由合格的导师监督的体验式学习一直是认可的专职健康学术计划的持久要求。1数据表明,学生从参与体验式学习活动中受益,例如实习。2此外,研究表明,组织渴望雇用参加某种类型的外部实践经验的新毕业生。3由健康信息学和信息管理教育认证委员会(CAHIIM)认可的健康信息管理(HIM)计划要求学生在毕业前完成有监督的专业实践经验(PPE),以显示对课程要求的熟练程度。4本研究探讨了专业实践经验的挑战和障碍,以将本地和在线医院经验从基于HIM的角度的学生中放置。这项研究集中在医院的设置有几个原因:获得现场批准很复杂,集中的HIM部门为接待学生提出了独特的问题,并将研究重点缩小到他的学术课程中常用的设置。
放置和教导学生的PPE问题一直是他教育中的一个长期问题;5然而,与这个实践问题直接相关的文献有限。进行了广泛的文献检索,仅产生了一些基于研究的文章,这些文章提供了有关该问题的有限信息。因此,文献综述包括来自其他相关卫生学科的相关著作,与体验式学习有类似的问题.专职医疗学术计划的总体发现集中在医疗保健组织层面的问题上,包括法律问题,成本,时间,和生产力。6地理位置是阻止学生安置的另一个问题。其他问题集中在缺乏学生或导师准备的经验。
这是2021年进行的一项定性多案例研究。总共有6个案例,或参与者,参加了这项研究。参与者在与健康信息管理专家进行在线半结构化访谈之前,完成了访谈前调查以获取人口统计信息。收集和分析调查数据,为访谈提供信息。
研究结果表明,HIM受体面临着在医院安置和教导学生的挑战。缺乏高级领导层的支持是一个促成因素。其他问题集中在计划和准备上。让学生参与学习体验是另一个关键发现。最后,这项研究发现了一个关于缺乏向他的专业人员提供的受体培训的轶事发现。
各种问题导致了在组织层面安置和教导学生的问题。尽管面临这些挑战,这项研究的参与者表示致力于担任导师的角色。Further,这项研究通过结合创造性的方式来开展学习活动,确定了合理的解决方案来改善PPE。最后,这项研究是在大流行期间进行的,当时受体必须采用创新策略来指导HIM学生.
Experiential learning supervised by a qualified preceptor has been an enduring requirement for accredited allied health academic programs.1 Data show that students benefit from participating in experiential learning activities, such as an internship.2 Further, studies show organizations are eager to hire new graduates who took part in some type of external hands-on experience.3Health information management (HIM) programs accredited by the Commission on Accreditation for Health Informatics and Information Management Education (CAHIIM) require students to complete a supervised professional practice experience (PPE) before graduation to show proficiency of the curriculum requirements.4This study explored the challenges and barriers of professional practice experience for placing local and online baccalaureate students in hospital-based HIM departments from the preceptors\' viewpoint. This study focused on the hospital setting for several reasons: gaining site approval is complicated, the centralized HIM department poses unique problems for hosting students, and to narrow the research focus to a setting commonly used among HIM academic programs.
The PPE problems with placing and precepting students have been a long-standing concern in HIM education;5 however, there was limited literature available directly related to this problem of practice. An extensive literature search was conducted that yielded only a few research-based articles that provided limited information about the problem. Therefore, the literature review included related works from other allied health disciplines with similar issues with experiential learning.The overarching findings for allied health academic programs centered on issues at the healthcare organizational level, including legal concerns, cost, time, and productivity.6 Geographic location was yet another issue that prevented student placement. Additional concerns focused on lack of student or preceptor preparation for the experience.7.
This was a qualitative multi-
case study conducted in 2021. A total of six cases, or participants, took part in this study. Participants completed a pre-interview survey to obtain demographic information before conducting semi-structured interviews online with health information management preceptors. The survey data were compiled and analyzed to inform the interviews.
The study results indicate that HIM preceptors are challenged with placing and precepting students at their hospitals. Lack of support from senior leadership is a contributing factor. Additional issues center on planning and preparation. Keeping students engaged with the learning experience was another key finding. Lastly, this research uncovered an anecdotal finding about the lack of preceptor training provided to HIM professionals.
A variety of issues contribute to the problem of placing and precepting students at the organizational level. Despite these challenges, the participants in this study expressed dedication to serving in the preceptor role. Further, this study identified plausible solutions for improving the PPE by incorporating creative ways to deliver learning activities. Finally, this study was carried out during the pandemic at a time when preceptors had to employ innovative strategies for precepting HIM students.