Challenging experiences of prosthetics and orthotics practice education: the value of debriefing sessions

BACKGROUND
The BSc (Hons) Prosthetics and Orthotics programme at the University of Strathclyde has two 17-week placements, one for each discipline. When students struggle on practice placements, or practice educators report challenges supporting student learning, a debriefing session with the practice educator is recommended (Hunt and Obard, 2016). Practice placements are vital for prosthetics and orthotics but there is limited understanding of the challenges faced in supporting students on placement, and learning which might be gained from these experiences.

AIM
The aim of this investigation was to critically review debriefing sessions conducted between 2022-2024, identify lessons learned, and report on changes implemented following the debriefings.

METHOD
The debriefing session offers an opportunity, after a challenging placement, to reflect on the experience. Practice educators and two members of the Higher Education Institution (HEI) were involved in the reflective conversations. A critical review of the debriefing documents was conducted. Two authors independently reviewed notes from each session. Challenges experienced by the practice educators were themed, and changes implemented by the HEI and the practice educator were recorded. A series of meetings were held to discuss and agree findings until consensus was achieved.

RESULTS
Eight debriefing sessions were offered relating to seven students, over a three-year period. All offers of a debriefing session were accepted. Debriefing sessions lasted between 30 minutes and 90 minutes. Meetings were offered in person or via zoom, with all practice educators preferring an online meeting. Two HEI staff were present and between one and four practice educators attended each meeting. Challenges encountered were split evenly between prosthetic and orthotic placements.

The four key themes which emerged were: supporting students with mental health challenges, managing students with physical mobility challenges, poor student attitude and poor performance with multiple factors.

The following updates were made following debriefing sessions: changes to practice educator training, development of a resource to support ‘reasonable adjustments’, amendments to placement paperwork and prompts to open mental health conversations early in the placement.

DISCUSSION AND CONCLUSION
All practice educators reflected on the challenges faced and, on their decisions regarding student performance. All practice educators felt decisions made regarding progress were correct. A few noted in future they would highlight challenges faced at an earlier opportunity. All practice educators reported that they valued the opportunity to reflect on the experience and felt heard when discussing their experience. The HEI reflected on the process of documenting debriefing sessions and identified further improvements to this process.

REFERENCES
Hunt and Obbard (2016) Mentor Debriefing Resource available via NHS Education for Scotland (NES) Supporting an underperforming Student Part 3:Resolution and debrief. https://sway.cloud.microsoft/me6RTgYswZjSUU2t?ref=Link (accessed 21.10.24)

ACKNOWLEDGEMENTS
Many thanks to all practice educators who support our student learning, particularly those who took part in the debriefing conversations.