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Article
Publication date: 20 August 2021

Kelsey Griffen, Oscar Lederman, Rachel Morell, Hamish Fibbins, Jackie Curtis, Philip Ward and Scott Teasdale

This paper aims to examine student exercise physiologists (EPs) and student dietitians’ confidence regarding working with people with severe mental illness (SMI) pre- and…

Abstract

Purpose

This paper aims to examine student exercise physiologists (EPs) and student dietitians’ confidence regarding working with people with severe mental illness (SMI) pre- and post-practicum in a mental health service.

Design/methodology/approach

This single-arm, quality improvement project included students completing practicum within a lifestyle programme embedded in mental health services. Student EPs completed 100 h of practicum across 15 weeks as part requirement for their Bachelor of Exercise Physiology degree and student dietitians completed six weeks full-time (40 h/week) for the part requirement of their Master of Nutrition and Dietetics. Students completed the Dietetic Confidence Scale (terminology was adapted for student EPs) pre- and post-practicum.

Findings

In total, 27 student EPs and 13 student dietitians completed placement and returned pre- and post-practicum questionnaires. Pre-practicum confidence scores were 90.8 ± 17.1 and 86.9 ± 18.9 out of a possible 140 points for student EPs and student dietitians, respectively. Confidence scores increased substantially post-practicum for both student EPs [mean difference (MD) = 29.3 ± 18.8, p < 0.001, d = 1.56] and dietitian students (MD = 26.1 ± 15.9, p = 0.002, d = 1.64). There were significant improvements in confidence across all domains of the confidence questionnaire for both EPs and dietitian students.

Originality/value

There is a research gap in understanding the confidence levels of student EPs’ and student dietitians’ when working with people with mental illness and the impact that undertaking a practicum in a mental health setting may play. To the best of the authors’ knowledge, this is the first study to explore student EP and student dietitian confidence in working with people with SMI pre- and post-practicum in a mental health setting.

Details

The Journal of Mental Health Training, Education and Practice, vol. 16 no. 6
Type: Research Article
ISSN: 1755-6228

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Article
Publication date: 8 June 2021

Jo Fletcher, Chris Astall and John Everatt

This paper is about mentoring of initial teacher education (ITE) students whilst on their practicum.

Abstract

Purpose

This paper is about mentoring of initial teacher education (ITE) students whilst on their practicum.

Design/methodology/approach

Informed by a social constructivist theoretical framework, an online survey was used to capture the breadth of quantitative data and the richness of qualitative responses relating to factors that impact student teachers' experiences during practicum.

Findings

Quantitative data indicate that many student teachers were positive about the practicum, but this varied across the type of school in which they were placed. The qualitative data analyses showed a greater in-depth understanding of the range of issues that impacted how student teachers are treated in their role as a mentee by the mentor and the wider school community.

Practical implications

Better understanding the experiences of student teachers helps to inform ITE providers of the critical role that mentor teachers play in preparing student teachers. The practical implications are that strategies to develop deep and collaborative partnerships amongst ITE providers, mentor teachers and school leaders, which build stronger understandings of a mentor teacher's role, are critical in order to support student teachers.

Originality/value

This research study repositions the critical nature of effective mentoring of student teachers so that mentor teachers and ITE providers can be informed by the voices and lived realities of these student teachers. The mentoring relationship needs to be critically interrogated to provide a more even and supportive “playing field” for all student teachers.

Details

International Journal of Mentoring and Coaching in Education, vol. 10 no. 3
Type: Research Article
ISSN: 2046-6854

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Book part
Publication date: 22 December 2016

Janet L. Kottke, Deborah A. Olson and Kenneth S. Shultz

To demonstrate how applied projects integrated within master’s level graduate programs in the organizational sciences provide students with experiences that facilitate the…

Abstract

Purpose

To demonstrate how applied projects integrated within master’s level graduate programs in the organizational sciences provide students with experiences that facilitate the translation of classroom concepts into practices that positively impact individual, organizational, and societal level outcomes.

Methodology/approach

We discuss how the scientist-practitioner model guides our thinking regarding the development of cocurriculum options for master’s level students. To give context, we provide thumbnail sketches of two applied programs — a master’s of science degree program in industrial-organizational psychology and a master’s of business administration (MBA) program — that serve as exemplars for linking practice with science.

Findings

We demonstrated, with specific examples, how practicum courses can bridge curricular and cocurricular offerings in stand-alone master’s programs, thus offering a glimpse into the range of activities completed by master’s students with little to over 20 years of work experience: job analysis, interview protocol development, program evaluation, talent acquisition, performance management, coaching, as well as training strategy ideation and delivery. We conclude the chapter with final reflections on the use of practicum classes in master’s level training.

Originality/value

The practicum courses detailed serve as unique exemplars of how to apply theory and research to organizational problems, thus bridging science and practice in the organizational sciences.

Details

Integrating Curricular and Co-Curricular Endeavors to Enhance Student Outcomes
Type: Book
ISBN: 978-1-78635-063-3

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Article
Publication date: 7 September 2010

Amara Malik and Kanwal Ameen

Library practicum is a supervised, hands‐on practice in various library functions. This paper aims to explore the effectiveness of library practicum in learning various…

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710

Abstract

Purpose

Library practicum is a supervised, hands‐on practice in various library functions. This paper aims to explore the effectiveness of library practicum in learning various professional skills through the perception of library information science (LIS) graduates.

Design/methodology/approach

Since this is a case study, multiple data collection techniques, i.e. a questionnaire survey (having both closed and open ended questions), and discussions with senior faculty members and observation (as a participant observer) are used to probe the real status. LIS graduates of PU sessions 2002‐2006 are identified as the population. The total number of the population is 367 and targeted sample is 118 graduates. Snowball sampling technique is used to reach them.

Findings

The findings reveal that well designed and well managed practicum plays a vital role in improving professional skills. Insufficient practicum duration, communication gap among three parties (students, external and internal supervisor), loose supervision and lack of focus on professional skills are the problems reported by LIS graduates.

Practical implications

As a study of the practical elements of studying library science, the paper should be of interest to practitioners.

Originality/value

This paper is the only evaluation of library practicum in Pakistan. The findings will be helpful in designing better and more effective library practicum programs in Pakistan as well as in other developing countries.

Details

Library Review, vol. 59 no. 8
Type: Research Article
ISSN: 0024-2535

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Article
Publication date: 1 September 2015

Giovanna Esposito, Maria Francesca Freda and Valentina Bosco

This study aims to examine the self-perceived competencies of 231 Italian students enrolled in a psychological degree program and involved in a practicum. It analyzes the…

Abstract

Purpose

This study aims to examine the self-perceived competencies of 231 Italian students enrolled in a psychological degree program and involved in a practicum. It analyzes the subjective perception of the competences that students expect to develop, acknowledge as developed and that might be inferred from tasks performed during the practicum; the level of expertise (novice, intermediate or advanced) of these competences; and the relation between the practicum facility and the competences.

Design/methodology/approach

This study administered an ad hoc survey comprising open-ended questions and used the Practicum Competencies Outline (Hatcher and Lassiter, 2007) as a framework for the content analysis.

Findings

The results revealed poor perception of some competency domains, such as Diversity: Individual and Cultural Differences; Development of Leadership; Application of Research and Ethics; and a frequent acknowledgment of Psychological Assessment and Professional Development. Before the practicum, the students expected to develop competence mainly at a novice level of expertise; after the practicum, the intermediate level of competences acknowledged as developed and inferred from performed tasks increased.

Research limitations/implications

The findings have implications for research on competence-based training, such as the necessity of self-assessment training evaluation.

Practical implications

Undergraduate psychology students must reflect on the value of psychological competences during their formative training to re-orient their learning process and build a competent professional role. Moreover, psychological facilities and university must share common objectives in training undergraduate students.

Originality/value

This study is the first attempt to analyze Italian college students’ subjective perceptions of psychological competencies expected or developed during practicum .

Details

European Journal of Training and Development, vol. 39 no. 8
Type: Research Article
ISSN: 2046-9012

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Article
Publication date: 19 July 2011

Ignacio J. Ferrer‐Vinent and Karen Sobel

The purpose of this paper is to augment knowledge about perceived benefits and drawbacks of practicum programs in academic libraries.

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785

Abstract

Purpose

The purpose of this paper is to augment knowledge about perceived benefits and drawbacks of practicum programs in academic libraries.

Design/methodology/approach

Many library science programs require or encourage practicum experiences. The paper surveyed past practicum students and site librarians about experiences with their practicum program.

Findings

Practica in librarianship that balance structure and independence were reported to be beneficial, both for practicum students and for the libraries that host them. Students enjoyed the theory‐to‐practice aspects and the diverse populations of the academic library. The Auraria Campus's student body displays great diversity in terms of race and ethnicity, socioeconomics, age, and prior educational experiences. Practicum participants also made constructive suggestions for changes in terms of structure and content. Students and site librarians valued their interactions with one another, even though the librarians were aware that mentoring and supervising practicum students consumes time.

Practical implications

Master of Library Science (MLS) programs, students, and libraries should consider these results when evaluating or considering practicum programs.

Originality/value

At present, the library literature contains very few examples of evaluation strategies for library practicum programs. This article presents an easily adaptable model for assessing practicum programs in order to make improvements to their own programs.

Details

New Library World, vol. 112 no. 7/8
Type: Research Article
ISSN: 0307-4803

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Book part
Publication date: 4 January 2013

Cheryl Dozier and Julie Smit

Purpose – This chapter outlines a six-week graduate level writing practicum that fosters collaboration among teachers, elementary school writers, and families.Design …

Abstract

Purpose – This chapter outlines a six-week graduate level writing practicum that fosters collaboration among teachers, elementary school writers, and families.

Design – Through the voices of teachers, students, and families, the authors describe a newly developed writing practicum where teachers engage in the writing process to build communities of writers and develop partnerships with families.

Practical implications – Teacher educators can use the practices presented in this chapter as a springboard to create their own school-based writing practicum.

Originality/value – This approach to teacher education values communities of writers and family partnerships to build on student writers’ strengths and interests.

Details

Advanced Literacy Practices
Type: Book
ISBN: 978-1-78190-503-6

Keywords

Content available
Article
Publication date: 1 March 2009

Yuni Tri Hewindati and Aminudin Zuhairi

Conducting biological science practicum at UT involves a series of activities, ranging from registration, implementation, practicum learning support, and evaluation of…

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1568

Abstract

Conducting biological science practicum at UT involves a series of activities, ranging from registration, implementation, practicum learning support, and evaluation of student learning. Some important factors to consider in conducting science practicum at a distance include location, student conditions, and availability of the needed resources. UT science practicum involves the use of resources of partner universities, so the practicum is conducted during the semester break of the partner institution. In order to be financially viable, practicum is conducted when there are a minimum of 8 participating students, otherwise students will have to meet the minimum quota of the practicum cost.

Details

Asian Association of Open Universities Journal, vol. 4 no. 1
Type: Research Article
ISSN: 1858-3431

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Article
Publication date: 31 December 2019

Youmen Chaaban and Rania Sawalhi

The purpose of this paper is to explore the nature of student teachers’ development as teacher leaders during a 12-week practicum experience at Qatari government schools.

Abstract

Purpose

The purpose of this paper is to explore the nature of student teachers’ development as teacher leaders during a 12-week practicum experience at Qatari government schools.

Design/methodology/approach

The investigation involved a qualitative research methodology entailing multiple data generation methods, including pre/post interviews, weekly journals, mid- and post-reflective essays, classroom observations and multiple assignments. Data analysis was carried out using deductive and inductive methods, by adapting the conceptual framework of teacher leadership practices, identity and views, but allowing for new analytical themes to emerge.

Findings

Upon initiating leadership practices, two pathways to leadership development were revealed, mediated by the presence or absence of supportive factors. Both pathways, however, led to the development of divergent teacher leadership identities and varying views toward teacher leadership.

Originality/value

The study includes implications for the design of initial teacher preparation programs designed to prepare student teachers as teacher leaders.

Details

Journal of Applied Research in Higher Education, vol. 12 no. 5
Type: Research Article
ISSN: 2050-7003

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Article
Publication date: 1 February 1990

John C. Daresh

The status of the practicum (learning by doing) in educationaladministration preparation programmes is discussed. The literature basefor discussion of the issues involved…

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5882

Abstract

The status of the practicum (learning by doing) in educational administration preparation programmes is discussed. The literature base for discussion of the issues involved is inadequate; research has been limited both in the ways the topic has been studied and what has been found. Possible new directions which research might profitably take are presented.

Details

Journal of Educational Administration, vol. 28 no. 2
Type: Research Article
ISSN: 0957-8234

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