Mentor Training for the Yearlong Internship

Objectives for the Training

Yearlong Internship Model Licensure ( Portney and Knab, 2001: Plack, 2011; Black et al, 2011 ) Structure and Ongoing Mentoring

First Year of Practice: Article Highlights

Goals & Expectations: Yearlong Internship Continuity of Professional Development Pre-graduationPost-graduation

CPI Definition: Entry Level

CPI Definitions ENTRY LEVEL  Without guidance or clinical supervision for simple or complex conditions  Proficient and skilled in simple and complex pt care  Consults with others for unfamiliar or ambiguous situations  Capable of maintaining 100% caseload BEYOND ENTRY LEVEL  Without guidance or clinical supervision for simple or highly complex conditions  Proficient at highly skilled pt care, capable of serving as a consultant  Functions in unfamiliar or ambiguous situations  Capable of maintaining 100% caseload and seeks to assist others  Capable of supervising others

Novice to Expert Development in Physical Therapy 1 st Year of Practice Residency Fellowship Entry- level Education

Dreyfus Model of Skills Acquisition

Level / StageDescription / Characteristics 1. NoviceHas incomplete understanding; approaches tasks mechanistically; needs supervision 2. Advanced BeginnerHas working understanding; tends to see actions as a series of steps; can complete more simple tasks without supervision 3. CompetentGood working background understanding; sees action in context; able to complete work independently; still needs refinement 4. ProficientHas a deep understanding; sees actions holistically; can achieve high standard routinely 5. ExpertHas an authoritative or deep holistic understanding; deals with routine matters intuitively; goes beyond existing interpretations; achieves excellence with ease Novice to Expert Scale (Adapted from Dreyfus, 1981)

Expert Practice in Physical Therapy  Patient is central to reasoning process; collaborative problem- solving  Intuitive reasoning process  Reflection on reasoning Expert’s Reasoning Process

Novice to Expert Development: Learning within a Community of Practice (Plack, 2006)

Necessary Skill Set: Focused Development

Necessary Ingredient…

Pause for Questions

Role of Clinical Instructor

 “An experienced and trusted person who gives another person advice and help, especially related to work or school, over a period of time.” (Cambridge Dictionary)  “Wise and trusted counselor or teacher.” ( )  “Someone who guides another to greater success.” (yourdictionary.com) What is a Mentor?

Good communication skills Facilitate CDM Provide feedback Provide learning opportunities Introduce to staff/orient student Developing an entry- level clinician Clinical expertise Advanced CDM Open communication Constructive criticism Relationship with mentee Skilled at facilitating refection Seek opportunities for student learning Developing colleague life long learning Professional socialization C IMentor Focus on CDM Challenge students Role model Communication skills Facilitate student learning Feedback Facilitate reflection Professional development Focus on CDM Challenge students Role model Communication skills Facilitate student learning Feedback Facilitate reflection Professional development

Pre-graduation PhasePost-graduation Phase One Year of Clinical ExperienceAll criteria for pre-graduation plus: APTA CI Credentialing Course (basic level) or Equivalent Supervised at least 2 fulltime clinical experiences, preferably with more advanced students (or mentored staff) Strong Clinical Reasoning and Decision-making Evidence of ongoing professional development (e.g., clinical specialist, residency/fellowship training, APTA / professional organization membership Completion of Mentor Training Mentors for the Yearlong Internship: Recommended Criteria

Mentor’s RolesMentee’s Roles TeachLearn (with intention) AssessRespond to Feedback FacilitateCommunicate SupportMotivated for Continual Growth ChallengeTake Risks Mentoring Relationship **Mentee (intern) drives the experience

 Constructive and non-judgmental  Positive, facilitative, and developmental  Willingness to support the relationship  Mutual trust and respect  Adequate time Qualities of a Good Mentoring Relationship

 Clarify interests and needs  Prepare for role in the mentoring relationship  Actively seek feedback  Be specific  Be receptive to feedback  Recognize value and limits of the relationship  Be open to information offered  Show appreciation for time and assistance given Expectations of Mentees

 Clinical skills  Reasoning  Professionalism  Self-Efficacy / Self-Confidence  Efficiency / Time Management  Teamwork & Collaboration  Professional Roles & Responsibilities  Leadership Skill set – What are we trying to develop through the internship? Professional Development Plan should include goals and strategies for these areas of growth

 Practice  Learning Activities  Learning Environment  Resources Structuring the Internship Professional Development Plan should drive the curriculum

Creating a Structure

Development Area Target goalsStrategies / Activities Resources Needed Clinical Skills Professionalism Self-efficacy / self confidence Efficiency / Time management Teamwork & Collaboration Leadership Professional Development Plan

Clinical ReasoningProfessionalismReflection Mentor articulates own reasoning Role ModelGuiding Questions ICF WorksheetGeneric Professional Abilities Planning forms Mind MappingAPTA Core ValuesJournal / Narrative Clinical Reasoning & Reflection Tool Dreyfus model One-minute CI Tools to Facilitate Professional Development

ICF Reasoning Worksheet

Clinical Reasoning Mind Mapping

Clinical Reasoning and Reflection Tool

1.Get a Commitment 2.Probe for Supporting Evidence 3.Teach General Rules 4.Reinforce what was correct 5.Correct mistakes One-Minute CI

Facilitating Growth in Professionalism: “Generic” Professional Behaviors  Critical Thinking  Communication  Problem Solving  Interpersonal Skills  Responsibility  Professionalism  Use of Constructive Feedback  Effective Use of Time and Resources  Stress Management  Commitment to Learning (May, Kontney, Iglarsh, 2009)

Facilitating Growth in Professionalism

(APTA, 2007)

Guiding Questions: Judger vs. Learner JUDGER What went wrong? What did you do wrong? How will this be a problem? Why was that a stupid thing to do? Why did you do it that way? How are you going to fix this? Haven’t I told you this before? Should we bother to discuss it? LEARNER What worked? What can you have an impact on? What did you want to happen? What can you learn? What’s useful about this? What’s the big picture? What’s possible from here? What do you think this pt needs? (Adapted from Adams, Change Your Questions Change Your Life, 2009)

Mechanisms for Reflection

Pre-graduation PhasePost-graduation Phase Planning FormsProfessional Development Plan Monthly BenchmarksEmployee Performance Appraisal Clinical Performance Instrument (Mid-term and Final) Staying on Track: Performance Measures

 Review Timeline  Match will be compete by end of June  Internship begins August 29, 2016  Pre-graduation Phase: August – December 16  Post-graduation Phase: Continues through August 25, 2017  Next Steps Summary / Next Steps