between professions, solicited versus unsolicited talk, and longitudinal cohort patterns. We encourage healthcare educators to discuss these different P4P understandings in graduate transition interventions. Further research is needed to explore other stakeholders' conceptualisations, and over a duration beyond the early graduate transition. This article is protected by copyright. All rights reserved.
Entities:
Keywords:
dietetics; graduates; longitudinal qualitative research; medicine; nursing; pharmacy; preparedness for practice; work readiness
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