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Dpt Students Perceptions Of Clinical Instructor Effectiveness
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Book Synopsis DPT students' perceptions of clinical instructor effectiveness by : Allison J. Engel
Download or read book DPT students' perceptions of clinical instructor effectiveness written by Allison J. Engel and published by . This book was released on 2015 with total page 30 pages. Available in PDF, EPUB and Kindle. Book excerpt: INTRODUCTION: Physical Therapist (PT) education has evolved from a Rehabilitation Aide in the early 1900’s to the current Doctor of Physical Therapy (DPT) degree. In 1984 Emery published a foundational study which identified Bachelor’s degree PT students’ opinions regarding the importance of frequency of occurrence of clinical instructor (CI) behaviors. No studies of DPT students’ perceptions of clinical instructor behaviors were found in the literature. The purpose of this study was to identify the perceptions of DPT students in Michigan regarding the importance of frequency of CI behaviors and to compare these findings to those of Emery. METHODS: This pilot study was a cross sectional survey modeled from Emery’s 1984 study. An updated version of Emery’s survey items taken from the Clinical Instructor Education and Credentialing Program (CIECP) manual was used with permission. This web-based survey consisted of 43 CI behaviors in the categories of communication, interpersonal relations, professional skills, and teaching, which were ranked for importance and frequency using a 4 point scale, with lower scores indicating greater importance and frequency. Means were calculated for importance and frequency of each behavior, and the means were ranked. To rank the 4 behaviors categories, weighted averages were determined for this study and Emery’s. To determine the relationship between frequency and importance of each behavior, correlational analysis using both Pearson and Spearman was conducted for each of the 43 behaviors (p
Book Synopsis Clinical instructor effectiveness by : Edriana I. Bougrat Fermin
Download or read book Clinical instructor effectiveness written by Edriana I. Bougrat Fermin and published by . This book was released on 2012 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Clinical instructors' perceptions of effective clinical instructor behaviors by : Brandon Roberts
Download or read book Clinical instructors' perceptions of effective clinical instructor behaviors written by Brandon Roberts and published by . This book was released on 2017 with total page 37 pages. Available in PDF, EPUB and Kindle. Book excerpt: INTRODUCTION: Clinical education is essential for preparing physical therapist (PT) students to enter professional practice. In PT education, students are typically supervised by a clinical instructor (CI) who is an employee of the clinical site. The purpose of this study was to identify the perceptions of CIs regarding the importance and frequency of CI behaviors, and to compare these findings to the perceptions of Doctor of Physical Therapy (DPT) students in a previous study. SUBJECTS: 499 licensed PTs who had served as a CI to a DPT student in the past 3 years were participants. METHODS: This study was a cross sectional survey which consisted of 43 previously identified CI behaviors in 4 categories: communication, interpersonal relations, professional skills, and teaching behaviors. Using a 4-point scale, respondents were asked to rate the behaviors for importance and how frequently they exhibited each behavior. RESULTS: Based on weighted average rank, CI behaviors in the category of interpersonal relations were rated by respondents as most important, followed by communication, then professional skills, and last, teaching behaviors. The same order of rankings was found for the perceived frequency of behaviors. A significant positive correlation between importance and frequency was found for all 43 CI behaviors. DISCUSSION AND CONCLUSIONS: A comparison of the results of this study to those of Ozga et al, indicated that both CIs and DPT students rated CI behaviors in the category of interpersonal relations as most important, followed by the categories of communications, professional skills, and teaching behaviors. For both Cis and DPT students, the category rankings for frequency that behaviors were exhibited mirrored the importance rankings. These findings suggest that Cis and DPT students value similar CI behaviors, and have similar perceptions regarding the frequency with which these behaviors are exhibited.
Book Synopsis Clinical instructors' perceptions of DPT Student behaviors during clinical education experiences by : Andrew Fila
Download or read book Clinical instructors' perceptions of DPT Student behaviors during clinical education experiences written by Andrew Fila and published by . This book was released on 2018 with total page 37 pages. Available in PDF, EPUB and Kindle. Book excerpt: BACKGROUND AND PURPOSE: A minimum of 30 weeks of full time clinical education experiences are required in Doctor of Physical Therapy (DPT) programs. Clinical education is of high value in shaping a student to become a competent entry level physical therapist. Both clinical instructor (CI) and students play a valuable role determining the outcome of the clinical experience. Prior research has explored CI behaviors that contribute to clinical education experiences. However, recent studies of the DPT student behavior that contribute to clinical education experiences are limited. The purpose of this study was to identify clinical instructors’ perceptions of the DPT students’ behaviors that impact clinical education experiences. PARTICIPANTS: 22 CIs in West Michigan. Inclusion criteria: a licensed PT in the United States, having served as a CI for at least 2 students, having served as a CI for at least one DPT student in the past 3 years. METHODS: This study used a qualitative framework with focus groups and a one-on-one interview. Standard questions were asked to facilitate discussion among the participants, with prompts and follow-up questions for clarification. Each focus group interview was digitally-recorded and transcribed verbatim. RESULTS: Data were analyzed using the constant-comparative method. Seven themes were found: Commitment to learning, communication/interpersonal skills, professionalism/responsibility, critical thinking/problem solving, constructive feedback, effective use of time and resources, and stress management. Each of these themes had both positive and negative behaviors. DISCUSSION AND CONCLUSION: Data revealed that Cis perceive that a range of positive and negative DPT student behaviors impact a clinical education experience. Three predominate themes emerged: Commitment to learning, communication/interpersonal skills, and professionalism/responsibility. These themes are consistent with findings of previous studies of student behaviors. These findings may assist academic and clinical educators to prepared DPT students for clinical education experiences.
Book Synopsis Comparison of Clinical Instructors' and Entry Level Master Physical Therapy Students' Perceptions of Their Own and Each Other's Roles by : Patricia M. Kirchgatter
Download or read book Comparison of Clinical Instructors' and Entry Level Master Physical Therapy Students' Perceptions of Their Own and Each Other's Roles written by Patricia M. Kirchgatter and published by . This book was released on 1982 with total page 28 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Nursing Students' Perceptions of a Caring Clinical Instructor by : Ming Wang Letzkus
Download or read book Nursing Students' Perceptions of a Caring Clinical Instructor written by Ming Wang Letzkus and published by . This book was released on 2005 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Senior Nursing Students' Perception of Clinical Teacher Behavior by : Karen Michelle Baker
Download or read book Senior Nursing Students' Perception of Clinical Teacher Behavior written by Karen Michelle Baker and published by . This book was released on 2012 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: Clinical experience is the most important component of nursing education. As part of the clinical education environment, the teaching behaviors of nursing faculty have considerable potential to influence the learning of students. To produce effective learning by students, nurse educators have a responsibility to instruct students so that learning is optimal. The purpose of this study was to explore the perception of students of clinical teaching behaviors of nursing faculty. The study uncovers new knowledge about clinical teaching behaviors based on the student perceptions during their own clinical experiences. A non-experimental survey with a descriptive exploratory design was used. A single convenience sample was drawn from senior level nursing students attending an on-campus associate degree nursing program in southern North Carolina. All students had completed clinical courses involving patient care. The instrument utilized was the Nursing Clinical Teacher Effectiveness Inventory. The survey consists of forty seven teaching behaviors for which students rated frequency of use for the clinical instructor on a seven point Likert scale.
Author :Bruce Nicholas Elliott (Ed.D. candidate at the University of Hartford) Publisher : ISBN 13 :9780355909043 Total Pages :428 pages Book Rating :4.9/5 (9 download)
Book Synopsis Clinical Instructors' and Doctor of Physical Therapy Students' Reports Regarding Effective Strategies for Teaching and Evaluating Professionalism During the Clinical Education Experience by : Bruce Nicholas Elliott (Ed.D. candidate at the University of Hartford)
Download or read book Clinical Instructors' and Doctor of Physical Therapy Students' Reports Regarding Effective Strategies for Teaching and Evaluating Professionalism During the Clinical Education Experience written by Bruce Nicholas Elliott (Ed.D. candidate at the University of Hartford) and published by . This book was released on 2017 with total page 428 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this comparative study was to investigate the reports of clinical instructors (CIs) and DPT students from two different physical therapy programs in New England regarding their opinions on the teaching and evaluative techniques of professionalism during a clinical education rotation. One program emphasized professionalism prior to the students beginning their clinical rotations, while the other program did not have this emphasis. Three items from the professional practice section of the Clinical Performance Instrument (CPI) (accountability, communication, and professional behavior), were utilized to create the conceptual framework around which the interview questions were constructed. This qualitative research design allowed the primary investigator to speak one-on-one with CIs and DPT students in a clinical environment. Ten CIs and ten DPT students participated in the study. There were five pairs of participants from program #1 (not emphasizing professionalism), and five pairs from program #2 (emphasizing professionalism). Overall, it was determined from the findings that role modeling is the preferred form of instruction for affective behaviors like accountability and professional behaviors. However, immediate constructive feedback is a better form of instruction for communication; and close proximity observation, in conjunction with reviewing the sample behaviors from the CPI, serve as the preferred evaluative technique for the accountability, communication, and professional behavior. Recommendations include the provision of increased feedback to students in regard to clinical communication, and for academic programs to improve upon the instruction of clinical accountability prior to the beginning of clinical rotations. Additionally, all information and recommendations need to be shared with an academic program’s clinical partners for the purpose of clear and consistent clinical education experiences for students.
Book Synopsis Clinical Education in Physical Therapy: The Evolution from Student to Clinical Instructor and Beyond by : Debra F Stern
Download or read book Clinical Education in Physical Therapy: The Evolution from Student to Clinical Instructor and Beyond written by Debra F Stern and published by Jones & Bartlett Learning. This book was released on 2019-04-18 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt: Written in adherence with the Commission on Accreditation in Physical Therapy Education’s (CAPTE) standards, Clinical Education in Physical Therapy explores the evolution from student to Clinical Instructor while serving as an essential educational resource for entry-level Physical Therapy students. This exciting new resource presents an overview on the rewards and challenges of becoming a Clinical Instructor, the legal issues involved for the academic institution and the clinical sites, clinical education models, student characteristics, establishing a clinical education program, and much more! Clinical Education in Physical Therapy includes a dedicated chapter on leadership and professionalism both of which have been stressed in recent years by both the APTA and CAPTE. Key Points at the beginning of each chapter establish the primary take-aways for readers, while case studies in select chapters reinforce practical application of the material.
Book Synopsis The CLES-Scale: An Evaluation Tool for Healthcare Education by : Mikko Saarikoski
Download or read book The CLES-Scale: An Evaluation Tool for Healthcare Education written by Mikko Saarikoski and published by Springer. This book was released on 2017-11-20 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: This contributed book is the first to focus on the Clinical Learning Environment and Supervision (CLES) framework. The origin instrument version of the CLES-scale has been published in Finland in 2002, and has generated wide European and International interest. The CLES network has pursued Europe-wide research. This book brings a unique perspective of students’ clinical practicum in healthcare education and discusses how the national quality system can be used in the continual development of student supervisory systems. The book first presents the theoretical and practical principles of clinical learning, then defines the challenges of clinical learning for mentorship, clinical staff and nurse teachers. This volume also offers examples of the benefits and future perspectives of the CLES framework in healthcare education. It is aimed at researchers and clinical professionals who contribute to students’ clinical learning at universities and healthcare organisations. It is especially suitable as a learning tool for clinical staff mentorship training courses and master’s level healthcare education studies.
Book Synopsis Advancing Clinical Instructor Best Practices by : Chalee R. Engelhard
Download or read book Advancing Clinical Instructor Best Practices written by Chalee R. Engelhard and published by . This book was released on 2012 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study's purpose was to uncover how Clinical Instructor (CI) best practices can be learned and maintained over time through use of an online learning environment. The study's three research questions centered on CIs' perceptions of the effectiveness of an online learning module, DPT students' perceptions of CI mentoring skills in providing an enriched learning environment, and the level that CIs would be able to maintain module-taught best practices after a nine-week inactive period. The study's background begins with Vision 2020 where the American Physical Therapy Association foresaw the need to require a clinical doctorate as the entry-level degree for physical therapists (PT). As a result, the academic rigor of PT programs was elevated and length of clinical experiences was increased. This resulted in a strong reliance on the Internet as a way to send larger amounts of information to CIs on a timelier basis. These events led to the identification of a gap between CI needs and evidence-based, CI best practices. Studies found that there were few online education courses with a clinical education focus. Additional factors that contribute to the ever-widening gap include inconsistent CI knowledge of how to work with students' professional behavior issues, student supervision, and lack of evidence-based, CI best practices. The participants of this study consisted of two groups, DPT students and CIs who served as mentors for the students' third clinical rotation. CIs completed an online module prior to the start of a nine-week rotation. Immediately following the rotation, the CIs took a delayed post-test and participated in a focus group. DPT students completed a feedback form to assess the CIs' performance. Following a nine-week inactive period, the CIs completed a follow up worksheet that assessed their ability to maintain module-taught best practices. This mixed methods study utilized SPSS to analyze the quantitative data including the use of Wilcoxin Signed Ranks and Mann Whitney U tests. Grounded Theory was used to analyze the qualitative aspects of the study. Cronbach's alpha tested for internal consistency and found the reliability of the instruments to be at the acceptable to good level. The Kappa statistical analyses found the data to be at "substantial" to "almost perfect" levels. The findings indicated that by taking the online module CIs perceived an improvement in the quality of their mentoring skills in the clinic. According to the students, treatment group-CIs did not provide better mentoring during the clinical rotation compared to the control group-CIs. However, the students that had the treatment group-CIs did report the use of module-taught best practices. Lastly, treatment group-CIs did maintain best practices with use of the module-taught best practices as a key resource after a nine-week inactive period. In summary, study results indicated that the participating CIs were able to maintain best practices using immediacy in education, distributed clinical practice, and reflection. Due to the sample size, generalization of the study results to the CI population is not supported. More research in this area is needed to help close this gap in clinical education.
Book Synopsis Relationships Among Self-efficacy, Anxiety, Perceptions of Clinical Instructor Effectiveness and Senior Baccalaureate Nursing Students' Perceptions of Learning in the Clinical Environment by : Alma Rambo
Download or read book Relationships Among Self-efficacy, Anxiety, Perceptions of Clinical Instructor Effectiveness and Senior Baccalaureate Nursing Students' Perceptions of Learning in the Clinical Environment written by Alma Rambo and published by . This book was released on 1997 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Characteristics of Physical Therapy Clinical Instructors by : Melinda Steadman
Download or read book Characteristics of Physical Therapy Clinical Instructors written by Melinda Steadman and published by . This book was released on 1979 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Construct Validity and Internal Consistency of the Physical Therapist Student Evaluation of Clinical Experience and Clinical Instruction by : Sean Patrick Gallivan
Download or read book Construct Validity and Internal Consistency of the Physical Therapist Student Evaluation of Clinical Experience and Clinical Instruction written by Sean Patrick Gallivan and published by . This book was released on 2019 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: Healthcare student education program curricula include learning experiences in the classroom and in the clinic. As program improvement efforts and accreditation bodies compel programs to assess classroom instructor effectiveness, they also call for the assessment of in-the-clinic instructor effectiveness. The most widely-distributed tool used by the physical therapy profession to assess clinical instructor effectiveness, the American Physical Therapy Association Physical Therapist Student Evaluation of Clinical Experience and Clinical Instruction (PTSE), has been used since 2003 without an assessment of its construct validity and with only one study of its reliability conducted on a narrow sample of students from one physical therapist education program. The physical therapy profession is without a valid and reliable instrument to assess clinical instructor effectiveness. The purpose of this research was to assess the construct validity and reliability of the PTSE. A non-probability convenience sample of 5,128 students from 29 physical therapist education programs from eight of nine geographic regions in the United States completed 6,916 PTSEs in 2017 using a particular third-party clinical education database management system.This sample yielded three subsets of data. The first subset, "Paired Midterm", n = 1788, consisted of PTSEs completed by students at the midpoint of a clinical education experience. The second subset, "Paired Final", n = 1788, consisted of PTSEs completed at the endpoint of these same clinical education experiences by these same students. The third subset, "Only Final", n = 3340 consisted of PTSEs completed by students who only completed a PTSE at the endpoint of the clinical education experience. To assess the construct validity of the PTSE, the researcher conducted exploratory factor analysis with principle axis factor extraction and promax oblique rotation on each of the three PTSE data subsets. For each PTSE subset, factor analysis identified one factor of 17 items, named Clinical Instructor Effectiveness. These factor analyses did not identify a factor solution that included all 21 items of Section Two, Question 22, of the PTSE. To assess the (internal consistency) reliability of the PTSE, the researcher conducted Cronbach's Alpha analyses on each data subset and on each factor identified in the factor analyses. Resultant Cronbach's alpha values met minimum levels of acceptable internal consistency while exceeding the 0.90 level that raises the concern of item redundancy. Factor analyses and Cronbach's alpha analyses of three subsets of PTSEs completed by students from a non-probability convenience sample of physical therapist education programs in the United States did not establish the American Physical Therapy Association's Physical Therapist Student Assessment of Clinical Experience and Clinical Instruction as a valid instrument while identifying its reliability as suggestive of a redundancy of items.
Book Synopsis Occupational and Physical Therapy Students' and Graduates' Perceptions of Clinical Teaching Behaviors by : Alicia K. Vincent
Download or read book Occupational and Physical Therapy Students' and Graduates' Perceptions of Clinical Teaching Behaviors written by Alicia K. Vincent and published by . This book was released on 2004 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Faculty and Student Perceptions of Effective Clinical Teachers in Associate Degree Nursing Education by : Martha Kenworthy
Download or read book Faculty and Student Perceptions of Effective Clinical Teachers in Associate Degree Nursing Education written by Martha Kenworthy and published by . This book was released on 1990 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Handbook of Teaching for Physical Therapists by : Gail M. Jensen
Download or read book Handbook of Teaching for Physical Therapists written by Gail M. Jensen and published by Elsevier Health Sciences. This book was released on 2012-06-18 with total page 305 pages. Available in PDF, EPUB and Kindle. Book excerpt: Whether you are practicing in an in-patient or an out-patient facility, academic institution, or clinical residency program, this well-respected handbook gives you the background and guidance you need to effectively educate individuals across the continuum of physical therapy practice. Practical, real-life examples show you how to: incorporate health literacy and needs of the learner; assess and adapt to the various learning styles of patients; use simulations in education; facilitate the development of clinical reasoning skills; and assess learning outcomes and the effectiveness of your teaching. Plus, four all-new chapters and major revisions of all content throughout the book keep you on top of the latest research and best practices. - Coverage of the theory and application of educational principles across the continuum of PT practice provides the information you need to improve your skills in the educational process both in academic and clinical settings. - Two section format divides content into two parts: designing academic and clinical education programs and teaching students in academic and clinical settings; and teaching patients and families in clinical and community settings. - Variety of teaching and teaching assessment methods expands your teaching, learning, and assessment repertoires. - Case stories at the beginning of each chapter allow you to see the relevance of the information in the chapter. - Threshold concepts highlight key ideas that are important to know. - Annotated bibliography at end of each chapter provides resources for further study. - NEW! Chapter on Authentic Assessment: Simulation-Based Education reflects the new ways to facilitate student learning through the use of human simulation models. - NEW! Chapter on Strategies for Planning and Implementing Interprofessional Education covers the fundamental concepts of team-based care and interprofessional learning. - NEW! Chapter on What Makes a Good Clinical Teacher? translates current research on clinical teaching into clinical education and practice. - NEW! Chapter on Facilitating the Teaching and Learning of Clinical Reasoning helps you apply current research on clinical reasoning in rehabilitation to clinical education and teaching. - NEW! Two combined chapters on Patient Education and Health Literacy (previously chapters 8 and 12) and Applied Behavioral Theory and Adherence: Models for Practice (previously chapters 9 and 10) provide focused presentations on current thinking and practical strategies for addressing health literacy issues in the clinical environment. - NEW! Expanded chapter on Post-Professional Clinical Residency and Fellowship Education offers more information on models and trends in residency education and mentoring.
