Authors: Emily Price
Year: 2017
Event: 2017 TheMHS Conference
Subject: Research & Evaluation Informing Practice,Technology, e-health,Change, Innovation, Reform
Type of resource: Conference Presentations and Papers
Abstract: When students attend practice education at Mental Health Services they are required to consolidate a theoretical backdrop into very real world practice. This is a challenge and will only be possible if the practice educator has a sound knowledge of adult learning styles and some practical tools to guide the student through this transition.
The Funnel Prompting Tool is a visual graded prompting guide that is used in student education as well as in the clinical setting for skills building with consumers and intervention design and communication with the multidisciplinary team.
The Clinical Reasoning Triangle is a visual tool that practice educators can use to demonstrate to students how practice models, frames of reference and scope of practice all link together.
The Frame of Reference Nutshell is a visual guide that practice educators can use with students to develop and assess the student's clinical reasoning skills further specifically in selecting a frame of reference to guide the intervention.
This paper discusses both the literature on adult learning styles as well as practical tools designed by Emily Price that are in use by Occupational Therapists at various mental health services across NSW.
Learning Objectives
Learning Objective 1: Clinicians will gain strategies to implement to meet the needs of students undertaking practice education. The wider audience will gain understanding of different types of learning styles in adult education and what current tools are being used in educating students and clinicians in practice.
Learning Objective 2: Effective training of the next generation of students embarking on their career in mental health services is critical to the quality of mental health care now and in the future. If Students are not able to link the theory to practice effectively - evidence based practice is compromised.
References
Grenier, M. (2015) Facilitators and barriers to learning in Occupational Therapy Fieldwork education: Student Perspectives The American Journal of Occupational Therapy, 69(2)
Robertson, L., Smellie, T., Wilson, P. & Cox, L. (2011) Learning Styles and fieldwork education: Students’ perspectives. New Zealand Journal of Occupational Therapy, 58(1), 36-40
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