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Preceptor Development: Identifying the Best Modality for Building Clinical Educators
No full textIntroduction: Preceptor training and development are not standardized within the athletic training profession. The Commission on Accreditation of Athletic Training Education (CAATE) requires that Athletic Training Programs provide an ongoing education plan for preceptors to promote a constructive learning environment for students. However, with the rapid expansion of clinical education opportunities outside of institutions\u27 immediate area, programs must identify how to reach all their preceptors and uphold their programmatic expectations for clinical educators. Methods: The investigators conducted a cohort pre-test-post-test design study. A preceptor development program (PDP) was created and grounded in the theory of gamified learning and adult learning theory. There were two self-paced asynchronous lecture and video instruction modules with leaderboards, choose your own adventure, and achievement badges upon completion of the entire program. The pre-test instrument was administered to all participants before entry into the PDP, and a post-test instrument upon completion. The pre-test instrument included demographic questions and prior experiences with PDPs. The post-test survey asked the preceptors to indicate their self-perceived level of engagement with the web-based PDP and their preferred method of preceptor development content delivery. Results: There were 61 registered preceptor participants; however, only 38 (31 female, 7 male) completed at least one module within the investigation (62%). Learners reported that the software platforms were user-friendly. In their pre-test assessment, participants also reported previous experiences and a preference for in-person lectures (n=19). However, when asked to rank the different modalities of information dissemination on a scale of 1-6, with 1 being the most preferred, learners preferred in-person (n=21; 50.00%) and asynchronous video (n=20; 47.62%) lectures when the data was analyzed in tertiles (Figure). After engaging in a learning management software-delivered PDP, 28 of the 38 participants (73.68%) felt somewhat or extremely prepared for their role as a preceptor. However, when asked about their level of preparedness for their role as a clinical educator, only 22 participants (57.89%) felt somewhat or extremely prepared. Translation to Practice: There appears to be a disconnect between preceptors’ understanding and definition of a preceptor as compared to a clinical educator. A preceptor is a clinical educator, so there may be an opportunity to better define the role of the preceptor through PDPs. Although preceptors prefer in-person instruction, this study revealed that asynchronous and hybrid options are also highly preferred methods of dissemination. Athletic training programs may find value in designing PDPs that are available through a multimodal approach. One opportunity for maximum return on investment would be to offer an in-person event with synchronous virtual options and a recording of the program to catalog in an ongoing library. Programs should strive to create an internal library to rapidly deploy preceptor development content, offsetting the challenges of preceptor turnover, remediation, and distance
Identifying The Association Between Participation In Training On Supervision And Perceived Effectiveness As A Supervisor For Field Instructors
No full textThe Council on Social WorkEducation (CSWE) identifies fieldEducation as the signature pedagogy of social workEducation in the United States (CSWE, 2022). ThisEducational approach is comprised of social work agency internships for students to experience social work practice opportunities complemented by the professional support and mentoring provided by agency field instructors. Field instructors have the responsibility of providing the required social work supervision component for student interns who are completing their fieldEducation experiences at both the undergraduate and the graduate levels. This study specifically highlighted the strengths as well as areas for improvement of the online, asynchronous training module and the impact of the training module content for field instructors. Additionally, the researcher was interested in identifying additional training content that would be beneficial to field instructors as supervisors of social work student interns. Results indicated several identified strengths in terms of the training module content, particularly related to the section of the training focused on theoretical approaches to supervision and identifying a theoretical orientation. Few limitations of the training module were identified. Field instructors indicated an overall positive impact on their perceived effectiveness as supervisors of social work student interns as a result of completing the online, asynchronous training module as indicated by their written responses to the participant prompts. Several recommendations for additional training content were provided by the participants
A Theory-Derived MMPI-2/MMPI-2-RF Scale Of Suicidality
No full textClinicians and researchers have routinely searched for better ways to identify suicidal behaviors before an attempt to end ones life can occur. Decades of research have studied the question of what predisposes a person to suicidal behaviors and taking their own life. Researchers have sought to examine ways to capture these risk factors and features of suicidal behavior through assessment. Although various suicidal behavior measures exist, many of them only capture a snapshot view of suicidal risk. In addition, some measures in use are not derived from the most recent theories on suicidal behavior, which have expanded the understanding of how suicidal behaviors progress to lethal self-harm and lack availability or ease of use for many clinicians. In order to best assess suicidal risk a measure is needed that is derived from a strong empirical background, is readily available and easy for clinicians to administer, and captures the core components of the leading theory of suicidal behavior. This study aimed to construct a brief measure of suicidality based on Joiner\u27s interpersonal theory of suicide (IPTS) using items from the Minnesota Multiphasic Personality Inventory-2-Restructured Form (MMPI-2-RF). The study focused on the IPTS factors of thwarted belongingness and perceived burdensomeness, excluding acquired capacity. This study hypothesized that a two-factor model, encompassing these constructs, will best fit the new scale. Additionally, the study anticipated higher scores on the scale among individuals with a history of suicidal behavior. Lastly, it was hypothesized that the new measure would demonstrate good internal consistency after assessing Cronbach\u27s alpha estimates and average interitem correlations. Results of the exploratory factor analysis partially supported the hypothesized two-factor structure but revealed high shared variance, leading to a combined single-factor scale. In addition, results demonstrated the constructed scale established good reliability and internal consistency, supporting its effectiveness as a unidimensional measure that incorporates both constructs. Lastly, individuals with a history of suicidal behavior scored significantly higher on the scale, highlighting its potential utility in identifying and assessing suicidal risk. The implications of the present findings for future clinical research and treatment implications are discussed
Digital Health Care: Time for a New Standard?
No full textIntroduction: The rapid influx of digitalization in healthcare has presented opportunities for innovative engagement, delivery, and outcomes for patient care. However, it also presents with several barriers and challenges that require teaching and learning opportunities to prepare future athletic trainers for these tasks. Currently, the CAATE curricular content standards integrate digital health care through Standard 64 on health informatics and Standard 87 on biometrics. However, the art and science of digital healthcare are expansive, including various skills such as digital literacy, computer skills, online communication, and privacy and security standards. Methods: The presentation will provide an overview of current digital healthcare trends through artificial intelligence, machine learning, augmented reality, mHealth, eHealth, telehealth, precision genomics, wearables, sensors, and electronic health records. After discussing these options, an overview of digital competencies will be presented to explore if and how programs prepare learners to engage in the digital healthcare environment. Expected Outcomes: The expected outcomes include a retrospective analysis of how healthcare started, how it is currently going, and emerging trends relative to digital healthcare. Next, the outcomes will explore integrating specific didactic learning opportunities, clinical education experiences in digital healthcare environments, and assessment of competence related to digital skills and tasks in peer healthcare professions and athletic training. Translation to Practice: Overall, there needs to be an exploration of the knowledge and skills to implement digital healthcare in athletic training. With the rise in opportunities for patient care, it is essential that we prepare athletic training students for jobs that may not exist yet or tasks in their jobs that have yet to be present. In order to continue driving athletic training education, a new standard specific to digital healthcare should be proposed to capture the complex competencies related to integrating digital options for patient care
Faculty Feel It Too: The Emotions of Teaching Through Service‐learning
No full textThe authors used Coles’ (1993) framework of emotional satisfactions and hazards to examine the experiences of faculty members teaching service-learning classes for the first time. Seven faculty from two institutions completed monthly reflections and focus groups for one year. Qualitative analysis indicated that faculty experienced several of Coles’ emotional satisfactions and hazards, were prone to emotional contagion, and depended on colleague mentoring to navigate the experiences of using service-learning pedagogy for the first time
The Scholars Program Learning Circle: An Example of Capacity Building in the Academy for Engaged Team Science
No full textWe describe the professional development component, or Learning Circle, of the Communityengaged Scholars Program, a multidisciplinary, cohort-based program intended to build scholars’ capacity for community-engaged scholarship. We explore the Learning Circle in the context of “team science.” We argue that the Learning Circle pedagogy is a right fit for promoting, not just engaged research, but also engaged team science, within the academy
Maintaining Engaged Scholarship in Challenging Times: Experiences Working with Veteran Medical Providers in Greater Los Angeles
No full textThis paper describes the challenges experienced in a study premised on scholarly engagement that consisted of a partnership between the nutritional science program and medical providers at the Veterans Administration, Greater Los Angeles, following allegations of systemic misconduct in the delivery of health care by the Veterans Health Administration (VHA). Since the VHA is a primary provider of medical training in the United States, we were interested in obtaining their opinion about and knowledge of vitamin D nutriture in relation to cognitive and physical functioning. We were unable to overcome challenges that undermined collaboration and propose incentivization, partnering with grounded physicians’ organizations and using a knowledge broker
Community-Based Participatory Research
No full textThis article investigates community-based participatory research (CBPR) within the framework of service learning and community engagement initiatives within contemporary higher education. It identifies the characteristics of high-quality CBPR, delves into two criticisms of these efforts, and provides ideas for addressing these criticisms
Service Learning for the Port Jefferson History and Nature Center: Senior Capstone Forestry Course
No full textA community partnership between the Collins Academy, Jefferson, Texas, and the Arthur Temple College of Forestry and Agriculture, Stephen F. Austin State University, Nacogdoches, Texas, developed a plan to manage the 38-acre Port Jefferson History and Nature Center, located on Big Cypress Bayou. Students used knowledge of the resources, GPS (global positioning systems), ArcGIS 10.4, presentations, and posters to complete the project. The reflection and feedback with the community partners continued throughout the project and as guidance for future work. This partnership instilled in participating students the value of incorporating service learning into development of professional relationships for continued cooperation in vegetation removal, construction of gardens for the monarch butterfly and the Neches River rose mallow, and trail modifications. The project received a service-learning award for engaged student learning
Connections: Building Partnerships with Museums to Promote Intergenerational Service Learning and Alzheimer’s Care
No full textThis article reflects upon the development of Connections, a service-learning collaboration between a Research I university and an urban art museum that trains students to work with patient groups from the community using Visual Thinking Strategies. This method of art exploration helps people with Alzheimer’s disease express memories and relieve anxiety. In describing the collaboration, instructional design, and ongoing research, this reflection seeks to encourage educators to partner with museums for intergenerational service-learning experiences