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Guide for Clinical Educators. Continuing Education Unit After reviewing this Power Point Presentation please download the short quiz. Complete the quiz.

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Presentation on theme: "Guide for Clinical Educators. Continuing Education Unit After reviewing this Power Point Presentation please download the short quiz. Complete the quiz."— Presentation transcript:

1 Guide for Clinical Educators

2 Continuing Education Unit After reviewing this Power Point Presentation please download the short quiz. Complete the quiz and it to You will then be sent, via , a 1 CEU

3 Guide for clinical educators The Department of Occupational Therapy at Tennessee State University appreciates your willingness to provide clinical education for our students during their Level I and II fieldwork experiences. As part of our appreciation for taking students, I am happy to inform you that while you are supervising our students you will receive full and free access to the TSU Library Consortium. All you need do is Ms. Elisha Holt ) your name and address. She will take care of the process to get you Larry Snyder, Ph.D., OTR/L Department Head

4 Mission of the MOT Program at TSU The MOT program at Tennessee State University. To fulfill the University mission of “promoting life-long learning, scholarly inquiry, and a commitment to the service of others” the mission of the Tennessee State University Occupational Therapy Graduate Program is to provide the community with competent occupation-based, client-centered practitioners in existing and emerging practice settings. The Occupational Therapy Entry-Level Graduate Program is committed to Recruiting and developing the talents of diverse individuals to serve individual consumers and populations in order to promote, maintain, and improve their health and well-being Developing professionalism, creative problem solving, and critical thinking skills for graduates to serve consumers in suburban, as well as urban, and rural underserved areas Training future practitioners to conduct evidence-based practice and scholarly inquiry Shaping the skills, knowledge, and attitudes that will enable occupational therapy practitioners to collaborate with other professionals in the workplace and promote the profession Preparing successful leaders and change agents who will value and pursue life-long learning in order to advance practice, attain post-professional degrees, and conduct scholarship in the region and throughout the nation.

5 MOT program philosophy The MOT program at Tennessee State University. The occupational therapy program at TSU recognizes occupation to be an individual's goal-directed use of time, energy, interest and attention; and assumes that occupation is best analyzed by examining the activities in which people engage. It is believed that activities are of a changing nature not only throughout the lifespan of each individual, but also through time as the needs, interests and goals of our society change and progress. The program further recognizes that each person's capacity to compensate for lost or underdeveloped abilities is unique. Health is not absolute, but depends on an individual's sociocultural group, environment, and personal needs and choices. A unique role of occupational therapy lies in its capacity to integrate biological, psychological, sociological and technological components within its view of health and to analyze the factors which influence an individual's performance of work, educational, leisure, and play activities; social participation; instrumental activities of daily living; and personal/basic activities of daily living. Student learning experiences will be structured in the curriculum with respect to ongoing development of individuals across the lifespan. The faculty, in the Department of Occupational Therapy, believes that every person has value. We emphasize the right of each individual to make choices and to determine personal goals. We further believe that in a helping relationship, active participation from the recipient is essential. This belief in active participation applies to both clients and students. Consequently, students shall be responsible for contributing to the structure and content of their learning experiences. The faculty is committed to helping students develop problem solving skills by supporting risk taking and encouraging interactive learning, develop an appetite for life-long learning; become grounded in occupational therapy theory, history, and philosophy upon which the profession was built; demonstrate professionalism and act in compliance with the Code of Ethics (2005); and provide excellent client services, which includes the use of evidence-based practice and collaborative communication with the client, to achieve the desired outcome of engagement in occupation. Students will be expected to examine their own attitudes, values, and personal characteristics as a model for assessing the needs of others.

6 Curriculum Design The curriculum design of the MOT program is based on 5 main threads. They are; foundations, self reflection, skill competencies, clinical reasoning, and clinical practice. We believe it is paramount that students need a solid core foundation for which future courses will build upon with the ultimate goal of students being ready and competent to enter clinical practice. Clinical practice, however, includes more than just the evaluation, treatment planning, and therapy interventions. It also includes a solid knowledge base in the business of OT, socio-culture-economic-demographic factors that may have an effect on OT practice, advocating for the OT profession and clients, and a willingness to assume a leadership role in the OT profession. The curriculum is also designed to follow along with the structure of Blooms Taxonomy. As students matriculate the program, courses are structured to facilitate movement along Bloom’s continuum from knowledge to evaluation.

7 MOT Curriculum at TSU First Year Second Year Third Year OCCT 5000 Fieldwork Seminar OCCT 5660 Research I OCCT 6914 Fieldwork Exp. II OCCT 5010 Foundations in OT OCCT 6560 Phys. Dys. II Lecture OCCT 5050 Occupational Analysis OCCT 6561 Phys. Dys. II Lab. OCCT 5110 Anatomy OCCT 6554 Phys. Dys. II Practicum OCCT 5160 Psychosocial Dysfunction OCCT 5450 School Based OT OCCT 5170 Psychosocial Dys. Applied OCCT 5860 Research II OCCT 5180 Biomechanics OCCT 5400 General Diagnoses Applied OCCT 5120 Neurobiology OCCT 5421 Clinical Practice OCCT 5250 Pediatrics Lecture OCCT 6810 Modalities OCCT 5251 Pediatrics Lab. OCCT Elective OCCT 5254 Pediatrics Practicum Comprehensive Examination OCCT 5760 Admin. & Leadership OCCT 6904 Fieldwork Experience I OCCT 5900 Analysis of Research OCCT 5550 Physical Dysfunction I Lec. OCCT 5561 Phys. Dys. I Lab. OCCT 5554 Phys. Dys. I Practicum *Students begin program in August and graduate December 2 years later

8 MOT curriculum design & Threads Foundations OCCT 5010 OCCT 5110 OCCT 5000 OCCT 5050 OCCT 5180 OCCT 5120 OCCT 5760 The Practice of Occupational Therapy Self Reflection OCCT 5160 OCCT 5900 OCCT 6840 Curricular Threads - Foundations - Self Reflection - Skill Competencies - Clinical Reasoning - Clinical Practice Skill Competencies OCCT 5400 OCCT 5421 OCCT 5254 OCCT 5554 OCCT 5660 OCCT 5860 OCCT 6564 Clinical Reasoning OCCT 5170 OCCT 5250/5251 OCCT 5550/5551 OCCT 6560/6561 Clinical Practice Comprehensive Exam. OCCT 6904 OCCT 6914 Passing the Board Exam.

9 Value of fieldwork education We all can remember how it was when we first entered our fieldwork experiences. I believe we can also remember how it was when we finished our second Level II experience. Hopefully we had confidence and were well prepared to enter clinical practice. Fieldwork is such a valuable experience for students as they leave the classroom and enter the clinic.

10 Why take fieldwork students Benefits: Satisfaction of providing a vital portion of OT education. CEU credit for supervising students Other CEU credit offered by each educational program Recruitment of new staff (student on Friday and employee on Monday) Helping students to identify career options

11 Why take fieldwork students Based on a study by Thomas, Dickson, Broadbridge, Hopper, Hawkins, Edwards, and McBryde (2007) Benefits cont. Assessment of future employment Develop supervision skills Improve clinical reasoning skills Promote time management skills

12 Why take fieldwork students Benefits cont. Marketing of site to educational program Improve and maintain clinical skills of staff Promote diversity at the facility May be a goal of the facility Promote teaming May provide information to influence education program curriculum Thomas, et.al. (2007)

13 Skills of the clinical educator Characteristics and skills include: Knowing self Time and task management Establishing objectives Evaluating student performance Structuring the clinical experience Hunt & Kennedy-Jones, (2010)

14 Need for supervisor support Supervisors need Peer support Mentoring by more experienced therapists Support from the facility and educational program Training to be a clinical educator Hunt & Kennedy-Jones, (2010)

15 Clinical Educators Be a role model for the student Continues the student on the path to becoming a competent clinician Promotes positive professional behaviors Provide opportunities to apply classroom education Helps ready the student for Level II Johnson, Koenig, Piersol, Santalucia, & Wachter-Schutz, (2006)

16 Helpful hints Be sure you are ready, willing, and able to supervise fieldwork students For traditional settings you must have at least 1 year of clinical experience For non-traditional fieldwork experiences the fieldwork educator must have at least 3 years clinical experience If no OTR is on-site one must be available at lease 8 hours per week and available all other work hours via some other method. OTRs can supervise both OT and COTA students but a COTA, under the supervision of an OTR, can supervise a COTA fieldwork student Amini, Gupta, (2012)

17 Helpful hints cont. Remember the student will be nervous entering their first practice arenas. Please make the environment welcoming. Have you made everyone aware of the student coming to your facility? Is there space available for the student? Is there a structure to the student’s fieldwork experience that is set in advance? Bruns, Dimeo, & Malta, (2003)

18 Things to consider cont. Set the environment to demonstrate mutual respect for each other. Foster open communication with your student. Foster open communication with the AFWC from the student’s educational program and do not hesitate to contact the AFWC for issues and questions you may have. Provide clear oral and written documentation.

19 Things to consider cont. Offer expert advice to your student that encourages their professional growth. Schedule formal reviews and evaluations with your student in advance. Focus on the students behaviors and abilities and avoid personal attacks. Encourage student self assessment. Bruns, Dimeo, & Malta, (2003)

20 Communication Crucial to success Make sure there is open and clear communication with the student’s educational program AFWC. If issues arise the clinical educator is welcome to call the AFWC to discuss these issues. Our Academic Fieldwork Coordinator is Mr. Stephen Penick or and the Assistant Academic Fieldwork Coordinator, Ms. Elisha Holt or

21 TSU’s Role Ongoing communication with the placement site is crucial. Communicate clear expectations for our students and collaborate with the site on objectives. Increase the fieldwork coordinator’s role for site visits to meet with the clinical educator and the student. Mulholland, Derall, 2005

22 TSU’s Role cont. Minimize the paperwork and use other means to provide this material other than regular mail. Be available to the clinical educator for phone conferencing or face-to-face meetings as needed. Ensure students are academically prepared to enter fieldwork, especially Level II.

23 Resources available from AOTA

24 Summary The value clinical educators bring to the student’s training process is as equal in partnership with the academic organization. Working together we can ensure that tomorrow’s clinicians are properly trained and ready to enter clinical practice. Comments or concerns can be directed to Larry Snyder, Ph.D., OTR/L at or

25 Resources Amini, D, Gupta, J, (2012) Fieldwork Level II and Occupational therapy students: a position paper, OT Practice, July, 23, 6&9. Bruns, C, Dimeo, S, Malta, S (2003) Journey into fieldwork supervision, OT Practice, March, 2003,

26 Resources cont. Hunt, K, Kennedy-Jones, M, (2010). Novice occupational therapists’ perceptions of readiness to undertake fieldwork supervision, Australian Occupational Therapy Journal,60(3), Johnson, C, Koeing, K, Piersol, C, Santulucia, S, Wachter-Schultz, w.,(2006). Level I Fieldwork: A study of Contexts and Perceptions, American Journal of Occupational Therapy, 57(6),

27 Resources cont. Mulholland, S., Derdall, M. (2005), A strategy for supervising occupational therapy students at a community setting, Occupational Therapy International, 12(1) Thomas, Y, Dickson, D, Broadbridge, J, Hopper, L, Hawkins, R, Edwards, A, McBryde, C, 2007). Benefits and challenges of supervising occupational therapy fieldwork students, Australian Occupational Therapy Journal, 54(Sup. 1), S2-S12.


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