Higher education

Practice environment

Primary purpose is to educate stidents to attain core knowledge, skills and behaviors

Primary purpose is to provide cost-effective and high-quality care and education for patients, clients, their families and their caregivers

Sage on stage

A guide by the side

Occurs in predictable classroom environment characterized by measures of assessing a student’s clinical readiness for clinical practice

Dynamic and flexible clinical classroom

Unpredictable and time-constraint

Continuous learning

Measured through patient and client care

Resources: journal articles, discussions, collaborative and mentored learning

3 essential positions in organization of clinical education

DCE

ACCE

CCCE

CI

Contribute to the effectiveness of clinical learning experience

Seeks to understand how their classroom experience relate to student performance in the clinic

Allows students to apply theory and didactic knowledge to the real world of clinical practice

Must comprehend how and what information presented in the classroom experiences relateds to the clinical education process

True messenger of clinical education

Provides feedback to all stakeholders

Bears heavy burden

Can articulate their needs to the CI on a daily basis

Must actively engage in the decision making process of clinical site selection

Must feel comfortable providing constructive feedback to academic and clinical faculty

Self-accountability for behavior and actions is critically important

Responsibilities are related to administration and management, teaching and service

Increased use and application of technology for communication, networking and enhanced admin efficiency and effectiveness

Use of more consistent student clinical performance assessment instruments

Assumption of leadership with clinical education

Serves as the liaison between the didactic and clinical components of the program

Requires a core faculty member and a licensed PT preferrably with DPT or doctoral degree or a desire to pursue doctoral studies

Communication between the academic institution and affiliated clinical education sites

Clinical education program planning, implementation and assessment

Clinical education site development-clinical faculty development

Serves as a liaison between clinical site and academic institutions

Viewed as the neutral party at the clinical site

Functions as mentors for individuals serving as CIs or those potentially interested in becoming CIs

Interest in students and commitment to providing quality learning experiences

Experience in providing clinical education to students in the respective professions

Effective interpersonal communication adn organizational skills

Knowledge of the clinical education site and its resources

Expertise serving as a consultant in the evaluation process of students

Knowledge of professional ethics and legal behaviors

Knowledge of contemporary issues in clinical practice and clinical education program, educatioal theory, and issues in health care delivery

Obtain administrative support by providing education site administrators with sound rationale for development

Determine clinical site readiness to accept students

Contact academic programs

Complete the necessary documentation to become an affiliated clinical educational program

Ensures that all required documentation is completely accurately and in timely manner

Coordinating the CI student assignments and assessing of learning experiences

Responding to inquiries by academic program for available student placements and scheduling

Developing guidelines to determine when PTs are competent to serve as CIs for students

Providing mechanisms whereby CIs can receive necessary orientation and training

Reviewing student clinical performance assessments

Understanding the legal risks and provisions associated with teaching supervising students

Involves with the daily responsibility and direct provision of student clinical learning experiences

Central to every clinical learning experience: PT-Intern-CI-Patient relationship

Contribute to intern’s understanding of and competence in PT clinical practice and serve as a strong role models that guide student’s visions of how they would like to practice in the future

Responsible for providing an environment that fosters student’s professionalism and encourages the development of an independent critical thinker and clinical decision maker

Six dimensions of clinical instructor

Models of clinical education

Minimum of 1 yr clinical experience and the ability to perform CI responsibilities

Willingness to work with students by pursuing learning experiences in clinical teaching

Current state license, registration or both, or certification or graduation from an accredited PT assistamce program

Positive representation of the profession by assuming responsibility for career and self-development and demonstrating this responsibity to students

Willingness to act as a professional role model and the ability recognize the impact of this role on students

Successfully complete APTA CO credentialing or equivalent training

Demonstrate a desire to educate students by pursuing learning experiences to develop knowledge and skill in clinical teaching

Be a licensed PT when serving as the CI for the PT student

Engage in ongoing self-assessment in the role and responsibilities of a CI

Maintain currency in professional policies, procedures, guidelines, code of ethics and jurisdictional laws and regulations

Demonstrate effectiveness and proficiency in patiet/client management

Determine the contributions of other health professionals to the student’s learning experience

Patient referral and taking patient/client history

Intial patient examination, evaluation, diagnosis and problem identification

Determining long term functional goals mutually with the patient/client

Defining short term patient/client goals

Clarifying patient/client plan of care

Performing patient/client reexamination and assessing progression of care and interventions

Assessing patient/client outcomes and readiness for PT discharge

Preplanning for the learning experience and providing an orientation to the clinical site

Assessing students by identifying their strengths, learning needs, and previous experiences

Setting overall student objectives and clarifying learning expectations

Defining specific student behavioral and learning objective

Designing creative student learning experiences

Providing formative student evaluations with modification of performance through feedback to achieve defined outcomes

Providing summative student evaluations and assessing students’ readiness for continued progress through curriculum or entry into practice

The provision of clinic-centered strategies contribute to success of clinical teaching

Considerations in the management of clinical environment

Consortia activities

Accreditation related services

Program curriculum and university-based committee activities

Clinical education activities

Management of budget

Coordination of clinical education advisory committees

Leadership roles and collaboration development-clinical faculty development