scholarly journals Preceptor Facilitated Debriefing Improves Athletic Training Student’s Clinical Performance and Work Efficacy

2018 ◽  
Vol 4 (2) ◽  
Author(s):  
Jordan West ◽  
Kara Kraus ◽  
Kirk Armstrong
Keyword(s):  
Patient Care ◽  
Athletic Training ◽  
Clinical Performance ◽  
Clinical Skill ◽  
Communication Process ◽  
Thought Processes ◽  
Athletic Training Student ◽  
And Behavior ◽  
Improving Patient Care ◽  
Healthcare Training

Debriefing is an essential part of healthcare training that utilizes a planned conversation to allow clinicians to analyze their actions, thought processes, and emotions with the goal of improving patient care and outcomes. Debriefing requires two-way communications between the athletic training student and facilitating preceptor. The process is more than providing feedback on clinical performance, but a communication process that fosters reflective insight into of behaviors and decisions. Debriefing after patient care encounters has been shown to increase critical thinking, confidence, clinical skill and clinical reasoning. With this enhancement in cognition and behavior, debriefing allows the student to strengthen their own capabilities and efficacy, better preparing themselves for real time clinical practice. Facilitating effective debriefing is challenging for seasoned educators, as well as practitioners untrained to facilitate effective debriefing.

Role of Clinical Education Experiences on Athletic Training Students' Development of Professional Commitment

2015 ◽  
Vol 10 (2) ◽  
pp. 138-145 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Thomas Dodge
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Athletic Training Education ◽  
Professional Commitment ◽  
Professional Behaviors ◽  
Athletic Training Student ◽  
Education Experience ◽  
Member Checks

Context Limited evidence exists on the role clinical education can play in the development of athletic training student commitment for the profession. Objective Investigating the role clinical education experiences play on the development of passion for athletic training. Design Exploratory qualitative study. Setting Athletic training education programs. Patients or Other Participants Seventeen students (8 males, 9 females) volunteered. Students represented both junior (13) and senior (4) levels, were engaged in 23 ± 5 hours per week of clinical education, and were 20 ± 2 years old. Main Outcome Measure(s) One-on-one, in-person interviews following a semistructured format. Multiple analyst triangulation and member checks were included as steps to establish data credibility. Results A positive clinical education experience as described by this cohort of students was inclusive of strong mentorship, realism, professional commitment of the preceptor, and clinical skill integration. In combination, these attributes appear to help students develop their professional commitment for athletic training. Preceptors who provided mentorship by modeling appropriate professional behaviors, providing a realistic perspective to their role, and showing enthusiasm allowed the students in this study to gain an accurate understanding of the profession. Opportunities to develop clinical skills with feedback for improvement demonstrated the preceptors' commitment to the profession and the student and was valued as contributing to the overall experience. Conclusions The development of the athletic training student's commitment to the profession is directly related to a positive clinical education experience facilitated by a preceptor who is also passionate about the job. Preceptors are encouraged to provide the athletic training student with a realistic impression of the clinical setting in which they are gaining experiences in order for them to fully understand their future role and responsibilities. Maintaining an optimistic but pragmatic attitude is also valued by the athletic training student.

MedShr: improving patient care through clinical case discussion

2020 ◽  
Vol 68 (3) ◽  
Author(s):  
Rachel A. Coles ◽  
Samantha J. Goh ◽  
Daniel Livingstone ◽  
Asif Qasim
Keyword(s):  
Patient Care ◽  
Clinical Case ◽  
Case Discussion ◽  
Improving Patient Care

Improving Patient Care Through Objective Testing of Shunts In Vivo

2020 ◽  
Vol 141 ◽  
pp. 514-517
Author(s):  
Afroditi-Despoina Lalou ◽  
Marek Czosnyka ◽  
Zofia Czosnyka
Keyword(s):  
Patient Care ◽  
Objective Testing ◽  
Improving Patient Care

scholarly journals Perceptions and acceptability of mHealth interventions for improving patient care at a community-based HIV/AIDS clinic in Uganda: A mixed methods study

AIDS Care ◽  
2013 ◽  
Vol 25 (7) ◽  
pp. 874-880 ◽  
Author(s):  
Larry W. Chang ◽  
Veronica Njie-Carr ◽  
Sheila Kalenge ◽  
Jack F. Kelly ◽  
Robert C. Bollinger ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Patient Care ◽  
Mixed Methods Study ◽  
Community Based ◽  
Improving Patient Care ◽  
Hiv Aids

scholarly journals Therapist Characteristics and their Effect on Training Outcomes: What Counts?

2015 ◽  
Vol 43 (3) ◽  
pp. 374-380 ◽  
Author(s):  
Amanda Branson ◽  
Roz Shafran
Keyword(s):  
High Intensity ◽  
Clinical Performance ◽  
Clinical Skill ◽  
Individual Characteristics ◽  
Therapist Characteristics ◽  
Training Outcomes ◽  
Low Intensity ◽  
Cognitive Behavioural ◽  
The Impact ◽  
And Training

Background:Evidence exists for a relationship between individual characteristics and both job and training performance; however relationships may not be generalizable. Little is known about the impact of therapist characteristics on performance in postgraduate therapist training programmes.Aims:The aim of this study was to investigate associations between the grades of trainee Low-Intensity and High-Intensity cognitive behavioural therapists and individual characteristics.Method:Trainee Low-Intensity (n= 81) and High-Intensity (n= 59) therapists completed measures of personality and cognitive ability; demographic and course grade data for participants were collected.Results:Degree classification emerged as the only variable to be significantly associated with performance across assessments and courses. Higher undergraduate degree classifications were associated with superior academic and clinical performance. Agreeableness was the only dimension of personality to be associated (positively) with clinical skill. Age was weakly and negatively associated with performance.Conclusions:Relationships between individual characteristics and training outcomes are complex and may be context specific. These results could have important implications for the selection and development of therapists for Low or High-Intensity cognitive behavioural therapy (CBT) training.

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