Mentoring Clinical Faculty: An Online Model

1. Mentoring Clinical Faculty: An Online Model

2. Objectives • Describe a process to use for determining mentoring needs of clinical faculty • Discuss the sequence for implementing an online mentoring course • Describe the Preceptor Education Program (PEP) multidisciplinary online course and it’s components • Discuss the tools and resources available to clinical faculty through the Clinical Educator Resource online course

3. Overview of Kirkwood PTA Clinical Education Program • Each student participates in 4 clinical experiences during program at different locations • Two 9 day and two 6-8 week experiences • ACCE assigns students to sites, tracks student progress during clinical experiences and clinical instructor performance

4. Overview of Kirkwood PTA Clinical Education Program • Unpaid clinical instructors • Have a minimum of one year of clinical experience prior to taking students • Ability to review and apply KCC clinical policies and procedures • Be familiar with KCC clinical evaluation tools • Be an APTA credentialed instructor • Have access to a mentor for clinical education (CCCE or other staff member) • Be responsive to feedback • Have a desire to work with students www3.gehealthcare.com

5. Overview of Kirkwood OTA Clinical Education Program • Level 1’s • Students attend 4 clinic experiences • Three 3 day and 1 two day experience • Level II • Students attend two 8 week clinic experiences • Academic Fieldwork Coordinator’s role includes assigning students to sites, tracking student progress and clinical faculty performance

6. Overview of Kirkwood OTA Clinical Education Program • Unpaid clinical instructors • Have a minimum of one year of clinical experience prior to taking students • Ability to review and apply KCC clinical policies and procedures • Be familiar with KCC clinical evaluation tools twitter.com

7. Determining Mentoring Needs of PTA Clinical Faculty • Identification of clinical instructors • Student calls 3-4 weeks prior to start of clinical experiences • ACCE receives form and follows up with any new clinical instructors • Determines any mentoring needs prior to start of experience and checks with CI throughout the experience

8. Determining Mentoring Needs of PTA Clinical Faculty • Clinical experience evaluation forms • 4 clinical experiences • Form asks comfort level with 10 different items • ACCE compiles data and tracks trends • Yearly clinical educator workshop • Component of clinical education – based on feedback from CI evaluation forms • Evaluation form asks for feedback on topics of interest and this is used for future presentations

9. Determining Mentoring Needs of PTA Clinical Faculty • Changes mandated by our accrediting body – CAPTE • Individual CI needs • Student or CI self evaluation form • Remediation plan created and implemented trojantribune.com

10. Determining Mentoring Needs of OTA Clinical Faculty • Through • Paperwork sent to clinic sites • Phone conversations with sites and clinical faculty • Evaluation forms • Interaction with fieldwork sites

11. Discussion -Determining Mentoring Needs of Clinical Faculty • Discussion • What methods have been used? • Ideas for additional ways to determine needs of clinical faculty? rmcdocs.com

12. Types of Mentoring Available • In person: • One on one mentoring with CI • Site mentoring • Lunch and learn • example: supervision requirements • Offsite • Phone calls • Check with each CI at least once during each clinical experience • Online Clinical Education Course *

13. Types of Mentoring Available • Written and video resources • Library of reference materials available to any clinical instructor • Yearly clinical education workshop offered to all CI’s • Has clinical education topic thirdplacebooks.com

14. Discussion -Types of Mentoring • Discussion • What types of mentoring are available? • Ideas for additional methods of mentoring? blogs.msdn.com

15. Sequence for Implementing an Online Clinical Education Course • Process: • Determine needs of PTA clinical education faculty • Through methods previously discussed • Collaborated with OTA program to determine similar needs • Explored online clinical education courses • PEP*

16. Sequence for Implementing an Online Clinical Education Course • Process continued • Met with IT department and discussed options available • Multiple meetings needed to address which system would be the best • Considerations: • Log in • Tracking time spent in course • Availability • Decision made to use ANGEL system • Requested ANGEL development shell

17. Sequence for Implementing an Online Clinical Education Course • Process continued • Determined which course content needed to be included • Accreditation • Faculty input • Contacted PEP course mediators and obtained permission to link their course materials within our course

18. Sequence for Implementing an Online Clinical Education Course • Process continued • Created a “map” of how content would be presented • New content to be developed • PEP content to supplement units • OTA and PTA faculty divided up material, researched and created course content • Shared content • Specific to each program • Material entered into ANGEL course

19. Sequence for Implementing an Online Clinical Education Course • Process continued • Created website and registration process for course • Created email response to clinicians • Clinic sites notified of new online resource • Information included in mailings to clinic sites • Phone conversations with clinical faculty

20. Sequence for Implementing an Online Clinical Education Course • Process continued • Clinical faculty utilized online course starting spring 2009 • Obtained feedback from users • Since that time modifications have been made to content as needed mpmnursing.com

21. Overview of Registration Process

22. Registration Process Sample • Go to www.kirkwood.edu/clinicaleducator • This site will give you instructions to request a username and password to access this online course. • After you have completed the request form, allow 5 business days for your account to be set-up. • The website for the clinical educator course is located at: https://elearning.kirkwood.edu/ • This site is the Kirkwood online program which allows students to access all online courses. You will have access to the specific clinical educators’ course. • After you login to the course, we recommend that you complete a system check of your computer in order to access all the information.

23. Components for Request Form • Request form will ask: • First name • Last name • Phone number • Email address • Place of employment • OTA/PTA supervisor • User Name ( 1st letter of first name; 1st 6 letters of last name • Password ( use a familiar password)

24. Response Email to Registration Process Sample • Response form sent to Clinical Instructor - example • You are registered for the Clinical Educator’s course through Kirkwood. Please allow 24 hours for your account to be updated. When you login for the 1st time, the course will be listed “DEV Clinical Educator’s Course for PTA and OTA”. If you are unable to log in after this time, please contact me again. Thank you for taking students.

25. Preceptor Education Program (PEP) Multidisciplinary Online Course • The Preceptor Education Program  (PEP) is a web based, on-line education program created through a grant by an inter-professional research group at the University of Western Ontario and Fanshawe College in 2007 • www.preceptor.ca.

26. Preceptor Education Program (PEP) Multidisciplinary Online Course • The course is set up in modules • Modules use: • Multimedia technology with tips • References • Reflection notes • Quizzes • Video iconfinder.com

27. Preceptor Education Program (PEP) Multidisciplinary Online Course • The modules include: • Module 1 – Orientation – Welcoming the Student, Role and Expectations • Module 2 – Developing Learning Objectives • Module 3 – Giving and Receiving Informal Feedback • Module 4 – Understanding and Fostering Clinical Reasoning • Module 5 – Fostering Reflective Practice • Module 6 - Dealing with Conflict • Module 7 – The Formal Evaluation Process

28. Preceptor Education Program (PEP) Multidisciplinary Online Course • Some of the content within the modules is more applicable to students and some to preceptors • Most are useful to both  • Students and clinical faculty may find it beneficial to go through some of the modules together during the first weeks of placement

29. Preceptor Education Program (PEP) Multidisciplinary Online Course • Each module takes approximately 30 minutes to complete, not including the optional learning activities. • All of the content is printer friendly  • The focus of the modules is on practical tips • For those who wish to delve deeper into the topics, there are links to websites and articles to further learning

30. PEP Practice • Practice with course content grspro.com

31. Clinical Educator Resource Online Course • Course is divided into sections which include: • A. Clinical Educator • B. Clinical Education Resources • C. Student • D. PEP Online Course • E. Reference sections 

32. Clinical Educator Resource Online Course • The Clinical Educator section is divided into: • PTA Clinical Instructor • OTA Clinical Supervisor • Health Science Compliance Guidelines sections.

33. Clinical Educator Resource Online Course • The Clinical Education Resources section is divided into: • New Clinical Educator • Resources for Clinical Educators • Benefits for Clinical Educators sections

34. Clinical Educator Resource Online Course • The Student section is divided into several categories • OTA • PTA • Clinical expectations and goal setting • Clinical reasoning • Reflective practice • Communication • Dealing with conflict • Learning styles • Clinical compliance • Treatment ideas – discussion board

35. Clinical Educator Resource Online Course • PEP Online Course for Health Care Professionals • Reference

36. Discussion - Clinical Educator Resource Online Course • Review “map” of the course content • Identify any other information that could be included in the course letstalkbusinessfeed.blogspot.com

37. Clinical Educator Resource Online Course Usage Data • Data on usage from PTA Clinical faculty • Introduced last clinic 2009 = 58% • 2010 – 29% • 2011 – 5% • Data on usage from OTA Clinical faculty • Current usage is 40% of clinic sites have used/signed up for access to the course • Unable to track usage after initial creation of sign on

38. Suggestions for Improved Use of Course • Encourage sites to use online course • All paperwork accessed through course versus mailing to the site • Expand discussion board within course for clinical instructors to use and seek feedback from other instructors • Have students orient clinical instructors to online course at the start of each experience

39. Suggestions for Improved Use of Course • Provide CEU’s for utilizing materials within the course • No way to track time spent within course makes this difficult

40. Suggestions for Improved Use of Course • Encourage students to use online course • All paperwork accessed through the course versus being handed out in class • Expand discussion board within course for students to use • Students currently using facebook • Use PEP course for course assignments

41. Discussion – Suggestions for Improved Use of Course • Identify any additional methods that may be used to increase use of the online course biocom.wikispaces.com

42. Resources • www.kirkwood.edu/clinicaleducator • Clinical course website - registration • https://elearning.kirkwood.edu/ • Access to clinical course – ANGEL • www.preceptor.ca • Access to PEP course