and environments leads to a positive or negative learning experience. Clinical instructors are viewed as role models for learners and influence the competence of the learner in the clinical practice environment (McCallum, Reed, Bachman, & Murray 2016). In summary, an effective clinical instructor or mentor provides a positive learning environment that allows the learner to openly communicate, demonstrates effective clinical reasoning skills, and displays professionalism. Skills of an effective clinical instructor Several skills of an effective clinical instructor have been identified in the literature. These include: clinical expertise and competence, professional skills including leadership roles and ethical values, effective communication skills, appropriate interpersonal skills, teaching abilities, and the ability to evaluate one’s performance (APTA, 2004). First and foremost, the clinical instructor’s expertise in a particular clinical practice setting is an important and foundational component of an effective instructor. Without clinical expertise, it is challenging to develop respect between the teacher and the learner. This competence is typically demonstrated by effective patient management, meaning the clinical instructor has positive patient outcomes and exhibits excellent clinical reasoning skills (Kelly, 2007; Rindflesch, Hoversten, Patterson, Thomas, & Dunfee, 2013). These skills allow the therapist to identify the patient’s needs quickly and understand the contextual factors that may inhibit or facilitate the therapeutic relationship, including the patient’s physical environment, socioeconomic status, and family support, to provide effective intervention. Professional skills, including engagement in professional activities such as leadership roles in professional associations and in the community, comprise another component of an effective clinical instructor/mentor. Demonstrating ethical values and actions that meet or exceed those of other healthcare professionals also facilitates the relationship between the instructor and student as the learner sees the instructor as a leader and role model (APTA, 2010). Effective communication skills, including providing direct feedback after a patient experience, conveying clear expectations of the learner during the experience, adapting the experience according to the needs of the learner, and encouraging open communication between the instructor and learner as well as the patient enables the instructor to facilitate an effective collegial and supportive relationship (McCallum, Reed, Bachman & Murray, 2016). Interpersonal capabilities of building trust, working effectively with others, listening to patients, healthcare professionals, and students are characteristics of effective clinical teachers (Frost, 2013). The ability to create a learning experience that meets the learner’s needs, provide appropriate organization and instructional skills so the learner can easily understand expectations, and interpret the goals of the learner/clinical education experience and match these with the resources and strengths of the clinical practice environment facilitates learning abilities is another characteristic of an effective clinical instructor. Lastly, the ability to evaluate the learner’s knowledge, skills, and abilities is a foundational component of an effective clinical instructor/mentor. All clinical instructors and mentors are expected to objectively evaluate the learner’s competence in the While mentoring a colleague or peer and providing clinical instruction to a student have some areas of commonality, there are also various and obvious differences. At the core of this relationship is teaching along a continuum. A student falls at the beginning of the professional development continuum at the novice level while a peer or colleague is already deemed to be competent as a physical therapist. However, competency is not the end of the educational trajectory; becoming an expert in a clinical practice setting (Frost, 2013). Skills of an effective clinical mentor
specific practice area is the goal of many professionals (Figure 1; Adapted from Jensen, Gwyer, Shepard, & Hack, 2000). Figure 1: Novice to Expert Continuum Novice Competent Expert
Professional Development & Reflection Note : Adapted from “Expert Practice in Physical Therapy,” by G. M. Jensen, J. Gwyer, K. Shepard, and L. M. Hack, 2000, Physical Therapy 80 , pp. 28-43 Table 1 lists the skills and competencies of an effective clinical mentor. Table 1: Skills and Competencies of Effective Mentors Competency Example Content Knowledge Challenge the learner to practice in a quality, compassionate manner in a particular area of clinical practice: ● Able to prioritize and multi-task patient issues, including critical care issues. ● Provide opportunities for the learner to develop skills. Learner-Centeredness Demonstrate adaptability by investing in the learner’s growth and skill development. Interpersonal and Communication Skills Provide specific, honest feedback to the learner in a caring and compassionate manner. Professional Integrity Demonstrate effective leadership behaviors and organizational skills in a collaborative environment. Self-Reflection Systematically reflect on practice and education as a mechanism to improve skills/abilities.
Systems-Based Learning
Integrate evidence-based practice into patient care highlighting social factors.
Note . From Western Schools, 2020 Clinical competence or content knowledge in a specific area of practice is a common trait of effective clinical instructors and mentors alike. Learners along the continuum respect advanced knowledge in particular areas of practice such as orthopedics, neurology, pediatrics, or women’s health. Communication and interpersonal skills are another area of similarity since one needs to communicate well to effectively advance another person’s knowledge and skills. Typically, the most challenging part of this process can be providing constructive criticism that demonstrates compassion and a genuine desire to advance the skills and knowledge of the learner. Professional skills and professional integrity is another area of commonality between the skills of a mentor and clinical instructor (Frost, 2013). While there are a number of similarities between clinical instruction and mentorship, differences also exist (Barr & Tichenor, 2013; Figure 2). Learner-centeredness is a trait that likely can be attributed to both clinical instructors and mentors; however, it is explicitly mentioned as a characteristic of effective mentors. Specifically, this means the mentor has a respect for the learner’s thoughts, beliefs, individuality, and diversity. The mentor allows the mentee autonomy to make decisions in the patient management process and is committed to the mentee’s well-being and overall success in the clinical practice environment. This mentor/mentee relationship is built upon mutual respect and support (American
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Book Code: PTCA2622B
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