SCCE Training Tips and Tricks Objectives Become familiar

SCCE Training: Tips and Tricks

Objectives Become familiar with available resources for SCCE reference, specifically the Reference Manual for Site Coordinators of Clinical Education. Discuss and identify role and importance of contracts between clinical sites and academic partners Identify issues around scheduling of students Identify parties with whom communication is needed Identify methods of Mentorship/Staff development Identify Student onboarding needs Discuss Conflict Management

APTE Web Page > CESIG

Reference Manual for Site Coordinators of Clinical Education APTA Membership and Academy of Physical Therapy Education (formerly Education Section) https: //aptaeducation. org/special-interest-group/clinical-education-facultysig/pdfs/2018 -SCCE-Manual-FINAL. pdf

Contracts Legally binding agreements between legal counsel or other authorized party at both the academic and clinical settings Can be initiated by either the academic or clinical setting General components Purpose of the agreement Objectives of the agreement Rights and responsibilities of each party What is required (vaccinations, insurance limits, etc) What is provided (clinical clients, supervision and mentorship, etc) Procedures to follow for reviewing, renewing or terminating the agreement

Scheduling Students International Women of Color Day National Fruit Compote Day National Horse Protection Day National Peanut Butter Lover's Day Plan a Solo Vacation Day Share a Smile Day - DCEs World Compliment Day National PT Mailer Date Self Harm Awareness Day- SCCEs

Scheduling Students March 1 st Mailing date First Come-First Served Spots may be more likely to fill Reserved for Academic partner Work with your academic partners to what their greatest rotation needs are and how those fit in your availability May be preferred if your paradigm is partnerships Capacity issue in Acute care rotations Real or Perceived

Scheduling Students Housing Employees with room to rent Local churches Air BNB; VRBO Collaborative models 2: 1 or 3: 1, etc Comfort in having classmates physically around 2+ spots offered in the same location to share housing, travel costs, etc

Communications With DCE Scheduling of students Input on program quality (of academic program as well as clinical experiences) Partnership related to topics in clinical education Specialty learning experiences: Remediation experiences, Accommodations With staff members When students are coming Specific student needs Check in during clinical rotations to see how clinical education experiences are progressing Feedback on student preparedness

Communications With Students Introductory information about the clinical education experience On boarding requirements Parking Dress code Hours Lunch options CI name and contact information Feedback on Clinical experience

Mentorship/Staff Development SCCE has a broad range of access and notification of local, state, national CE opportunities Pair novice CI with an experienced CI for mentoring in the role of clinical instructor Experience as a CI does not necessarily make a GOOD CI Encourage staff reflection, student feedback, peer feedback Resources: CCIP and CCIP Level 2 Feedback from the students to provide to clinical mentors for improved performance (Student Evaluation of Clinical Experience) or a survey completed after the clinical rotation is complete

Mentorship/Staff Development http: //www. apta. org/Career. Management/Self. Assessments/

Student Onboarding SCCE or organization representative reach out to students ~2 months prior to the start of the rotation Provide general information about the clinical rotation Requirements necessary (vaccinations, CPR, etc) and deadlines SCCE prep for student arrival Make sure staff know that the student is coming Apply for computer clearance Student goals and objectives

Conflict Management Private location Identify the root of the problem Allow both parties to provide their perspective Use and encourage “I” statements Utilize reflection for the parties to identify their own solutions Now that you’ve had time to digest what happened, what might you have done differently? Have SCCE present for crucial conversations as a mediator What is the consequence for this if it happens again or remains unresolved Document, document!

Expectations Well defined clinical expectations alleviate most conflict Clinical hours Clinical dress code Clinical behavior (cell phones, patient salutations, etc) Productivity for student vs staff What does ‘capable of 75% of new grad case load’ look like in your setting or organization Establishing operational definitions for ‘simple’ and ‘complex’ Consequence if expectation not met

Productivity Example A ‘full case load’ for a student is not 100% that of a staff therapist. This is due to the fact that a new employee has 90 days to accommodate to the facility, practices and expectations at a full professional level. A student, typically is not at a single facility for 90 days and they are still in the learning phase of their career. For calculation purposes, a student will be considered a 0. 8 FTE (maximal number of units identified above). The 0. 2 FTE differential is to allow additional time for processing and learning. Further consideration should be given to: frequency of supervision/verbal intervention complexity of the patient load consistency of student performance Staff productivity target 70%- for a student consistently meeting this level, they would be scored Beyond Entry level or Exceptional Student ‘capable’ of handling 100% of therapist’s case load Student ‘capable’ of handling 75% of therapist’s case load Student ‘capable’ of handling 50% of therapist’s case load 8 hour day= 32 units (26 units) 22 -23 units 10 hour day = 40 units (32 units) 28 units 18 units 22 units 13 -14 units 16 -17 units 9 units 11 units

Operational Definitions Example

APTA Resources http: //www. apta. org/Educators/Clinical/Education. Resources/

Top 3 Reasons Sites Take Students National Regional Professional responsibility Keep clinicians performing at top of practice (Questioned by students) Recruitment Provide clinicians with a leadership opportunity Community

Top 3 Barriers to Taking Students National Regional Time in the clinic/productivity Space in the clinic/physical resources/laptops Housing resources Payer mix: Med B, Workman’s Compensation Community

Top 3 Benefits to Taking Students National Regional Able to provide more aggressive intervention in acute care (more hands available) Assist with workflow due to regular stream of students Benefits from academic partnerships Gain CEU’s (IL now 1/2 required CE’s from student mentoring) Community

Top 3 Concerns with We See with Students National Regional Concern regarding debt load Mental health Professionalism issues (call-ins, time off requests, dedication, entitlement) Lack of preparedness; especially from PTA students Community

ACAPT Web Page > NCCE ACAPT > About > Our Leadership > Consortia > NCCE

Clinical Education Community that shares resources and information Community that promotes knowledge into action Community that holds professional standards high Community that gatekeepers to patient safety Community that safeguards the future of our profession

Questions?

Discussion Examples Charismatic students A student with accommodations Hearing Visual Learning disability FERPA/Buckley Act Student who’s family member was the victim of a drunk driver has a treatment bias against patients injured as a result of DUI Student who is scheduled for a rotation on acute rehab and you find out 1 week prior to her start date that her father recently died at a young age from a stroke