Papers by Dr Navine Haworth
International journal of current research, Nov 1, 2015
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Chiropractic Journal of Australia, Sep 1, 2009
Purpose: To identify contemporary themes and best practice in student assessment within chiroprac... more Purpose: To identify contemporary themes and best practice in student assessment within chiropractic practice-integrated learning (PIL), taken as being the institution-managed, supervised clinical placement of senior chiropractic students within the context of a first-professional tertiary qualification. Methods: Focus group methodology was applied to four main categories of participants being multiple groups of chiropractic students, chiropractic academics, and chiropractic clinical educators or 'clinicians' in three institutions in three countries. The fourth category, industry, was represented by 3 groups. There were 65 total individual participants. Results: The findings provide evidence that (i) the complexities of clinical learning are compounded by a lack of consistent assessment processes and clinician behaviours; (ii) student assessment within chiropractic PIL should shift more towards the quality of the patient interaction and management given that quantitative measurement by quota completion equates to neither competency nor capability; (iii) specific elements of chiropractic PIL, namely radiography and radiology, are thought to remain relevant in the university-managed PIL environment and a structured assessment of their perceived value should be undertaken; (iv) feedback to students is acknowledged as important if not critical to their growth and development as a learner and a strong desire is present to strengthen and improve feedback as an assessment tool in the PIL environment; and (v) critical self reflection has value as an assessment tool in this environment and must be properly implemented with a pre-determined structure and training of both students and clinicians. Discussion: The results are congruent with contemporary educational theory and point to a range of changes that could be developed and implemented by chiropractic educational institutions to improve the learning experience of chiropractic students and the quality of patient care provided in the teaching clinics. Conclusion: The finding that the complexities of clinical learning are compounded by a lack of consistent assessment processes and clinician behaviours supports the recent observations of the authors. The evidence is strongly indicative of the need to shift clinical assessment and processes more towards the quality of the patient interaction and management. The findings also signal the need to shift to a more holistic view of the patient in which the role of radiography and radiology may be refreshed and strengthened and the primacy of the patient becomes the key driver of the learning around clinical decision making.
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The Journal of Chiropractic Education, Jan 25, 2022
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The Journal of Chiropractic Education, Feb 20, 2019
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The Journal of Chiropractic Education, Jun 16, 2020
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Focus on health professional education : a multi-disciplinary journal, Jul 25, 2018
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The Journal of Chiropractic Education, Feb 13, 2023
Objective: To explore Australian chiropractors' and final year students' readines... more Objective: To explore Australian chiropractors' and final year students' readiness to identify and support patient's experiencing intimate partner violence (IPV). Methods: This cross-sectional study used the Chiro-PREMIS, an adaptation of the Physician Readiness to Manage Intimate Partner Violence Survey (PREMIS) to explore chiropractors' and final year students' readiness. Survey responses were analyzed through a lens of Miller's framework for developing clinical competence and chiropractic graduate competencies. Results: One hundred forty participants completed the online survey (n ¼ 99 chiropractors and n ¼ 41 students). Reports of practice over the 4 weeks prior to completing the survey showed 21% of chiropractors and 20% of students consulted with patients who had disclosed they were involved in IPV. Thirty-three percent of chiropractors and 27% of students suspected a patient was involved, but that patient did not disclose. Participants report meager training in IPV. Many are unclear about appropriate questioning techniques, documentation, referrals, identifying available resources, and legal literacy. Overall, participants do not ''know'' about IPV, they do not ''know how'' to and may not be able to ''show how'' or ''do'' when it comes to managing IPV-related clinical scenarios. Further studies are needed to confirm if chiropractors have the appropriate clinical capabilities. Conclusion: With proper preparation, chiropractors have an opportunity to make a positive contribution to this social problem. We anticipate chiropractic-specific discourse surrounding these escalating growing social concerns will highlight the intent of the chiropractic profession to make a substantial contribution to the health care of the Australian public. More studies are needed.
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Journal of Chiropractic Education, 2023
Objective: To explore Australian chiropractors' and final year students' readiness to identify an... more Objective: To explore Australian chiropractors' and final year students' readiness to identify and support patient's experiencing intimate partner violence (IPV). Methods: This cross-sectional study used the Chiro-PREMIS, an adaptation of the Physician Readiness to Manage Intimate Partner Violence Survey (PREMIS) to explore chiropractors' and final year students' readiness. Survey responses were analyzed through a lens of Miller's framework for developing clinical competence and chiropractic graduate competencies. Results: One hundred forty participants completed the online survey (n ¼ 99 chiropractors and n ¼ 41 students). Reports of practice over the 4 weeks prior to completing the survey showed 21% of chiropractors and 20% of students consulted with patients who had disclosed they were involved in IPV. Thirty-three percent of chiropractors and 27% of students suspected a patient was involved, but that patient did not disclose. Participants report meager training in IPV. Many are unclear about appropriate questioning techniques, documentation, referrals, identifying available resources, and legal literacy. Overall, participants do not ''know'' about IPV, they do not ''know how'' to and may not be able to ''show how'' or ''do'' when it comes to managing IPV-related clinical scenarios. Further studies are needed to confirm if chiropractors have the appropriate clinical capabilities. Conclusion: With proper preparation, chiropractors have an opportunity to make a positive contribution to this social problem. We anticipate chiropractic-specific discourse surrounding these escalating growing social concerns will highlight the intent of the chiropractic profession to make a substantial contribution to the health care of the Australian public. More studies are needed.
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The Journal of chiropractic education, 2022
OBJECTIVE This is the second phase of a project. The aim was to explore Australian chiropractic a... more OBJECTIVE This is the second phase of a project. The aim was to explore Australian chiropractic and osteopathic new graduates' readiness for transition to practice concerning their clinical skills, professional behaviors, and interprofessional abilities. Phase 1 explored final year students' self-perceptions, and this part uncovered their opinions after 6 months or more in practice. METHODS Interviews were conducted with a self-selecting sample of phase 1 participant graduates from 2 Australian chiropractic and 2 osteopathic programs. Results of the thematic content analysis of responses were compared to the Australian Chiropractic Standards and Osteopathic Capabilities, the authority documents at the time of the study. RESULTS Interviews from graduates of 2 chiropractic courses (n = 6) and 2 osteopathic courses (n = 8) revealed that the majority had positive comments about their readiness for practice. Most were satisfied with their level of clinical skills, verbal communic...
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Journal of Chiropractic Education, 2020
Objective The objective was to determine final-year students' self-perceptions of readiness f... more Objective The objective was to determine final-year students' self-perceptions of readiness for transition to practice, professional identity, and experiences of interprofessional clinical practice. Findings will inform the clinical education curriculum. Methods We used repeated measures individual case studies with a self-selecting sample from the total final-year student population at 2 chiropractic and 2 osteopathic programs offered by Australian universities. Cases were not compared. Amalgamated data are presented. Results There were interviews with students in 2 chiropractic programs (n = 15) and 2 osteopathic programs (n = 13). Perceptions indicate that clinical education in university health clinics prepares them for transition to practice through scaffolded supervision of their consultations with reasonably healthy patients. Students perceived that other clinics (community clinics or private practices) prepared their readiness for transition to practice substantially bet...
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Journal of Chiropractic Education, 2019
Objective: To explore final-year students and new graduates from 2 North American chiropractic co... more Objective: To explore final-year students and new graduates from 2 North American chiropractic colleges regarding perceptions of the clinical educational experience in a hospital vs the institutional clinical setting. Methods: A qualitative exploratory descriptive design was used for this research. Students and new graduates were invited to participate from a United States and Canadian chiropractic college. Semistructured interviews were conducted with 49 students and 14 new graduates lasting 60 minutes. Content analysis of the transcribed interviews was undertaken. Results: The data identified that there were advantages and disadvantages to having clinical education in both settings. For instance, the hospital setting had a more varied patient case mix (making it more complex and challenging for their clinical skills development), the pace was faster, and there was more evidence-based practice. This compared to the college clinics, which tended to be slower paced and had less varia...
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Background: Part of chiropractic education involves a requirement for clinical education. Traditi... more Background: Part of chiropractic education involves a requirement for clinical education. Traditionally the clinical education for chiropractors has been profession specific, with little inter professional engagement. There exists paucity in the literature on the amount of inter professional clinical engagements in chiropractic programs. Objective: To explore the perception of final year students from an American Chiropractic college regarding their level and understanding of inter professional engagement. Methods: A qualitative exploratory descriptive design was used for this research. Students were invited to participate. Semi structured focus group interviews were conducted with 15 students lasting 60 minutes. Thematic analysis of the transcribed interviews were undertaken. Results: Students expressed a strong desire for inter professional education as a component of their clinical education. Many described a low level of inter professional exposure within their clinical educatio...
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Journal of Chiropractic Education
Objective: This is the second phase of a project. The aim was to explore Australian chiropractic ... more Objective: This is the second phase of a project. The aim was to explore Australian chiropractic and osteopathic new graduates' readiness for transition to practice concerning their clinical skills, professional behaviors, and interprofessional abilities. Phase 1 explored final year students' self-perceptions, and this part uncovered their opinions after 6 months or more in practice. Methods: Interviews were conducted with a self-selecting sample of phase 1 participant graduates from 2 Australian chiropractic and 2 osteopathic programs. Results of the thematic content analysis of responses were compared to the Australian Chiropractic Standards and Osteopathic Capabilities, the authority documents at the time of the study. Results: Interviews from graduates of 2 chiropractic courses (n ¼ 6) and 2 osteopathic courses (n ¼ 8) revealed that the majority had positive comments about their readiness for practice. Most were satisfied with their level of clinical skills, verbal communication skills, and manual therapy skills. Gaps in competence were identified in written communications such as case notes and referrals to enable interprofessional practice, understanding of professional behaviors, and business skills. These identified gaps suggest that these graduates are not fully cognizant of what it means to manage their business practices in a manner expected of a health professional. Conclusion: This small study into clinical training for chiropractic and osteopathy suggests that graduates lack some necessary skills and that it is possible that the ideals and goals for clinical education, to prepare for the transition to practice, may not be fully realized or deliver all the desired prerequisites for graduate practice.
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Journal of Chiropractic Education, 2008
Objective: To describe a formal process designed to determine the nature and extent of change tha... more Objective: To describe a formal process designed to determine the nature and extent of change that may enhance the depth of student learning in the pre-professional, clinical chiropractic environment. Methods: Project teams in the Royal Melbourne Institute of Technology (RMIT) School of Health Sciences and the Division of Chiropractic explored questions of clinical assessment in several health care disciplines of the School and the issue of implementing change in a manner that would be embraced by the clinicians who supervise student-learning in the clinical environment. The teams applied to RMIT for grant funding within the Learning and Teaching Investment Fund to support two proposed studies. Results: Both research proposals were fully funded and are in process. Discussion: The genesis of this work is the discovery that the predominant management plan in the chiropractic teaching clinics is based on diagnostic reductionism. It is felt this is counter-productive to the holistic dim...
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Focus on Health Professional Education: A Multi-Professional Journal
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Journal of Chiropractic Education, 2020
Objective: Compare perceptions of preparedness for transition to
practice, professional identity,... more Objective: Compare perceptions of preparedness for transition to
practice, professional identity, and inter-professional clinical practice
after one year of practice. Methods: Repeated measures study with
same Chiropractic participants from two Australian universities after
one year in practice. Results – Phase Two UHC prepared transition to
practice through scaffolded supervision with reasonably healthy
patients, and longer consultation times than in practice. CCs prepared
readiness in terms of efficiency and experience with complex patients
but not for continuity of care or interprofessional engagement. CCs
provided clients from diverse socio economic and cultural backgrounds. These new graduates still lacked understanding of clinical
and professional competencies, experiencing interprofessional activities as formal and informal reciprocal referrals. They felt challenged in
their communication and business aspects (Enahnced Primary Care
use) of the profession. They recommended inclusion of networking
and learning within the professional environment for students.
Discussion/Conclusion: UHC and CCs prepare for transition to
practice in different ways. Most reported lacking understanding of
industry standards and business aspects of practice. Curriculum
development of chiropractic competencies related to professionalism
and inter-professional clinical practice is indicated. (This is a
conference presentation abstract and not a full work that has been
published.)
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Journal of Chiropractic Education, 2020
Objective: The objective was to determine final-year students' self-perceptions of readiness for ... more Objective: The objective was to determine final-year students' self-perceptions of readiness for transition to practice, professional identity, and experiences of interprofessional clinical practice. Findings will inform the clinical education curriculum. Methods: We used repeated measures individual case studies with a self-selecting sample from the total final-year student population at 2 chiropractic and 2 osteopathic programs offered by Australian universities. Cases were not compared. Amalgamated data are presented. Results: There were interviews with students in 2 chiropractic programs (n ¼ 15) and 2 osteopathic programs (n ¼ 13). Perceptions indicate that clinical education in university health clinics prepares them for transition to practice through scaffolded supervision of their consultations with reasonably healthy patients. Students perceived that other clinics (community clinics or private practices) prepared their readiness for transition to practice substantially better. Community clinics and private practices allowed students to consult people from diverse socioeconomic and cultural backgrounds and treat complex health care issues, and the model of supervision allows students a degree of autonomy. Students lacked a clear understanding of the behaviors that demonstrate their professionalism. Interprofessional learning activities were ad hoc and opportunistic. Conclusion: University health clinics, private practices, and community clinics prepare students for transition to practice in different ways. Most students feel prepared. There is a clear indication that a focused discussion related to the development of students' understanding of competencies related to professionalism and another related to interprofessional clinical education in curriculum are needed.
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Papers by Dr Navine Haworth
practice, professional identity, and inter-professional clinical practice
after one year of practice. Methods: Repeated measures study with
same Chiropractic participants from two Australian universities after
one year in practice. Results – Phase Two UHC prepared transition to
practice through scaffolded supervision with reasonably healthy
patients, and longer consultation times than in practice. CCs prepared
readiness in terms of efficiency and experience with complex patients
but not for continuity of care or interprofessional engagement. CCs
provided clients from diverse socio economic and cultural backgrounds. These new graduates still lacked understanding of clinical
and professional competencies, experiencing interprofessional activities as formal and informal reciprocal referrals. They felt challenged in
their communication and business aspects (Enahnced Primary Care
use) of the profession. They recommended inclusion of networking
and learning within the professional environment for students.
Discussion/Conclusion: UHC and CCs prepare for transition to
practice in different ways. Most reported lacking understanding of
industry standards and business aspects of practice. Curriculum
development of chiropractic competencies related to professionalism
and inter-professional clinical practice is indicated. (This is a
conference presentation abstract and not a full work that has been
published.)
practice, professional identity, and inter-professional clinical practice
after one year of practice. Methods: Repeated measures study with
same Chiropractic participants from two Australian universities after
one year in practice. Results – Phase Two UHC prepared transition to
practice through scaffolded supervision with reasonably healthy
patients, and longer consultation times than in practice. CCs prepared
readiness in terms of efficiency and experience with complex patients
but not for continuity of care or interprofessional engagement. CCs
provided clients from diverse socio economic and cultural backgrounds. These new graduates still lacked understanding of clinical
and professional competencies, experiencing interprofessional activities as formal and informal reciprocal referrals. They felt challenged in
their communication and business aspects (Enahnced Primary Care
use) of the profession. They recommended inclusion of networking
and learning within the professional environment for students.
Discussion/Conclusion: UHC and CCs prepare for transition to
practice in different ways. Most reported lacking understanding of
industry standards and business aspects of practice. Curriculum
development of chiropractic competencies related to professionalism
and inter-professional clinical practice is indicated. (This is a
conference presentation abstract and not a full work that has been
published.)