A review of practice education models

Duncan Pentland - ORCID 0000-0003-1472-0060 https://orcid.org/0000-0003-1472-0060Practice education is fundamental to pre-registration learning for many health and social care professions, yet finding sufficient opportunities for students is challenging. One-to-one student-educator pairings are common, and while different models could increase placement opportunities, associated terminology is inconsistent and an overview of advantages, challenges and available evidence is missing. This mapping review identifies, categorises, and critically considers the evidence for different models of practice education used by health and social care professions. Papers from 2008 onwards reporting on practice education approaches in allied health or social care profession courses were identified in three databases. Data was extracted, methodological quality categorised and a typology of practice education models developed. 53 papers were reviewed and developed into a typology of fourteen models. Mapping indicated issues with a lack of high quality research and limitations in available outcome indicators. Pre-requisites for the effective operation of different models include preparation, communication, and allowing sufficient time for new ways of working. Practice education discourse is characterised by varied terminology and practices. Various models for structuring practice education exist though the evidence for their effectiveness and impact on capacity is limited. Using consistent language and considering wider impacts and outcomes is recommended in future study.Funding for this review was provided by the Royal College of Occupational Therapists as part of a contract awarded to Queen Margaret University to complete the project “Reviewing the Royal College of Occupational Therapists’ role in supporting practice education”.https://doi.org/10.1177/030802262090432583pubpub