The educator and mentor deliver evidence-based practice that is patient-centered as part of clinical competence. A component of clinical competence is practicing as an interprofessional team member and including the learner in this team to provide optimal patient care.
Perhaps professionalism is best seen through taking accountability for actions, being intricately involved in the professional association, practicing with integrity, and promoting social responsibility and justice (Recker- Hughes et al., 2014).
Table 2: APTA Professionalism Core Values (American Physical Therapy Association, 2018) Core Value Definition Example Accountability ● Willingness to accept responsibility for actions including self-regulation and behaviors that improve patient outcomes.
● Seeking out opportunities to advance knowledge and skills. ● Responding to patients’ individual needs and goals. ● Providing service to an under-served population. ● Placing the patient’s needs above your own. ● Advocating for your patient’s needs. ● Taking into account the patient’s individual factors and perspectives. ● Demonstrating evidence-based practice and clinical reasoning skills to provide optimal patient care. ● Participating in interprofessional practice to promote the highest patient outcomes. ● Demonstrating trustworthiness when working with patients and other health professionals. ● Taking responsibility for patient care. ● Involved in professional association activities. ● Mentoring other physical therapists. ● Advocating for change in laws and policy to promote general health and wellness for society. ● Demonstrating leadership in the local community.
● Keeping the best interest of the patient in the highest regard; above one’s own interests. ● Compassion is wanting to understand another’s experience or situation. ● Caring is the consideration for another’s needs. ● PT practice that emulates best practice, integrates clinical reasoning, and incorporates the patient’s perspective to advance PT practice.
Altruism
Compassion/Caring
Excellence
● Adhering to high ethical standards including honesty, fairness, and being accountable.
Integrity
● Demonstrating a commitment to provide effective physical therapy to patients to serve the profession and the overall good of society. ● An obligation to meet the needs of the public as a whole related to health and wellness.
Professional Duty
Social responsibility
Note . From Western Schools, 2020. Attitude, attributes, and behaviors
Role modeling a positive attitude when interacting with patients and learners is an important component of teaching because it shows your commitment to their success and helps everyone stay focused on a positive interaction. A positive atmosphere is particularly valuable when working with patients who are newly injured and facing doubts about their future. Attributes
and behaviors of professionalism, including striving to do the best for the patient, providing the best possible care for the patient, demonstrating compassion, and advocating for the patient’s needs, are essential components of a physical therapist. These behaviors and values are easily identified by patients and learners and lead to a positive experience for everyone involved.
FACILITATING CLINICAL REASONING IN THE CLINICAL SETTING
Clinical reasoning is a foundational component of expertise in physical therapist practice (Jensen et al., 2000). In physical therapist (PT) practice, clinical reasoning is both complex and critical. This complexity stems from the numerous patient- specific variables that influence care, such as the setting, family dynamics, and the availability of resources and reimbursement. Foundations of clinical reasoning In the broadest and most general sense, clinical reasoning can be summarized as the thinking and decision making of a healthcare provider in clinical practice (Christensen & Nordstrom, 2013). A description by Nikipoulou-Smyrni and Nikopoulos (2007) describes clinical reasoning as a “process of reflective inquiry, in collaboration with a patient or family, which seeks to promote a deep and contextually relevant understanding Types of clinical reasoning strategies Various types of clinical reasoning strategies exist to facilitate learning, however, the following discussion will focus on two of the most common types of clinical reasoning processes: deductive and inductive reasoning (Table 3). Deductive learning by definition requires generation of a hypothesis based upon results of tests and measures. This type of reasoning is primarily used by novice learners, requires more time to come to a conclusion, and is also used by experts
Identifying and considering such contextual variables directs a clinician’s actions and decisions and, thus, is vital to achieving patient outcomes (Furze, Black, Hoffman et al, 2015). While such variables are most evident in the clinical setting, teaching clinical reasoning skills is the responsibility of both the academic faculty and clinical educators.
of the clinical problem, in order to provide a sound basis for clinical intervention” (p. 1130). This definition highlights clinical reasoning as a reflective activity wherein the clinician engages the patient and family in a collaborative decision-making process that acknowledges the critical contextual factors that impact clinical intervention.
when inductive strategies are ineffective. Deductive strategies can include use of the ICF model, clinical algorithms, or clinical practice guidelines, which provide the learner with questions to answer or frameworks that guide the reasoning process (Figure 3).
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