Building transformative resilience as a leader in clinical education: SCCE and DCE perspectives
Purpose: Clinical education has been at the forefront of the national dialogue among physical therapist educators. Growing awareness and support for collaboration and shared responsibility between academic and clinical partners has been positive; however, the challenges in clinical education remain significant and complex. Capacity concerns, clinic productivity, regulatory and reimbursement factors, and variability in processes, preparation and expectations task clinical education leaders, Directors of Clinical Education (DCEs) and Site Coordinators of Clinical Education (SCCEs), on a daily basis. Frequent turnover and stress are noted in both academic (DCE) and clinical (SCCE) leadership positions, and may contribute to clinical education inefficiencies and inconsistencies, possibly impacting the clinical partnerships critical for excellence in physical therapy clinical education. Despite this trend, there are recognized clinical education leaders who have demonstrated longevity, success, and professional growth in these positions. We questioned: (1) what are the behaviors, thoughts and actions that contribute to these individuals’ resilience and success?; (2) can these behaviors, thoughts and actions be learned and mentored or identified and nurtured to fill these critical leadership roles?Methods and/or Description of Project: A direct mailing to physical therapist education programs in 3 clinical education consortia occurred to solicit nominations for SCCEs and DCEs that demonstrate leadership in clinical education and have substantial experience in their role, over 10 years, to participate in one-on-one interviews. This qualitative study incorporated a participant-driven process of cognitive mapping to elicit perspectives on the unique and critical factors that have contributed to longevity, success, and resilience in their roles. Participants were guided to create personal cognitive maps, which served as a visual representation of self-identified themes and patterns, and then told the “stories” of their cognitive maps. Vertical and horizontal linkages created by participants as they told their stories helped elucidate interconnections and meaning in the data. Ongoing cross-group analysis of cognitive maps and individual recorded interviews were used to reduce the qualitative data into overarching themes, levels of hierarchy, common interconnections and repeated concepts across participants. Member checking and peer review were conducted to enhance methodological rigor.Results/Outcomes: The data collection and analysis are ongoing. Preliminary themes, consistent with the literature, have identified factors of resilience that include adaptability, communication and problem solving skills, emotional regulation, sense of purpose, and positive views of self and self-confidence. Exemplars from the narratives of participants and their cognitive maps elucidate common themes and factors and will be compared and contrasted to those found in the literature from physical therapy and other professions, including business and psychology.Conclusions/Relevance to the conference theme: Our Leadership Landscape: Perspectives from the Ground Level to 30,000 Feet: According to Marston1, “In the face of such momentous change and challenges, resilience as a simple notion of “bouncing back” isn’t enough.” Transformative resilience is essential for today’s clinical education leaders and the challenges associated with these roles - this ability to “transform adversity into growth and use it to our advantage”1 more accurately defines the successful leaders of the future. Results of this study allow us to drill down and identify factors that contribute to transformative resilience in clinical education. SCCEs and DCEs fulfill important leadership positions; knowledge gained from this study may help others identify and develop into transformative resilient leaders in the complex and rapidly evolving clinical education landscape. Consistent with the conference theme of Developing strategies to build resilience in academic and clinical education, this interactive presentation will provide the perspectives of experienced SCCEs and DCEs and an opportunity to discuss current evidence and best practice related to transformative resilience and leadership.References: 1. Marston A, Marston S. Type R: Transformative Resilience for Thriving in a Turbulent World. New York, NY: Hachette Book Group; 2018. 2. Everly GS, Strouse DA, McCormack DK. Stronger: Develop the Resilience You Need to Succeed. New York, NY:AMACOM;2015. 3. Salzman A. Portraits of persistence: Professional development of successful directors of clinical education. J Phys Ther Educ.2009;23(1):44-54. 4. Timmerberg J, Dungey J, Stolfi A, Dougherty ME. Defining the role of the center coordinator of clinical education: Identifying responsibilities, supports, challenges. J Phys Ther Educ. 2018; 32:1:38-45. 5. Recker-Hughes C, Wetherbee E, Buccieri KM, Timmerberg JF, and Stolfi AM. Essential characteristics of quality clinical education experiences: Standards to facilitate student learning. J Phys Ther Educ. 2014; 28 (sup 1):48-55. 6. Hinman M, Peel C, Price E. Leadership retention in physical therapy education programs. J Phys Ther Educ. 2014;28(1):39-44. 7. Buccieri KM, Rodriguez J, Smith S, Robinson R, Gallivan S, Frost J. Director of clinical education performance assessment surveys: A 360-degree assessment of the unique roles and responsibilities of this position in physical therapy education. J Phys Ther Educ. 2012;26(3):13-21. 8. Hughes L, Keith SE, Byars A, Wiginton. Cognitive mapping in persons newly diagnosed with type 2 diabetes. The Diabetes Educator.2012;38(6). DOI: 10.1177/0145721712460100. 9. Wiginton KL. Illness representations: Mapping the experience of lupus. Health Education & Behavior. 1999;26(4):443-453. http://dx.doi.org/10.1177/109019819902600403Course Objectives: Upon completion of this educational session, participants will be able to: 1. Define and discuss a model of transformative resilience for leadership. 2. Identify behaviors, thoughts, and actions of transformative resilience that contribute to success in physical therapy clinical education from dual perspectives (SCCE, DCE). 3. Identify individual strengths and growth opportunities to develop transformative resilience as a clinical education leader. 4. Identify at least one strategy to leverage one’s own strengths in clinical education leadership. 5. Identify at least one strategy for personal growth in working towards transformative resilience.Instructional Methods: -Foundational information on transformative resilience in leadership will be presented through lecture-based discussion. -Participants will complete a self-assessment activity. -Experienced DCEs and SCCEs who participated in the research study will present and discuss their cognitive maps as exemplars. -Small group discussion will be included with a focus on identifying ways to support current SCCEs and DCEs in their own professional development. -Time will be devoted to questions and answers with the presenters, including the experienced DCEs and SCCEs who shared their cognitive maps.Tentative Outline/Schedule: 1. Attendees will complete a resilient leadership self-assessment (10 minutes) 2. Formal presentation (60 minutes) a.Transformative resilience and characteristics of an effective leader b.Description of research study i. What is cognitive mapping? ii.Methodology and results will be discussed c.Exemplars from the trenches – experienced DCE and SCCE perspectives d.Building your own path to resilience – strategies, tips and resources 3.Small group discussion (15 minutes) a.Identification of individual attendee strengths and opportunities for growth 4.Putting it all together: key points and take-aways (5 minutes) 5.Questions & Answers with the presenters and DCE and SCCE leaders