Theme 1 | Theme 2 | Theme 3 | |||
---|---|---|---|---|---|
Placement planning and preparation | Supportive strategies to improve outcomes | Teaching, assessment and feedback on placement | Supportive strategies to improve outcomes | Culture and language for placement | Supportive strategies to improve outcomes |
Timely student preparation and orientation | Appropriate student placement preparation | Double-edged sword of regular assessment and feedback | Adapting student caseloads | Using English as a primary communication tool | Language building for communication |
Pre-placement identification of higher risk CALD students | Regular casual supervisor-student conversations | Practical communication approaches | |||
Supportive placement delivery modes and structures | |||||
Supervisor training for CALD student supervision | Supervisory training focused on CALD students | Difference in approach to learning and teaching styles within placements | Early expectation setting and modelling of constructive feedback process | Greater Insight required into healthcare system, professional roles and broader social environment | Healthcare system awareness and how interacts with healthcare professions and how patients access it |
Visual aids and tailoring the learning environment | |||||
Placement delivery modes and structure | |||||
Seeking more allocation of time for CALD students on placement | Social nature of Interpersonal relationships required on placement | Mentoring programs | |||
Pressures of self-care in a culturally foreign setting |