Threshold concepts in practice education: perceptions of practice educators

Abstract

Introduction: Practice education is essential in the development of the clinical competencies required for entry into the workforce. Practitioners take on the role of educator of students on placement, often at a distance from the university. While the importance of practitioners to the university curriculum is acknowledged, how best to engage both practitioners and academics in a dialogue that is meaningful and valued by both groups is an ongoing challenge. Applying a threshold concept framework has been suggested as a way to enhance dialogue between key stakeholders to facilitate student learning.

Method: This exploratory qualitative study aimed to identify areas of transformative knowledge (threshold concepts) from the perspective of practitioners who engage with students undertaking practice education. Data were collected from two focus groups of practitioners involved in practice education. A threshold concept framework was used for analysis.

Findings: The use of a threshold concept framework facilitated the identification of three key knowledge areas, which resulted in transformed understanding once they were grasped by students engaged in practice education.

Conclusion: The identification of threshold concepts for practice education has the potential to inform university curriculum content and practice educator training. Further research is indicated to develop these concepts further.