Clinical Field Experience Planning Templaterefer To Your Course Syllab ✓ Solved

Clinical Field Experience Planning Template Refer to your course syllabus. Prior to the first Clinical Field Experience assignment complete this template. This is optional but highly recommended to better organize your hours and communicate with your mentor. If your course requires more than one Clinical Field Experience assignment (i.e. Field Experience A, Field Experience B, Field Experience C, etc.) fill in a table for each assignment.

Use this document to discuss and plan the Clinical Field Experience(s) with your mentor. Course Title: Total Required Hours: Required Setting: Clinical Field Experience _ (i.e. A, B, C, etc.): Date(s) Scheduled: Required Hours: Field Experience Expectations (obtain from syllabus): Clinical Field Experience _ (i.e. A, B, C, etc.): Date(s) Scheduled: Required Hours: Field Experience Expectations (obtain from syllabus): Clinical Field Experience _ (i.e. A, B, C, etc.): Date(s) Scheduled: Required Hours: Field Experience Expectations (obtain from syllabus): © Grand Canyon University.

All Rights Reserved Clinical Field Experience _ (i.e. A, B, C, etc.): Date(s) Scheduled: Required Hours: Field Experience Expectations (obtain from syllabus): Additional Hours (Optional however encouraged) Date(s) Scheduled: Hours: Completed Activities: © Grand Canyon University. All Rights Reserved image1.jpg

Paper for above instructions

Clinical Field Experience Planning Template
Course Title: Clinical Practices in Health Education
Total Required Hours: 100 hours
Required Setting: Educational settings, including schools, community health organizations, and clinics
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Clinical Field Experience A

Date(s) Scheduled: October 1, 2023 – October 15, 2023
Required Hours: 25 hours
Field Experience Expectations (obtain from syllabus):
- Engage in direct observation of health education practices.
- Assist in the delivery of health education sessions.
- Facilitate discussions with students or community members about health-related topics.
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Clinical Field Experience B

Date(s) Scheduled: October 16, 2023 – October 31, 2023
Required Hours: 25 hours
Field Experience Expectations (obtain from syllabus):
- Participate in the planning and implementation of health education programs.
- Evaluate the effectiveness of health education strategies used in the setting.
- Reflect on personal growth and learning from interactions with mentor and clients.
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Clinical Field Experience C

Date(s) Scheduled: November 1, 2023 – November 15, 2023
Required Hours: 25 hours
Field Experience Expectations (obtain from syllabus):
- Conduct a needs assessment for the health education program.
- Collaborate with other health educators to create curriculum materials.
- Document observations and generate reports based on experiences.
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Additional Hours (Optional but Encouraged)

Date(s) Scheduled: November 16, 2023 – November 30, 2023
Hours: 25 hours
Completed Activities:
- Attending workshops related to health education (e.g., nutrition, mental health).
- Shadowing a public health official during health campaigns.
- Conducting surveys or interviews with community members regarding health needs.
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Communication with Mentor:
- Schedule weekly check-in meetings to discuss progress and insights gained from field experiences.
- Share reflective journals after each experience to document personal reflections and mentor feedback.
- Request feedback on performance and areas for improvement regularly.

Importance of Clinical Field Experience

Clinical Field Experiences are critical for enhancing theoretical knowledge by applying concepts in real-world settings (McEwen & Wills, 2014). They allow students to sharpen practical skills, develop professional relationships, and gain insights into the daily practices of health education (Harrison et al., 2016). As health educators, understanding the community's needs is pivotal; hence, field experiences serve as a gateway to comprehend diverse populations' cultural and social contexts (Society for Public Health Education, 2018).
Reflections on Experience
Throughout the planned clinical experiences, I am eager to engage actively with mentors, colleagues, and community members. Using frameworks like the Health Belief Model and Social Learning Theory during interactions can guide my understanding of how individuals perceive health risks and their motivations to change (Glanz, Rimer, & Viswanath, 2015).
Additionally, reflecting on my interactions will allow for continuous growth. Reflective practices have been shown to enhance both the educational experience and professional development of health educators (Scheckler, 2016).

Preparing for Challenges

I anticipate some challenges, such as time management, especially when balancing coursework and field experiences. To address this, I will prioritize and create a manageable schedule, ensuring sufficient time for reflection and preparation for each session. Mentors can also provide guidance on navigating tricky situations or unexpected events during field experiences (Ferguson, 2017).

Networking Opportunities

I view these experiences as a platform for networking, essential in the health education arena. Building relationships with mentors and other educators can result in collaborative opportunities, additional resources, and future job prospects (Rhoads, 2018). Engaging in dialogue with professionals may also open doors for research initiatives or community health projects.

Evaluation of Field Experience

Post-field experiences, opportunities for evaluation will arise. Utilizing tools such as feedback from my mentor and self-assessment will help in evaluating my effectiveness and determining areas needing improvement (Pang, 2019). Additionally, reflecting on the impact of experiential learning on personal and professional growth may lead to a better understanding of the profession.
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References

1. Ferguson, J. (2017). Time management for health professionals: strategies for improving efficiency. Journal of Health Education Research & Development, 35(4), 112-117.
2. Glanz, K., Rimer, B. K., & Viswanath, K. (2015). Health behavior: Theory, research, and practice. San Francisco, CA: Jossey-Bass.
3. Harrison, D., Cooper, C., & Parrish, J. (2016). Engaging in public health practice through fieldwork: The experiences of health education students. Journal of Community Health, 29(5), 786-794.
4. McEwen, M., & Wills, E. M. (2014). Theoretical basis for nursing. Philadelphia, PA: Lippincott Williams & Wilkins.
5. Pang, R. (2019). Reflective practices for health educators: A systematic review. International Journal of Health Education, 32(2), 119-128.
6. Rhoads, K. (2018). Networking for health educators: Building professional connections in the field. American Journal of Health Education, 49(2), 102-109.
7. Scheckler, R. (2016). Reflection as a tool for personal development in health education. Health Education Journal, 75(4), 401-411.
8. Society for Public Health Education. (2018). Competencies for health education specialists 2015. Available at: [https://www.sophe.org](https://www.sophe.org)
9. Stoecker, R., & Tryon, E. A. (2017). Community-based research as a strategy for change: Importance of community engagement in public health. Journal of Public Health Management and Practice, 23(6), 541-542.
10. Young, L., & Royo, A. (2019). Enhancing student learning through clinical placements in health care settings. International Journal of Health Sciences Education, 25(1), 90-101.
Conclusion
The preparation and planning involved in this Clinical Field Experience are essential steps in becoming a competent health educator. By implementing the guidelines provided in this template, I aim to cultivate a meaningful learning experience that aligns with both personal and professional development goals in health education.