Joanne Linforth

School of Health Sciences University of Liverpool

5Papers / 论文

24Citations / 引用

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教育经历

University of Liverpool, Pg Cert Academic Practice Health and Social Care, University of Chester, MSc Professional Studies Lancaster University, Pg Dip Cognitive Behavioural Therapy in Primary Care Health and Social Care, Bangor University, Pg Dip Occupational Therapy 2000 - 2003, University of Cambridge, MA Natural Sciences

工作经历

2017, Occupational Therapy, University of Liverpool, Lecturer 2012 - 2016, Cheshire and Wirral Partnership NHS Foundation Trust, Occupational Therapist/Cognitive Behavioural Therapist /Practice Education Lead 2014 - 2016, Clinical Education, Clatterbridge Cancer Centre NHS Foundation Trust, Practice Education Facilitator 2014 - 2015, Cognitive Behavioural Therapy in Primary Care, Lancaster University, Visiting Teacher 2011 - 2012, Vocational Rehabilitation, South West Yorkshire Partnership NHS Foundation Trust, Occupational Therapist 2010 - 2011, Adult Mental Health Day Services, Royal Borough of Kensington and Chelsea Health and Social Care, Occupational Therapist/Mental Health Recovery Services Team Lead

全面呈现 [Joanne Linforth] 的学术影响力

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研究兴趣

201920212022

论文（5）

专利

基金项目

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1Exploring Student Confidence Within Case-Based Learning: an Action Research Study

Joanne Linforth,Anne-Louise Humphreys,Rebecca Matson

The evidence supporting the use of case-based learning to build student confidence in applying theory to practice is developing. With the aim of addressing some identified concerns around occupational therapy students’ confidence in applying clinical skills, modifications were made to an undergraduate case-based learning module. The impact of a student-written case-study session during which students could self-select their own groups was explored. Findings indicate that this session had a significant impact on improving student confidence in one of three clinical skills within the module content. Within this session, more students valued active learning approaches, than they did in the tutor-led case studies, where they tended to identify more didactic approaches as positively impacting on their confidence. The modifications made appear to have more effectively scaffolded engagement with case-based learning and perhaps consequently enhanced students’confidence in their abilities in applying their clinical skills.This article was published open access under a CC BY licence: https://creativecommons.org/licences/by/4.0.

2023Developing Academic Practice

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2Simulated Placements As Partial Replacement of Clinical Training Time: A Delphi Consensus Study

Pete Bridge,Joanne Adeoye,Christopher N. Edge, Vicky L. Garner,Anne-Louise Humphreys, Sarah-Jane Ketterer,Joanne G. Linforth,Anthony S. Manning-Stanley,David Newsham,Denise Prescott,Samuel J. Pullan,Jo Sharp

Background: There is growing interest in utilizing structured extended periods of simulation as partial replacement for clinical placement (PRCP) due to workforce demands and COVID-19 impact. This project aimed to identify the extent to which stakeholders felt that simulated placements could reduce overall clinical placement time requirement for health care students. Method: Participants included a range of nurses and Allied Health Professionals including managers, clinicians and lecturers. A three-round Delphi study was conducted with a 75% consensus agreement target. Results: Overall, 71 participants engaged with at least one round of the study and identified benefits of PRCP: Safety, learning from mistakes, improved preparation, and reduced placement training burden. Challenges included poor realism, logistics, time, and access to facilities. Conclusions: The consensus opinion indicated that between 11% and 30% of clinical training time could be replaced with simulated placement. Ongoing work will need to identify profession-specific consensus opinion and guidance on the use of simulation as PRCP. (C) 2022 International Nursing Association for Clinical Simulation and Learning. Published by Elsevier Inc.

2022CLINICAL SIMULATION IN NURSING（2022）引用：24

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3DOES USING SELF-DEVELOPED CASE STUDIES IMPACT ON STUDENT CONFIDENCE WITHIN CASE-BASED LEARNING? AN ACTION RESEARCH STUDY

Joanne Linforth

DOES USING SELF-DEVELOPED CASE STUDIES IMPACT ON STUDENT CONFIDENCE WITHIN CASE-BASED LEARNING? AN ACTION RESEARCH STUDY

2021ICERI Proceedings ICERI2021 Proceedings

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4Developing pre-placement skills and confidence in first-year occupational therapy students through simulated practice placements