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Multiple mentoring relationships facilitate learning during fieldwork
1Department of Occupational Therapy, Rush University, Chicago, Illinois.
Summary
Fieldwork education socializes students into their professions. A multiple mentoring model enhances student learning and clinical reasoning, while supporting fieldwork sites facing staffing challenges.
Area of Science:
- Occupational Therapy Education
- Clinical Supervision
Background:
- Fieldwork is crucial for professional socialization and skill development in students.
- Student fieldwork experiences significantly impact future career decisions.
- Helping relationships with faculty, peers, and clinicians support student development.
Purpose of the Study:
- To examine the roles of students as protégés and clinical educators as mentors.
- To present an alternative to traditional one-to-one fieldwork supervision.
- To explore the benefits of a multiple mentoring model for fieldwork education.
Main Methods:
- Analysis of the mentor-protégé relationship in fieldwork.
- Presentation of the multiple mentoring model as an alternative supervision strategy.
- Discussion of the advantages of the multiple mentoring model.
Main Results:
- The multiple mentoring model leverages educator strengths and student interests.
- This model fosters collegiality and enhances clinical reasoning through peer learning.
- It enables fieldwork sites to host more students with reduced stress on individual educators.
Conclusions:
- Clinical educators significantly influence student development as mentors, guides, and role models.
- The multiple mentoring model offers a viable and advantageous approach to fieldwork supervision.
- This model supports the development of entry-level competency in students effectively.