Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Social Loafing01:37

Social Loafing

Another way in which a group presence can affect performance is social loafing—the exertion of less effort by a person working together with a group. Social loafing occurs when our individual performance cannot be evaluated separately from the group. Thus, group performance declines on easy tasks (Karau & Williams, 1993). Essentially individual group members loaf and let other group members pick up the slack. Because each individual’s efforts cannot be evaluated, individuals become less...
Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation01:24

Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation

Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about insulin...
Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning, patient...
Case Studies01:22

Case Studies

There are many research methods available to psychologists in their efforts to understand, describe, and explain behavior and the cognitive and biological processes that underlie it.
Hindsight Biases01:12

Hindsight Biases

Hindsight bias leads you to believe that the event you just experienced was predictable, even though it really wasn’t. In other words, you knew all along that things would turn out the way they did. Can you relate this to the phrase "Hindsight is 20/20" now?
Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis

The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
It is critical to determine the patient's learning needs during the assessment. Determination of learning needs compounds data from the...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Ableism within social inclusion descriptors: Ways forward through expanding on occupational dimensions.

Australian occupational therapy journal·2026
Same author

Exploring the concepts of consumer feedback systems for occupational therapy student learning during practice placements: A scoping review.

Australian occupational therapy journal·2024
Same author

Australian occupational therapists' perspectives of consumers authentically contributing to student learning during practice placements: 'It just makes sense!' but 'we need a process'.

Australian occupational therapy journal·2022
Same author

Consumer experiences of care coordination for people living with chronic conditions and other complex needs: an inclusive and co-produced research study.

Australian health review : a publication of the Australian Hospital Association·2021
Same author

Participating in telehealth is a complex occupation.

Australian occupational therapy journal·2020
Same author

Capabilities, Opportunities, Resources and Environments (CORE): Using the CORE approach for inclusive, occupation-centred practice.

Australian occupational therapy journal·2020

Related Experiment Video

Updated: Jul 3, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Learning and being a first-time student supervisor: challenges and triumphs.

Robert B Pereira1

  • 1Occupational Therapy Department, Geelong Hospital, Geelong, Victoria, Australia. robipereira@hotmail.com

The Australian Journal of Rural Health
|July 26, 2008
PubMed
Summary

Recent allied health graduates face challenges transitioning to practice, impacting their confidence and career longevity. Supporting these new practitioners is crucial for retaining skilled professionals, especially in underserved rural and remote areas.

More Related Videos

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience
10:17

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience

Published on: November 15, 2024

Related Experiment Videos

Last Updated: Jul 3, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience
10:17

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience

Published on: November 15, 2024

Area of Science:

  • Allied Health Professions
  • Professional Development
  • Graduate Transition

Background:

  • The transition from student to practitioner presents significant challenges for recent allied health graduates.
  • Applying theoretical knowledge to real-world client needs can be overwhelming, potentially leading to feelings of incompetence or early career changes.
  • High retention rates in allied health are vital for professional growth, reputation, and community service.

Purpose of the Study:

  • To explore the challenges faced by recent allied health graduates during their transition to professional practice.
  • To understand the factors influencing graduate learning and development in the early stages of their careers.
  • To emphasize the importance of supporting new practitioners for workforce retention, particularly in regional, rural, and remote settings.

Main Methods:

  • Qualitative analysis of graduate experiences and challenges.
  • Literature review on professional development and retention in allied health.
  • Exploration of factors impacting practitioner confidence and competence.

Main Results:

  • Graduates experience a steep learning curve, requiring significant adaptation from academic to clinical settings.
  • Inadequate support or overwhelming demands can negatively impact practitioner confidence and job satisfaction.
  • The need for flexible, resourceful, and culturally sensitive practitioners is amplified in rural and remote areas.

Conclusions:

  • Effective support systems are essential to help recent allied health graduates navigate the transition to practice successfully.
  • Addressing the challenges of early-career practitioners can improve retention rates and ensure the continued delivery of quality healthcare.
  • Investing in the development of allied health professionals working in regional, rural, and remote areas is critical to meet community needs.