Mentoring Physical Therapy Students to be Reciprocal Mentors with Diverse Older Adults

The purpose of this presentation is to explore best practice methods and models to develop PT student health promotion skills.  The Teacher Guidance Continuum moves students from guided to unguided practice. Since health education is complex, health literacy tools can guide student mentoring. Health education skills can develop with experiential learning. The presentations will examine the student reflections and interviews on health promotion activities with predominately African American older adults. DPT students received classroom instruction about health literacy, health literacy tools, fall prevention and mentor demonstration of health education. Students practiced and skill competency was assessed by peer and faculty mentors. Students repeated health education activities over 3 consecutive semesters. Students wrote reflections after each experience. Twelve students participated in peer lead focus groups. Thematic analysis of reflective interviews was done. Guided mentoring and reflection indicated students learned valuable clinical practice skills beyond the classroom. Major themes included: Clarification, Therapeutic Relationship, Self-Efficacy and Closure. Students expressed how the health literacy tools clarified aspects of older adults' exercise programs, medication usage, and health behaviors teaching. Therapeutic relationship between themselves and older adults were enhanced. Students thought that the older adults’ self-efficacy was enhanced by using the tools because they were able to take charge. The students had greater closure of the session with the use of these health literacy tools. Teaching students reciprocal mentoring improves therapeutic relationships and self-efficacy for novice clinicians and clients. It is important for students to have multiple ways to connect with diverse older adults about health behavior. The Teacher Guidance Continuum method as well as reflective and health literacy models may improve the outcomes of professional encounters. Use of health literacy tools by students can aid in health behaviors for diverse older adults. References 1. Plack M. Driscoll M. (2017) Teaching and Learning in Physical Therapy. Second edition. Slack Incorporated. 2. Ruckert E. Plack M. Maring J. (2014) A model for Designing a Geriatric Physical Therapy Course Grounded in Educational Principles and Active Learning Strategies. Journal of Physical Therapy Education. 2014. 28: 2:69-84. 3. Thompson C.(2015) Prevention Practice and Health Promotion: A health care professional’s guide to Health, Fitness, and Wellness. Second edition. Slack Incorporated 4. Jensen G. Mostrom G. Hack L. Nordstrom T. Gwyer J. (2019). Educating Physical Therapists. Slack Incorporated. 5. Brega AG, Barnard J, Mabachi NM, Weiss BD, DeWalt DA, Brach C, Cifuentes M, Albright K, West, DR. AHRQ Health Literacy Universal Precautions Toolkit, Second Edition. (Prepared by Colorado Health Outcomes Program, University of Colorado Anschutz Medical Campus under Contract No.