At this stage the students are working to CONSOLIDATE their knowledge, accurately analyze and appropriately alter their behaviour, solve problems more independently and function in the fieldwork environment with minimal or only consultative supervision.
The preceptor's role during this stage is often one of MENTOR, using a consultative style of supervision. Here are some specific roles preceptors may focus on during Level 3 placements:
- allowing the student to work as independently as possible
- encouraging self-direction and demonstration of initiative
- working 'collegially' with the student
- providing unique experiences
- articulating professional reasoning and sharing client stories
- relinquishing control (if it's safe!)
However, before jumping in to mentoring or expecting independent work, it has to be understood that students have likely had a broad variety of fieldwork experiences (i.e., school based, home care, adult acute care, etc) and with a diverse population (i.e., pediatrics, adults, seniors).
Thus, each placement still goes through earlier stages of the preceptor being an EDUCATOR as the student gains direct knowledge application in the new setting (as in Level 1 placements) and assisting the student to transition to more independence with the preceptor acting as COLLABORATOR or COACH (as in Level 2 placements). Depending on the setting, it is expected that Level 3 students can move through these first two stages reasonably quickly and then become more independent.
For Level 3a, in a typical practice setting, the expectation is that the student will be able to manage 50-75% of a typical caseload for a new-grad therapist and for Level 3b, increase that to managing 75% or more of a new-grad caseload.
As always, thank you for your time and efforts to supervise the students. We hope that everyone enjoys the experience and looks forward to these students becoming our colleagues in the near future!
