1. "For the teacher to become a coach, the key ingredient is that the standards of achievement to be mastered must be public, explicit, and shared by both teacher and student." ~John S. Mayher~

2.  What stress reduction techniques can I provide and make available for allied health students?

3.  Student and the Instructors and the patient will benefit!

4.  Student –  clear mind  making better decisions  thinks critically  all the times instead of sometimes  Instructors –  positive role model  Patient-  positive experience  enhances treatment

5.  Know Students claim they do not have the time to exercise or join a gym or to help reduce stress(Students cannot help themselves due to time constraints)  Action to be taken Mentors/teaching team serve as role model for students.  Faculty can show students on how to take 5 minutes a day and go somewhere quiet and breath correctly and meditate making this an everyday routine  The students and I together can create and present an activity within the students class time to reduce stress  Questions to consider What stress reduction activity can students use at home or during school in an appropriate time frame  Find out Ask a yogi what they do (in a short period of time) on relaxation thoughts and techniques

6.  Develop and offer a realistic and achievable program  Incorporate stress reduction techniques into the curriculum without obstructing course objectives  Offer Stress reduction techniques in a timely manner  Implement and disseminate stress reduction techniques

7.  Illuminating the background and getting to know about past or existing stress reduction techniques in the school or college curriculum.  See what others have done before me Talk to other faculty in other institution and see if they use these techniques and what was accomplished  Find out (by surveying )what other colleagues, school programs do and if they even think it is necessary

8. Clock The intervention is focused on comparing student’s feelings before vs. after discovering and utilizing stress reduction techniques and if there are any effects on their critical and creative thinking skills

9.  Starting with individual AR  Finding stake holders  Building constituencies  Hopefully evolves to Collaborative AR  Training new faculty

10.  Some faculty think that instilling some fear in the students will get them to accomplish the objectives and be successful in the program

12.  “Item 2” pg 109 –Emily Calhoun 1. Selecting an area of focus 2. Collect data 3. Organize data 4. Analyzing and interpret data Prior to 5: Study the professional literature 5. Take action  1-5. Again and again

13.  Mentor incoming or new faculty to stress reduction techniques with students during class time