Preparing allied health professional students to work collaboratively with families of young children (0–8 years): a scoping review.
Saved in:
| Title: | Preparing allied health professional students to work collaboratively with families of young children (0–8 years): a scoping review. |
|---|---|
| Authors: | Harding, Sam (AUTHOR), Lyons, Rena (AUTHOR), Melvin, Katelyn (AUTHOR), Sugden, Ellie (AUTHOR), Carroll, Clare (AUTHOR), Kelić, Maja (AUTHOR), Klatte, Inge (AUTHOR), Mantel, Tina (AUTHOR) |
| Source: | Educational Psychology in Practice. Sep2025, Vol. 41 Issue 3, p275-295. 21p. |
| Subjects: | Allied health personnel, Families, Role playing, Effective teaching, Simulation methods & models, Interdisciplinary research, Capacity building, Toddlers |
| Abstract: | Collaborative working with families has positive impacts on outcomes for families and children. However, implementing a collaborative approach requires allied health professionals to have knowledge, skills, experience, and confidence in working with families. This scoping review aimed to explore teaching practices used in order to prepare allied health profession students to work collaboratively with families of children under the age of 8 years. Eight studies were identified: these studies captured different teaching and learning methods which included both a component of classroom-based instruction covering theory and a form of skill development practice. Experiential outcomes for students were reported to be positive. Results highlight the need for the design of new, reflexive learning opportunities for allied health profession students which prepare them to collaborate with families in early intervention. Effective learning using role-play and simulation should be explored as a priority considering the identified shortages of clinical placements for students internationally. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Psychology in Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Collaborative working with families has positive impacts on outcomes for families and children. However, implementing a collaborative approach requires allied health professionals to have knowledge, skills, experience, and confidence in working with families. This scoping review aimed to explore teaching practices used in order to prepare allied health profession students to work collaboratively with families of children under the age of 8 years. Eight studies were identified: these studies captured different teaching and learning methods which included both a component of classroom-based instruction covering theory and a form of skill development practice. Experiential outcomes for students were reported to be positive. Results highlight the need for the design of new, reflexive learning opportunities for allied health profession students which prepare them to collaborate with families in early intervention. Effective learning using role-play and simulation should be explored as a priority considering the identified shortages of clinical placements for students internationally. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 02667363 |
| DOI: | 10.1080/02667363.2025.2477112 |
