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Analysis - Coggle Diagram
Analysis
Mentorship/Collaboration
COE indicates that mentorship from a more experienced FWEd is a legit way to become adequately prepared
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most participants wanted more support than they received when supervising a student- alberti & atkinson, Hansen, Lau and Revenek and Jensen and Daniel assert that support and collaboration promote FWEd preparadeness and willingness to supervise a student
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note- literature discusses types of collaboration that are present/important, but not necessarily if FWEds are satisfied with it
OTPs may feel less adequately prepared or less likely to supervise students in the future because they did not feel adequately supported
Student success
participants indicated a desire for candid conversations to collaborate with and meet students' needs, supported by Koski's findings of valuable student and FWEd behaviors
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literature talks about how FWEds want communication from the institution regarding student skills/needs/goals, but our research makes it more personal and clinicians want to talk directly to the student
indicates that clinicians want to help the student succeed and understand how to adapt their mentoring style to what works for each student
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this was reflected in the goals participants set; FWEd goals were not discussed in literature, but we incorporated it as a component of AR
FWEds that provide more direct methods further enhances skills for students compared to indirect methods of supervision (Koski et al., 2013, Rodger et al., 2011)
pre-placement preparation was indicated a important for both Price and Whiteside and our participants
The FWPE deems collaboration an important factor in an OT student's success, as is seen in that it rates collaboration and interpersonal skills.
students in rodger et al wanted modeling, we found that our participants did model for students
Supervision Factors
contrary to our lit review, time is not the most important factor when considering supervision, although it is still very important for our participants
in the discussion, participants discussed ways they overcame the time limits and how the setting impacts time/productivity issues
we should consider the impact of the setting on the time & productivity views of our participants- support with literature
acute care, acute rehab, SNF and psychiatric hospital represented; AOTA reinforces that productivity standards are enforced in each setting according to administrative policies, reimbursement policies, etc.
our participants didn't say explicitly what the productivity requirements were in their settings, but based on their interactions in the discussion, it is evidenct that there are verying productivity demands across settings which influence the time spent supervising a student (going back to quality)
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our particpants indicated that the #1 factor considered was personal satisfaction- perhaps giving back to the OT community, supported in literature by Evenson & Varland
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intrinsic motivating factors was a peripheral finding in the literature, whereas time was the focus of multiple studies. In our findings, time was important but it was not the most important factor
time was considered, but there were always multiple factors (i.e supervisor allowances, family, etc) according to our participants
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