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Terms in this set (9)
Three primary purposes
1. promote professional development of students
2. ensure contunued provision of quality patient services
3. serve a gatekeeping function regarding individuals who enter the profession
The Discrimination Model
Divides student's skills into 4 categories:
1. Process skills ("doing" skills)
2. Professional skills ("doing" skills)
3. Personalization skills ("feeling" skills)
4. Conceptualization skills("thinking" skills)
A hierarchy of of learning processes from basic memorization of facts to highly sophisticated critical thinking
Support and guidance form the basis of all styles of supervision to varying degrees
Support- focus on student's feelings about themselves and their thoughts and feelings when working with patients
Guidance- conceptualizing patients issues and needs and learning about specific genetic counseling techniques/interventions
Primary interaction is instruction, with emphasis on guidance
Teacher is a resource person who shares information, skills, strategies. Focus is on developing students skills
Activities include demonstrating, explaining, and interpreting events form a counseling session, identifying interventions
Supervisor exerts a fair amount of power over interaction as expert, and may vary between directive and evocative mdoes of teaching
Principal activity through which supervision is conducted
Interaction is collaborative. Objectives are mutually agreed upon. Supervisor encourages student to self-evaluate. Focus of supervision is on student's patient's.
Consultant acts as facilitator and works to develop effective planning and action. Student has greast deal of personal responsibility for goal-setting, evaluation, and problem solving.
When the supervisor is in a counselor role and student is in client role.
the primary interaction is one of exploration with the goal of promoting self-awareness and growth. The supervisor helps the student recognize personal issues that may affect responses to paients. Ex. Students feel issues of competence and confidence. Hoevwer, it is not the counselors role to help the student overcome these issues.
Primary interaction is critiquing and feedback giving. Focus is on accountability.
Includes formal and informal assessments, goal setting, and giving and receiving feedback.
Suggestions for Providing Formative Evaluations o Students
1. Timing- pick the right time, as soon as appropriately possible after the behavior has occurred
2. Private-select the right setting, privacy is important
3. Balance- Begin with 1 or 2 things the students is doing well before moving to corrective behavior
4. Affect- Recognize the emotional impact your feedback is having on the student
5. Warn- avoid surprises, it is best to drop a hint as to what is to come
6. Self control- keep your own reactions under control and in perspective. It may be familiar mistake to ou , but the first time for the student
7. Accuracy- be sure of all of the facts involved
8. Behavioral- keep the student's personality out of the discussion. Focus on the precise behavior that the students is either exhibiting or failing to exhibit that needs modification
9. Focus- keep the conversation on the student, dont compare the student to others
10. Rebuild- close with an effort to rebuild the students confidence
11. delay- Think before you speak. Often when we have a strong reaction to an immediate situation our responses tend to be more emotional and off-putting. with reflection the feedback can be more effectively delivered. Consider telling the student that you would like to discuss the case tomorrow
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