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Occupational Therapy
Published in Lori R. Kogan, Phyllis Erdman, Career Paths in Human-Animal Interaction for Social and Behavioral Scientists, 2021
I would encourage anyone interested in this field to pursue volunteer and/or job shadow experiences in healthcare, education, and/or community-based organizations. Interviewing an occupational therapist is an invaluable way to learn more about the nature and realities of the field. An excellent resource for learning about the field is the website for the American Occupational Therapy Association (www.aota.org). Another useful resource is the World Federation of Occupational Therapists webpage, found at www.wfot.org. Lastly, the American Journal of Occupational Therapy (AJOT) contains peer-reviewed journal articles on highly varied topic areas.
Practical steps
Published in Naomi Chambers, Nurse Practitioners in Primary Care, 2021
One of the problems for the newly appointed nurse practitioner can be professional isolation, and having a doctor mentor chosen from one of the partners can be immensely useful. This person may organize tutorials, help with protocol development, and act as a source of comfort and support at what can be a challenging time, perhaps the most challenging of a nurse’s career. The mentor can also negotiate the ‘shadowing phase’ with their colleagues. Nurses in the Derbyshire Project found it useful to ‘shadow’ doctors (that is, to sit in on doctor consultations) and then have the doctors shadow them before running their own surgeries. Some doctors, particularly those not in training practices, find this phase unnerving because they have grown unused to someone observing their clinical practice. In a group partnership it is valuable for the nurses to sit in on all the partners’ surgeries to gain experience of varied consulting styles and to witness how different kinds of patients choose to see different kinds of doctors. The mentor should continue as a source of support after the nurse has begun her own surgeries and as time goes on, provide advice on audit and evaluation of the new role. The nurse will also need a nursing colleague to provide intraprofessional clinical supervision; this may be someone from a trust, health authority or working in nurse education.
How to Prepare for the MRCOG Part 3:
Published in Justin C Konje, Complete Revision Guide for MRCOG Part 3, 2020
Justin C Konje, Wafaa Ali Belail Hammad
People who reside in the UK should take advantages of opportunities in front of you. If you are not working in the UK, you should get an attachment (if possible), as this will put you in a hospital environment where you will listen to communication between patients and experienced staff members. I will suggest you shadow nurses because they spend more time speaking to the patient. This is not a must to pass the exam but it is helpful.
The potential of telemental health in improving access to mental health services in Lebanon: Analysis of barriers, opportunities, and recommendations
Published in International Journal of Mental Health, 2021
Hady Naal, Hossam Mahmoud, Emile Whaibeh
TMH can benefit clinicians in multiple ways and can address the problem of provider shortages. By eliminating the need to commute, clinicians are able to treat more patients by reaching remote populations that would have otherwise been unattainable (O’Reilly et al., 2007). TMH also reduces the risk of burnout among clinicians who may be overworked, as it can enhance the adoption of a more efficient and healthier work-life balance (Vogt et al., 2019). Also, TMH is an excellent modality to provide added educational, training, capacity building, and supervision opportunities to clinicians (Jefee-Bahloul et al., 2016). Finally, TMH may allow for a higher number of practicum students to receive formal training, by offering them supervision at selected sites, unrestricted by a geographic location. This may be also relevant for trainee who “shadow” clinicians since their presence may not be as disruptive as if they were observing the session in-person.
Study of Shadowing Experiences among Chaplains in the Coleman Palliative Medicine Fellowship
Published in Journal of Health Care Chaplaincy, 2021
Casey Clevenger, Karen Pugliese, Sean O’Mahony, Stacie Levine, George Fitchett
The dominant approach to chaplaincy education in the United States, clinical pastoral education (CPE), relies on learners reflecting on their clinical practice through writing and presenting verbatims in individual and group supervision settings (Burck, 1990). A few CPE programs have reported the use of standardized patients in their training (Ahmed et al., 2016; Tartaglia & Dodd-McCue, 2010; Wilson 2004). We have found no reports on the use of shadowing in chaplaincy education. Our anecdotal observations, including an informal survey of chaplains who attended a workshop about shadowing, suggest its use is not widespread. Shadowing appears to be used to orient new chaplaincy students to the institution, to their roll in on-call coverage and/or to their clinical areas, but once students are oriented shadowing is discontinued. In those instances where shadowing is used to orient new students they usually shadow more experienced students or staff chaplains; rarely do they shadow their CPE supervisor. Our anecdotal information also suggests that shadowing is not widely used in chaplain continuing education, peer review, or specialty certification.
Medical student reflections: Chaplain shadowing as a model for compassionate care training
Published in Medical Teacher, 2021
Mikalyn T. DeFoor, Mary M. Moses, W. Jeffery Flowers, Richard W. Sams
Hospital chaplains were given an orientation by the Director of Pastoral Care prior to shadowing experiences in order to standardize the format across providers. The goal was to provide opportunities for medical students to shadow during every-day pastoral care encounters and to observe communications between patients, families, caregivers and staff members. Each session was commenced with discussion of expectations and a brief assessment by the chaplain to ascertain how much exposure the student has had to clinical patient encounters. The aim of the sessions was for students to see how the chaplains engaged in everyday compassionate patient and family-centered care, however, there was no set agenda. At the end of each session, at least 15 minutes were reserved for debriefing, questions and time to assess the impact of the daily encounter on the student.