Sally Abey

Biography

This research used a mixed methods approach where Sally developed expertise in the area of questionnaire and scale development, focus groups, interviews, case studies, multiple linear regression and framework analysis.  The action research project had two phases with phase I resulting in a 70-item scale measuring the capacity of clinical educators to engage with the role of clinical educator and the identification of four independent variables  predictive of a significant proportion of the variability of the dependent variable, capacity to engage with clinical education.  These four factors clinical educators volunteering to undertake clinical education role; protected time to be allocated outside clinical environs;clinical educators having responsibility for signing-off of students’ learning outcomes and clinical educators have a relationship with university other than being a clinical educator.  Phase II of the study confirmed the utility of a suite of teaching and learning tools to support clinical educators and students during the placement period.  An inductive placement model, explanatory of the super-complexity of the environment where the clinical educator endeavours to monitor, modify and manage the placement scope, was developed.  In an area where research is currently scant,this study contributed to practice-based education in podiatry and to current understanding of how clinical educators undertake this complex and responsible role.  This is an important area for research given the influence clinical educators have to shape and guide the next generation of podiatry professionals. These findings have been used in to inform placement planning and development for podiatry at Plymouth University.

Research Interest

interest in research in the practice placement environment