Upload
others
View
0
Download
0
Embed Size (px)
Citation preview
5th Annual MoATA Educator’s and Athletic Training Student
Leadership Conference
Enhancing Transition to Practice
By
Michael Hudson, PhD, LAT, ATC
Associate Professor, Missouri State University
Let’s Take a Poll
2
Athletic Training Strategic Priorities1
Professional Education
• Learning to be an athletic trainer
Transition to Practice
• Supportive processes that mentor new professionals
Clinical Expertise
• Career enrichment and advancement beyond minimal competence
Advanced Practice Leadership
• Clinical leaders who have a deep understanding of quality improvement and patient-oriented outcomes
Stewards of the Profession
• Scholars who maintain historical knowledge and create new knowledge
3
Transition to Practice In the Literature• Nursing
• Hospital-based internships for newly registered nurses help with transitional shock2
• Provide benefits such as improved patient care, confidence, reduced stress, and reduced
turnover3
• Occupational Therapy
• Transition for OT (also included PT) student to first year of practice is one of constant stress and
professional development, but the process seems predictable so that intervention programs
may be used4
• Physical Therapy
• Novice PTs were strongly influenced by their work place and they experienced increases in
confidence and independence through the first year while they transitioned and formed their
professional identity5
4
Story Time
• My Transition
• High Hispanic population
• High school athletics, but
different
• It’s a desert, so it’s hot!
5
Transition to Practice- NURSING
Pass NCLEX/Newly Credentialed
Nurse
Workforce Orientation
This individual is an
employee with
commensurate pay and
benefits
Transition Modules:
• Patient-centered
care
• Communication &
teamwork
• EBP
• Quality improvement
• Informatics
Ongoing Org.
Support
Adapted from the National Council
of State Boards of Nursing6
Transition to Practice- MEDICINE 7-9
Transition to Practice- ATHELTIC TRAINING
• Historically
• Non-credentialed individuals providing
unregulated and/or unsupervised AT
services
• (e.g., “First Aider/Responder” for an athletic
event)
• Graduate Assistant
• Internships
• Self-directed Learning (sink-or-swim)
• Mentored Employment
• Future Processes
• CAATE Residencies
• No purpose is to develop clinical expertise
• Graduate assistantship
• What will this look like?
1. Internships
• Know what you are getting into
2. Self-Directed Learning with Decision
Making
• Sink-or-swim vs. a prepared self-learner
3. Mentored Employment
• My guess where AT will go
8
Internships
Enhancing Transition to Practice
9
What is an Internship?
• National Association of Colleges and Employers • Position Statement: US Internships. A definition and criteria to assess
opportunities and determine the implications for compensation.10
• “An internship is a form of experiential learning that integrates knowledge
and theory learned in the classroom with practical application and skills
development in a professional setting. Internships give students the
opportunity to gain valuable applied experience and make connections in
professional fields they are considering for career paths; and give
employers the opportunity to guide and evaluate talent.”(p1)
10
What are AT Internships?
• NO
• “Internship programs”
• Not a program, but…
• Process to become eligible
for the Board of
Certification (BOC) exam11
• Ended January 1, 2004
• Professional education
• NOT REALLY
• Professional AT
student internships
• Example: NFL Training
Camp/Summer
Internship12
• Also professional
education
11
A Preliminary Definition of the AT Internship
• Athletic Training Internship: Credentialed
• A paid, but temporary, employment position for providing athletic training
services. The athletic trainer in this position is credentialed to provide these
services by a legally authorized state or national body. This position may or
may not include employee benefits; however, payment for these services and
other duties of this employment comply with current labor legislation. The
primary objective of this position is to provide the athletic trainer with
practical experience after graduating from an accredited professional
athletic training program. Conclusion of the internship does not guarantee
employment with the organization
(from the Internship and the Inter-Agency Terminology workgroups)
Internship Work Group of the NATA Executive Committee for Education
Work Group Membership
1. Michael B. Hudson, PhD, LAT, ATC
• Executive Committee for Education
2. John J. Barrett, MS, LAT, ATC, CES
• College/University Athletic Trainers’ Committee
3. Todd Evans, PhD, LAT, ATC, CSCS
• Post-Professional Education Committee
4. Shone Gipson, MS, LAT, ATC
• Professional Football Athletic Trainers’ Society
5. Kysha Harriell, PhD, LAT, ATC
• Ethnic Diversity Advisory Committee
6. Lisa Kluchurosky, MEd, ATC
• Committee on Practice Advancement
6. Wes Mallicone, MS, LAT, ATC
• NATA At-Large Member
7. Stephanie Mazerolle, PhD, ATC, FNATA
• Commission on Accreditation of Athletic Training
Education
8. Alan Reid, LAT, ATC, PES
• Professional Education Committee
9. Kyle Turner, ATC
• Professional Baseball Athletic Trainers’ Society
10. George Wham, EdD, ATC, SCAT
• Secondary School Athletic Trainers’ Committee
11. Sam Zuege, MS, LAT, ATC
• Young Professionals’ Committee
Work Group Charge
• Charge
1. Describe the purpose and structure of the athletic training
internship employment model.
• We surveyed13 NATA membership
2. Determine potential advantages and disadvantages of this
practice.
3. Make recommendations to the NATA Board of Directors based on
the data analyzed and literature reviewed.
• Reason for this Charge
1. Athletic training has minimal formal knowledge on the purpose,
structure, and practices of this employment model.
Key Background Literature
• Fair Labor Standards Act
• “Establishes minimum wage, overtime pay, recordkeeping, and child
labor standards affecting full-time and part-time workers in the private
sector and in federal, state, and local government.”14(pC2)
16
Survey Methods• Intern Survey
• NATA members (certified regular and career starter)
• 196 submitted surveys; 98 partially or fully (90) useable surveys (46.6%
completion rate)
• Of the incomplete surveys, 32 did not pass screening [completed education &
credentialed] questions (54.9% completion rate)
• Employer Survey
• Invitation sent to contact person for internship positions in NATA Career Center
• Years 2010-2015
• 180 subjects surveyed; 68 submissions with 60 partial or fully useable
surveys (33.3% response rate)
Basic Demographics
Interns Employers
Sample Size 98 60
Gender
Male 35 --
Female 54 --
Current Mean Age 26.2 --
Mean Age When Completed Internship 24.1 --
Range of Internships Offered -- 1-20
Number of Internships Completed
1 94 --
2 3 --
3 1 --
Internship Work Setting
College/University 86 53
Secondary School 3 5
Professional Sports 7 1
Hospital/Clinic 0 3
Others 1 3
What Did we Learn?1. AT Internships are NOT internships as described in the Fair Labor Standards Act15
• 6 tests used to identify the unpaid internship; must pass all tests
• “AT interns” do not pass all tests
• Example: Test 1 Training similar to education, but…
• AT Interns are credentialed health care providers
2. The credentialed AT is a learned professional, exempt employee16,17
• But must pass all tests, one of which is the salary test
• Required salary test is $455 per week/$23,660 per year16 (proposed change is $913 per week/$47,476 per year18)
• If not paid this salary, must be paid hourly wage as well as overtime if work over 40 hours per week.19,20
3. AT internships do provide a transition to practice
19
Career Development: Intern Survey- Need more real-world experience before full-time employment
Career Development: Intern Survey- Need to build self-confidence as an independent practitioner
Career Development: Employer Survey- Create positions to help interns transition to real-world practice
Job-Specific: Intern & Employer Survey- Interns and employers agree the intern’s role is to make clinical decisions
Interns Employers
Job-Specific: Intern Survey & Employer Survey- 10-month positions and exempt employee pay test (10 month = 43 week and cut off salary of $19,565)
EmployersInterns
Self-Directed Learning: Learning How to Make Decisions
Enhancing Transition to Practice
25
Evidence-Based Practice
• What are the 3 parts of EBP?
• Why was EBP created?
• Develop and promote rational clinical
decision making that deemphasized
intuition and expertise.21
• Problems:
• Humans are not rational thinkers
• Decisions are not independent of the
environment
(Not addressed today because of time)
26
Quick Quiz22
Learning and Decision Making
• Take Away from Quick Quiz
• Factual and experiential knowledge affects learning and decisions
• A key element of effective learning…
• Humans have an innate desire to make order and meaning of our
experiences23
• What directs your clinical decisions more?
28
Two Ends of Decision Making
Analytical (logical) Non-analytical (intuitive)
https://www.youtube.com/watch?v=7PUN3fkQfcE
Blending Your Decision Making
• Your professional growth…
• Novice learner more analytical with decisions
• As you start to acquire experience, decisions
become more intuitive
• More skilled decision makers learn to blend
analytical and non-analytical reasoning24,25
• This may improve your diagnostic accuracy26
30
Your Professional
Growth
Decision Making and Reflection
• Blending your decision making starts with your ability
to reflect on your non-analytical reasoning24
• Recognition-Primed Decision Model27
• Non-analytical decision making process used by experts
• Fire fighters, chess players, navy commanders, and others
• Model is the fusion of 2 processes
• Diagnosing the situation and recognizing the most appropriate
action
• Mentally evaluating the action before implementing
31
Recognition-Primed Decision Model
• Variation 1- Simple Match27
•Situation is typical and familiar
“textbook”
1.Goals make sense
2.Key cues present
3.Expectations clear
4.Typical responses correct, so
decision already known
• Our mental models make it difficult to
reflect on these decisions
Experience the Situation in a
Changing Environment
Perceived as
Typical
Recognition has 4 by-products:
Expectancies, Relevant Cues,
Plausible Goals, Typical Action
Implement
Action
Reflecting on the Simple Match Variation
• If a true typical case, little-to-no information to reflect on
• However, there may still be new knowledge and skills to learn
1. Get out of your routine and expose yourself to new/different experiences28
2. Seek out a respected devil’s advocate who can teach you something new29
3. Explore what are the underlying assumptions you base your decisions on27
Recognition-Primed Decision Model
• Variation 2- Diagnose
Situation30
•More needed with
diagnosing the
situation
1.More info needed for
diagnosis
2.Misdiagnosis that
violates recognition
Experience the Situation in a
Changing Environment
Is the Situation
Typical?
Recognition has 4 by-products:
Expectancies, Relevant Cues,
Plausible Goals, Typical Action
Implement
Action
Diagnose the
issues:
- More data?
- Clarify?
- Anomaly?
Reflecting on the Variation 2 Issues
• If the situation is not prototypical or very comparable, explore why
• Expectancies
• According to Klein30, this is main by-product to explore for Variation 2
• For AT, we may need to learn more about etiological factors and symptoms (pathology) for the
situation
• Plausible Goals
• For AT, we may need to learn more about the prognosis of the situation (short and long term)
• Relevant Cues
• For AT, we may need to learn more about signs (physical presentation, diagnostic tests)
Recognition-Primed Decision Model
• Variation 3- Evaluate
Action30
•Typical responses to the
decision do not fit
1.Adjust course of action
2.Outright reject action; re-
examine diagnosis
Experience the Situation in a
Changing Environment
Perceived as
Typical
Recognition has 4 by-products:
Expectancies, Relevant Cues,
Plausible Goals, Typical Action
Implement
Action
Evaluate the Action
- Will it work?
- Modifications needed?
Reflecting on Variation 3 Issues
• Learn/adjust your
actions/management
• Diagnosis may be correct,
but...
• Are there other management
techniques to use for this
case?
• If you need to reject the
actions/management:
• The initial diagnosis may be
wrong
• Re-examine the variation 2 issues
• This may be a new case
• Re-examine the variation 1 issues
Also Reflect on How You Think and Learn…
• Metacognitive Awareness30
1. Metacognitive Knowledge knowing about specific ways you
think and learn
• How, when, and why to use specific learning strategies (e.g., When do you use
a mnemonic device?)
• How does a certain task influence thinking (e.g., use an app to identify drug
interactions vs. trying to remember all of them)
• Your and your peers’ strengths and weaknesses with thinking and learning
38
Also Reflect on How You Think and Learn…
• Metacognitive Awareness30
2. Metacognitive Judgment consciously assessing your thinking
and learning
• Judge how easy/difficult a task is before starting it
• Judge how much learning occurred after completing a task
• Judge your ability to perform the task
• Judge your confidence in the correctness of an action
39
Also Reflect on How You Think and Learn…
• Metacognitive Awareness30
3. Self-regulation purposefully transforming thinking into learning
behaviors
• Establish goals to regulate your learning
• Determine the appropriate strategies to use to successfully learn
• Control learning resources (e.g., time, effort)
• Control emotions and motivation to learn
40
Mentored Employment: What is your Role as the Mentee?
Enhancing Transition to Practice
41
What is Mentoring?
• “This is how we do things
around here.”
• Derived from the character
“Mentor” in the Greek poem The
Odyssey
• Mentor was an older man and friend
of Odysseus
• Mentor guided Odysseus’ son
Telemachus through adulthood
42
What is Mentoring?
• Many definitions
• A nurturing process where a more skilled
person serves as role model, teacher, and
sponsor who encourages, counsels, and
befriends a less skilled person with the goal
of promoting the less skilled person’s
professional and/or personal development31
• Mentors help with transition because they
interpret how personal and environmental
factors influence learning and decision making
• Many forms
• Classic/formal
• Situational
• Group
• Team
• Peer
• Digital
43
What a Mentor Does
• Mentoring Behaviors32
1. Relationship Emphasis
• Conveys genuine understanding
• Purpose create trust
2. Information Emphasis
• Request for detailed information of the
mentee
• Purpose establish a profile for advising
3. Facilitative Focus
• Explore the mentee’s interests, ideas, and
beliefs
• Purpose consider alternative views and
options
• Mentoring Behaviors32
4. Confrontive Focus
• Challenges the mentee’s decisions and actions
• Purpose see unproductive behaviors; gauge
ability to change
5. Mentor Model
• Mentor assumes responsibility for his/her role;
active role model
• Purpose motivate to grow, change; take risks
6. Mentee Vision
• Stimulate the mentee to critically think about
his/her futre
• Purpose be more self-reliant (i.e., adulting)
44
What is your Role?33
• Prepare what you want to share
about yourself
• Identify your goals professionally
and for the relationship
• Reflect on and communicate your
personal and professional
interest and beliefs
• Reflect on how you and your mentor
compare
• Mentors may not fulfill all roles
• Be active in the relationship
• Set regular meeting times
• Prepare for meetings; show you
want to learn
• Seek balance (show what you seek)
and be adaptable
• Ask your mentor to help build
your network of support
• Inside and outside the workplace
45
What is your Role?33
• When presenting problems you
are having…
• Describe issue objectively; focus
on facts vs. emotions, but …
• Be honest with self-assessments of
your feelings
• Be cooperative and open-minded
to solutions offered, but…
• Its okay to offer your own
perspectives and solutions
• If you need to confront your
mentor
• Before confrontation
• Work on developing trust first
• Analyze your strengths and
weaknesses regarding the issue
• When addressing the problem,
• Present facts, not emotions
• Begin and end with positive
comments
46
Questions?
• Thank you for this opportunity
• E-mail:
47
References1. Sauers EL. A framework for the future: communicating and enhancing the future of athletic training education. NATA News. April
2015:18-19.
2. Duchscher JB. A process of becoming: The stages of new nursing graduate professional role transition. J Continuing Educ Nurs.
2008;39(10):441-450.
3. Childress SB, Gorder D. Oncology nurse internships: a foundation and future for oncology nursing practice? Oncology Nursing Forum.
2012;39(4):341-344.
4. Tryssenaar J, Perkins J. From student to therapist: exploring the first year of practice. Am J Occup Ther. 2001; 55(1):19-27.
5. Black LL, Jensen GM, Mostrom E, et al. The first year of practice: an investigation of the professional learning and development of
promising novice physical therapists. Phys Ther. 2010;90(12):1758-1773.
6. National Council of State Boards of Nursing. Transition to Practice. NCSBN; Chicago, IL: 2013. https://www.ncsbn.org/transition-to-
practice.htm. Accessed June 1, 2016.
7. Association of American Colleges. The Road to Becoming a Doctor. Washington, DC: Association of American Medical Colleges; 2009.
https://www.aamc.org/download/68806/data/road-doctor.pdf. Accessed February 22, 2016.
8. American Osteopathic Association. The Basic Documents for Postdoctoral Training. American Osteopathic Association; 2015.
http://www.osteopathic.org/inside-aoa/accreditation/postdoctoral-training-approval/postdoctoral-training-standards/documents/aoa-
basic-document-for-postdoctoral-training.pdf. Accessed February 22, 2016.
48
References9. Bulletin of Information. Federation of State Medical Boards of the United States, Inc.; National Board of Medical Examiners; 2015.
10. National Association of Colleges and Employers. Position statement: US internships. A definition and criteria to assess opportunities and
determine the implications for compensation. 2011; http://www.naceweb.org/advocacy/position-statements/united-states-
internships.aspx. Accessed February 2, 2016.
11. Lindquist M, Arrington S, Scheopner K. The BOC Exam: The First 40 Years, A Tribute to our Volunteers. Jacob North Printing Company;
2007.
12. Professional Football Athletic Trainers Society. Welcome to the career zone. www.pfats.com/becoming-and-atc/nfl-internships/).
Accessed June 8, 2016.
13. Hudson MB, et al. Experiences and perspectives of athletic training interns and their employers. Oral presentation at 2016 NATA Clinical
Symposia & AT Expo. June 24, 2016; Baltimore, MD.
14. Department of Labor Wage and Hour Division. Handy Reference Guide to the Fair Labor Standards Act. Washington, DC: US
Department of Labor; 2010.
15. Wage and Hour Division. Fact sheet #71: internship programs under the Fair Labor Standards Act. April 2010;
http://www.dol.gov/whd/regs/compliance/whdfs71.pdf. Accessed March 18, 2015.
16. Wage and Hour Division. Fact sheet #17A: exemption for executive, administrative, professional, computer & outside sales employees
under the Fair Labor Standards Act (FLSA). July 2008; http://www.dol.gov/whd/overtime/fs17a_overview.pdf. Accessed February 2,
2016.
49
References17. US Department of Labor. FLSA overtime security advisor. elaws Web site http://webapps.dol.gov/elaws/whd/flsa/overtime/p42a1.htm.
Accessed February 22, 2016.
18. Wage and Hour Division Fact sheet: final rule to update the regulations defining and delimiting the exemption for executive,
administrative, and professional employees. May 2016; https://www.dol.gov/whd/overtime/final2016/overtime-factsheet.pdf. Accessed
June 1, 2016.
19. Wage and Hour Division. Fact sheet #23: overtime pay requirements of the FLSA. July 2008;
http://www.dol.gov/whd/regs/compliance/whdfs23.pdf. Accessed February 22, 2016.
20. US Department of Labor. Wages and hours worked: minimum wage and overtime pay. elaws Web site September 2009;
http://www.dol.gov/compliance/guide/minwage.htm. Accessed February 22, 2016.
21. Satterfield J M, et al. (2009). Toward a transdisciplinary model of evidence‐based practice." Milbank Quarterly. 2009; 87(2):368-390.
22. Savinainen A, Scott P. The force concept inventory: a tool for monitoring student learning. Physics Educ. 2002;37(1):45-52.
23. Groccia J, Hunter MS. The First-Year Seminar: Designing, Implementing, and Assessing Courses to Support Learning and Success.
Volume II: Instructor Training and Development. Columbia, South Carolina: National Resource Center for The First-Year Experience &
Students in Transition; 2012.
24. Pelaccia T, Tardif J, Triby E, Charlin B. An analysis of clinical reasoning through a recent and comprehensive approach: the dual-
process theory. Med Educ Online. 2011;16:5890. doi:10.3402/meo.v16i0.5890.
50
References25. Sladek RM, Phillips PA, Bond MJ. Implementation science: a role for parallel dual processing models of reasoning?. Implementation Sci.
2006;1:12. doi:10.1186/1748-5908-1-12.
26. Eva KW, Hatala RM, LeBlanc VR, Brooks LR. Teaching from the clinical reasoning literature: combined reasoning strategies help novice
diagnosticians overcome misleading information. Med Educ. 2007;41:1152-1158.
27. Klein G. Sources of Power: How People Make Decisions. Cambridge, Massachusetts: The MIT Press; 1999.
28. Norman GR. Research in clinical reasoning: past history and current trends. Med Educ. 2005;39:418-427.
29. Hammond JS, Keeney RL, Raiffa H. Smart Choices: A Practical Guide to Making Better Decisions. Boston, Massachusetts: Harvard
Business School Press; 1999.
30. Pintrich PR, Wolters CA, Baxter GP. Assessing metacognition and self-regulated learning. In: Schraw G, Impara JC, eds. Issues in the
Measurement of Metacognition. Lincoln, Nebraska: Buros Institute of Mental Measurements; 2000:43-97.
31. Anderson EM, Shannon AL. Toward a conceptualization of mentoring. J Teacher Educ. 1988;39(1):201-207.
32. Cohen NH. Mentoring Adult Learners: A Guide for Educators and Trainers. California: Crown Press, Inc; 1995.
33. Lee S-H, Theoharis R, Fitzpatrick M, Kim K-H. Create effective mentoring relationships: strategies for mentor and mentee success.
Intervent Sch Clin. 2006;41(4):233.
51