Clinical Education Mentoring Strategies for Facilitating Learning

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					                                                        Clinical Education

                              Mentoring Strategies for Facilitating Learning

Mentoring Strategies

       Observe other disciplines
       Attend/participate in case conferences
       Develop treatment plan with other disciplines to achieve treatment goals
       Student will develop a set of questions prior to treating patient
       Articulate multiple options for theoretical frameworks that support plan of care
       Expect that students ask for feedback rather than asking for information/answers
       In-depth interview of other practitioners involved with a patient to gain insight into their perspectives on the patient – is
        this same/different from your perspective?
       Have students shadow leaders in areas of interest to the student and journal about essential characteristics that made
        them leaders; have student compare their initial assumptions with information gained from shadow experience
       Shadow a patient (visit to MD, spend time with patient in their home, spend time with patient’s family)
       Peer review of a chart (are essential components included in documentation?)
       Student develops and defends multiple treatment approaches for same patient
       Student develops a plan of action to reach their goals in an area of interest (such as leadership) – include realistic
        timeframe and expectation
       Provide a structure that forces students to “think out loud”
       Have student compare/contrast how they treated patients with similar diagnoses during previous clinical experience or
        compare approach during first week of clinical compared to last week of clinical
       Have student read mission of your facility and reflect on how they would contribute to that mission as a student
       Have a student identify (from newpaper, professional association webpage, etc) current political/legislative issues and
        discuss their impact on profession/health care and discuss with mentor/staff
       Take student with you to local/national professional association activities; expect students to be involved on a
        committee or task force and/or to volunteer for the association in some way
       Attend patient support groups
       Identify advocacy needs of patients
       Involve students in facility accreditation activities/requirements
       Analyze effectiveness of group dynamics of group/team at facility (committee, care team, discharge planning team,
        task forces); what role did the student play in the group dynamic?
       Participate in or organize a journal club at facility; compile facility resource notebook with current literature of interest
        to site
       Team student with personnel from: marketing, billing, custodial, nursing assistant, medical records, etc
       When multiple students at facility, involve upper level students with beginning students (orientation, chart review,
        documentation critique, problem solving/treatment planning, practice techniques on each other, etc)
       Mentor student in role of clinical instructor
       Videotape inservice presented by student and have them self-assess.critique their presentation (teaching ability)
       Involve students in health promotion activites (health fairs, talk shows, company newsletter article)
       Chart review ideas: 1) comparing patients with similar diagnoses, but different plans of care; 2) comparing patients at
        different ages and with similar diagnoses; 3) comparing management of similar patients by different therapists; 4) give
        students only patient history and have them articulate examination approach
       Research equipment that clinic is contemplating for purchase
       Student may serve as technology resourse (setting up web page for facility or program)
       Track student productivity
       Track patient outcomes with a similar type of patient during entire clinical
       Develop a portfolio on a core value/ethical principle “of the week”.

Developed by Mary Weddle, PT, DSc and Joanne Wipple, PT, 2006                                                               1 of 2
        Model Questions
       What will your learning/insights lead you to do differently?
       What influences do your emotions have on the patient? On your decision making?
       Describe a decision you made today – how did you make the decision? Describe your reasoning.
       What influence might culture have on this relationship/situation?
       What impact would your assumptions have on this situation?
       Did you ask the patient all the necessary questions and how would you determine this?
       What did you do today that made you feel like a PT/PTA/COTA/SLP/OT?

Developed by Mary Weddle, PT, DSc and Joanne Wipple, PT, 2006                                          2 of 2

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