Mentoring non-traditional students in clinical practicums: Building on strengths

Melrose, Sherri

doi:10.5430/cns.v6n3p39

Cited by 1 publication

(1 citation statement)

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“…Preceptors can encounter difficulties in their relationships with students through personality or value differences or seemingly limited skill or interest of learners . A strengths-based approach focuses on learners' self-determination and validates the unique strengths that learners bring to their learning (Melrose, 2018). This can be a useful strategy for preceptors who encounter difficult relationships with learners (McCashen, 2005).…”

Section: Things That Worry Me a Strengths-based Approachmentioning

confidence: 99%

Creative Clinical Teaching in the Health Professions

Melrose¹,

Park²,

Perry³

2020

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Constructivist thinking, as espoused by seminal educationalists such as Jean Piaget (1972) and Lev Vygotsky (1978), suggests that knowledge is constructed by learners themselves. Those who view the world through a constructivist lens believe that learners bring valuable existing knowledge to their learning experiences. They view the role of the teacher as building on that knowledge by providing personally meaningful activities.Constructivist teachers also believe that learning will be enhanced by interactions with informed others such as teachers, practitioners, and peers.Therefore, an important aspect of any constructivist teacher's practice is to plan for and facilitate opportunities for helpful social interaction. In clinical teaching environments, instructors who use a constructivist conceptual perspective will create impactful connections individually with students and ensure that opportunities for connections with other students and staff members are possible. Melrose et al. (2013, p. 71) summarize constructivism as a conceptual framework: Constructivist learning environments incorporate consensually validated knowledge and professional practice standards, and competencies are comprehensively evaluated. Students' miscon-1.Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors. 2.Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and on a sense of place). 3.Learning involves recognizing the consequences of one's actions. 4.Learning involves generational roles and responsibilities. 5.Learning recognizes the role of Indigenous knowledge. 6.Learning is embedded in memory, history, and story. 7.Learning involves patience and time. 8.Learning requires exploration of one's identity. 9.Learning involves recognizing that some knowledge is sacred and only shared with permission and or in certain situations.

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Section: Things That Worry Me a Strengths-based Approachmentioning

confidence: 99%