Defining the construct of Masters level clinical practice in healthcare based on the UK experience
Rushton, Alison and Lindsay, Geoff. (2008) Defining the construct of Masters level clinical practice in healthcare based on the UK experience. Medical Teacher, Vol.30 (No.4). E100-E107. ISSN 0142-159XFull text not available from this repository.
Official URL: http://dx.doi.org/10.1080/01421590801929950
Background: Growing emphasis on Masters level provision has been facilitated by the migration of education into Higher Education and the requirement for Continuing Professional Development. Paralleling this has been the development of specialisation in clinical practice. These factors have contributed to a proliferation of Masters courses aiming to develop specialist clinical practice. Aims: The aim of the study was to define the behaviours that are indicative of the construct of masters level clinical practice, using the UK experience as an example. Method: A modified Delphi study employed a total population sample of course tutors of masters courses (nursing/midwifery, physiotherapy, radiography, interprofessional) in the UK assessing clinical practice (n=48). Round 1 requested behaviours indicative of the construct of Masters level clinical practice. Data were analysed through descriptive coding identifying emerging themes to inform the behaviours included in round 2 that asked the participants to rank the importance of each behaviour on a 1-5 scale. Round 3 requested ranking the importance of the different behaviours to the construct. Descriptive analysis and the use of Kendall's coefficient of concordance and Spearman's rho enabled interpretation of consensus in rounds 2 and 3. Results: The response rate for the Delphi study was very good. There was good consensus amongst the 28 behaviours identified for round 1. The second round enabled 21 behaviours agreed to be very important indicators of the construct to be taken into round 3. The ranking process in round 3 highlighted the importance of for example, a critical approach to practice and advanced clinical reasoning. Conclusion: The resulting 20 behaviours demonstrate good measurement validity and external validity. The components of the construct can therefore be used as the basis for further research.
|Item Type:||Journal Article|
|Subjects:||L Education > LB Theory and practice of education > LB2300 Higher Education
L Education > LC Special aspects of education
R Medicine > R Medicine (General)
|Divisions:||Faculty of Social Sciences > Centre for Educational Development, Appraisal and Research (CEDAR)
Faculty of Social Sciences > Institute of Education
|Library of Congress Subject Headings (LCSH):||Medical education -- Great Britain, Degrees, academic, Career development, Professional education, Delphi method, Master of arts degree -- Research|
|Journal or Publication Title:||Medical Teacher|
|Number of Pages:||8|
|Access rights to Published version:||Restricted or Subscription Access|
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