1. Mentor Training for the Yearlong Internship

2. Objectives for the Training
By the end of this training session, participants will be prepared to:
Appreciate the purpose and value of the yearlong internship
Contrast role of Clinical Instructor vs. Mentor
Apply effective characteristics in a Mentor-Mentee relationship
Structure a final clinical experience to facilitate professional growth along a continuum
Enhance clinical teaching skills using tools for a successful yearlong internship

3. Yearlong Internship Model
Paid Year-long Internship
Post-graduation
Learning in a “Community of Practice;”
Professional Socialization; Proficiency;
Self-Efficacy & Confidence
Pre-graduation
Entry-level
competency
Structure and Ongoing
Mentoring
Licensure
(Portney and Knab, 2001: Plack, 2011; Black et al, 2011)

4. Goals & Expectations: Yearlong Internship
Entry Level
Transition to 1st Year
Progression of Responsibility & Skill
Continuity of Professional Development
Pre-graduation
Post-graduation

5. Prepare Graduates to: Provide Patient-centered Care
Utilize Evidence for Clinical Reasoning at a High Level (Moral & Ethical)
Be Reflective Practitioners
Be Life-long Learners
Seek Mentoring

6. CPI Definition: 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

7. CPI Definitions ENTRY LEVEL 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
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

8. First Year of Practice: Article Highlights
Professional Identity and Role Transitions
Learning Through Experience
Growing Confidence /
Self Efficacy
Clinical Environment
Community of Practice
Black, et al, 2010)

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

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

11. Novice to Expert Development: Learning within a Community of Practice
Engagement
Observation
Reflection
Discussion  Leads to shared understanding / shared meaning
(Plack, 2006)

12. Necessary Skill Set: Focused Development
Clinical Skills
Clinical Reasoning
Professionalism
Self-Reflection & Assessment
Lifelong Learning

13. Necessary Ingredient…
Patients
Self-Reflection
TIME
Colleagues

14. Role Delineation
Clinical
Instructor
Mentor

15. Role of Clinical Instructor
Develop Entry Level Clinician
Set Goals & Plan
Design Learning Experiences
Determine Learning Needs &
Continue to Challenge
Evaluate Performance & Provide Feedback

16. Essential Characteristics of CIs
Interpersonal Skills / Communication
Professionalism
Instruction / Teaching
Evaluation / Performance Assessment
(Recker-Hughes C, et al, 2014)

17. What is a Mentor?
“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)

18. C I Mentor 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
Good communication & Interpersonal skills
Professionalism
Provide learning opportunities
Facilitate CDM
Evaluation / Assessment - Provide feedback
Developing an entry-level clinician
Focus on
CDM
Challenge students
Role model
Communication skills
Facilitate student learning
Feedback
Facilitate
reflection
Professional development

19. Mentors for the Yearlong Internship: Recommended Criteria
Pre-graduation Phase
Post-graduation Phase
One Year of Clinical Experience
All 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

20. Mentoring Relationship
Mentor’s Roles
Mentee’s Roles
Teach
Learn (with intention)
Assess
Respond to Feedback
Facilitate
Communicate
Support
Motivated for Continual Growth
Challenge
Take Risks
**Mentee (intern) drives the experience

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

22. Expectations of Mentees
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

23. Skill set – What are we trying to develop through the internship?
Clinical skills
Reasoning
Professionalism
Self-Efficacy / Self-Confidence
Efficiency / Time Management
Teamwork & Collaboration
Professional Roles & Responsibilities
Leadership

24. Creating a Structure – “Curriculum” Post-graduation phase
Determine Time for Direct Patient Care
Block Out Time for Non-direct patient care
Suggested: 4-hours per week

25. Creating a Structure - Curriculum
Direct Patient Care
Ramp up to 100% Caseload
Goals to improve proficiency & efficiency management of caseload
Effective team member
Non-Patient Care Time
Time with Mentor (most valued)
Reflection
Learning Opportunities
Contributions to facility
Post Graduation Suggested Allotment: 36 hours patient care
4 hours non-patient care time

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

27. Tools to Facilitate Professional Development
Clinical Reasoning
Professionalism
Reflection
Mentor articulates own reasoning
Role Model
Guiding Questions
ICF Worksheet
Generic Professional Abilities
Planning forms
Mind Mapping
APTA Core Values
Journal / Narrative
Clinical Reasoning & Reflection Tool
Dreyfus model
One-minute CI

28. Expert Practice in Physical Therapy
Expert’s Reasoning Process
Patient is central to reasoning process; collaborative problem-solving
Intuitive reasoning process
Reflection on reasoning
(Jensen, G, et al, 1999)

29. Dreyfus Model of Skills Acquisition – Clinical Reasoning

30. ICF Reasoning Worksheet

31. Clinical Reasoning Mind Mapping

32. Clinical Reasoning and Reflection Tool

33. Clinical Reasoning and Reflection Tool

34. One-Minute CI Https://www.youtube.com/watch?v=P0XgABFzcgE
Get a Commitment
Probe for Supporting Evidence
Teach General Rules
Reinforce what was correct
Correct mistakes

35. 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)

36. Facilitating Growth in Professionalism

37. Facilitating Growth in Professionalism

38. Facilitating Growth in Professionalism
(APTA, 2007)

39. Guiding Questions: Judger vs. Learner
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)

40. Mechanisms for Reflection

41. Staying on Track: Performance Measures
Pre-graduation Phase
Post-graduation Phase
Planning Forms
Professional Development Plan
Monthly Benchmarks
Employee Performance Appraisal
Clinical Performance Instrument (Mid-term and Final)

42. Summary / Next Steps
Resources and presentation will be posted on CI Community Website
Password: ClinEd