Nicole Shaw

Bio: Nicole Shaw is an academic researcher from Deakin University. The author has contributed to research in topics: Interprofessional education & Occupational therapy. The author has an hindex of 2, co-authored 5 publications receiving 25 citations. Previous affiliations of Nicole Shaw include Barwon Health & Geelong Football Club.

"Refreshed…reinforced…reflective": A qualitative exploration of interprofessional education facilitators' own interprofessional learning and collaborative practice.

Abstract: While there is extensive research examining the outcomes of interprofessional education (IPE) for students, minimal research has investigated how facilitating student learning influences the facilitators themselves. This exploratory case study aimed to explore whether and how facilitating IPE influences facilitators' own collaborative practice attitudes, knowledge, and workplace behaviours. Sixteen facilitators of an online pre-licensure IPE unit for an Australian university participated in semi-structured telephone interviews. Inductive thematic analysis revealed three emergent themes and associated subthemes characterising participants' reflexivity as IPE facilitators: interprofessional learning; professional behaviour change; and collaborative practice expertise. Participants experienced interprofessional learning in their role as facilitators, improving their understanding of other professionals' roles, theoretical and empirical knowledge underlying collaborative practice, and the use and value of online communication. Participants also reported having changed several professional behaviours, including improved interprofessional collaboration with colleagues, a change in care plan focus, a less didactic approach to supervising students and staff, and greater enthusiasm impressing the value of collaborative practice on placement students. Participants reported having acquired their prior interprofessional collaboration expertise via professional experience rather than formal learning opportunities and believed access to formal IPE as learners would aid their continuing professional development. Overall, the outcomes of the IPE experience extended past the intended audience of the student learners and positively impacted on the facilitators as well.

Interprofessional education and practice guide No. 10: Developing, supporting and sustaining a team of facilitators in online interprofessional education

Abstract: Whilst we have seen a growth in the use of information and communication technologies to deliver interprofessional education (IPE) in the last decade, little has been written about facilita...

‘ … breaks down silos’: allied health clinicians’ perceptions of informal interprofessional interactions in the healthcare workplace

Abstract: Informal interprofessional interactions have gained interest in recent interprofessional care, education, health services and social sciences research literature. Some of the established benefits a...

Evaluating a wayfinding video

Abstract: Background Many occupational therapy students experience anxiety and distraction when entering a new setting at the beginning of a clinical placement Orientation processes may provide students with the information they need to feel more comfortable in an unfamiliar clinical setting The aim of this project was to evaluate a revised wayfinding video for first- and second-year occupational therapy students, with a particular focus on reducing anxiety Methods A revised version of a wayfinding video (with a duration of 3 minutes and 40 seconds) was created by final-year occupational therapy students and then evaluated using a paper-based descriptive survey All data were analysed using a content analysis approach Results A total of 71 responses were received, demonstrating a response rate of 47% The students indicated that the video addressed the main sources of pre-placement anxiety and supported their pre-existing anxiety management strategies Anxiety-reducing features of the video included an overview and visual introduction to the facility, hearing the positive experiences of other students, the provision of placement expectations and an introduction to the student coordinators All but two of the students indicated that they would watch the video if it were attached to their welcome pack Many occupational therapy students experience anxiety and distraction when entering a new setting CONCLUSIONS: The revised wayfinding video addressed many of the students' anxieties about commencing placement and now forms part of a broader suite of student orientation materials There are several limitations to the development of wayfinding videos, but they are surmountable via collaboration and investment in careful planning

Occupational Therapy Enhanced Practice Education Approach: Student Perspectives

Abstract: It has been suggested that to provide occupational therapy students with the best opportunities to learn while on a placement, it is important that they enter a supportive and welcoming environment that fosters quality learning experiences. To achieve a quality practice education experience, the occupational therapy team at Barwon Health developed and implemented the Barwon Health Occupational Therapy Enhanced Practice Education Approach (BHOTEPEA). The aim of this research was to ascertain occupational therapy students’ perceptions of the impact of the implementation of three core components of the BHOTEPEA: the student orientation process, facilitated practicums and reflective practice sessions. The method utilised by this study was an on-line survey to collect quantitative and qualitative data from occupational therapy students who had undertaken placements at Barwon Health between December 2014 and December 2015. Thirty-six out of 125 occupational therapy students responded to the survey (response rate of 29.8%). Students indicated that the approach assisted them to feel welcomed and prepared for placement, develop their practice skills and abilities, and develop their reflective practice skills. In conclusion, it appears that the BHOTEPEA supports the key elements of a quality practice education experience for occupational therapy students identified in the literature, including a welcoming learning environment, detailed orientation, clear expectations and a graded program of learning experiences. The findings from this research suggest other placement sites may be able to enhance the quality of their student placement experiences by adopting the three core components of the BHOTEPEA.

Online interprofessional education during and post the COVID-19 pandemic: a commentary.

Abstract: The full impact of the COVID-19 pandemic on higher education and interprofessional education programs in particular is yet to be determined, however, it is clear that this pandemic is changing the way we live, learn, and work. Online education is becoming the new normal in academia, but it is a development that may be posing a conundrum to some. Teachers of interprofessional education are expected to employ online education, but some may lack the knowledge and expertise to create and facilitate an engaging, positive, and supportive online environment for their students. This report discusses the application of Meaningful Discourse and the Community of Inquiry principles on developing online learning communities in interprofessional education.

Online interprofessional education facilitation: A scoping review.

Abstract: Introduction: The use of online media to deliver interprofessional education (IPE) is becoming more prevalent across health professions education settings. Facilitation of IPE activities is known t...

Interprofessional education during the COVID-19 pandemic: finding the good in a bad situation.

Abstract: COVID-19 restrictions necessitated wholescale conversion of curricula to online learning environments globally. We used a mixed-methods study design to evaluate the conversion of a large foundational interprofessional course, at our university, to an asynchronous online learning environment. A survey was used to gauge if students learned interprofessionally and about interprofessional collaborative practice (IPCP). A COVID-19 discussion board was used to assess learner knowledge of their own and other health professions and value for IPCP. Survey results indicated students perceived the online session as effective as it would have been in person. The COVID-19 discussion board presented evidence that students met all Interprofessional Education Collaborative core competencies for IPCP, shared knowledge of their and other health professions, and expressed the value and essentiality of IPCP. Findings support social context as a main requisite for interprofessional education, and within the context of the COVID-19 pandemic, students were able to heighten their connection to the global interprofessional community. Circumstances surrounding COVID-19 highlight the need for increasing IPCP education. One unforeseen positive that has emerged in spite of this global catastrophe is enhanced student awareness of IPCP and interprofessional comradery as evidenced through student discussions in this course.

Interprofessional education and practice guide No. 10: Developing, supporting and sustaining a team of facilitators in online interprofessional education

Abstract: Whilst we have seen a growth in the use of information and communication technologies to deliver interprofessional education (IPE) in the last decade, little has been written about facilita...