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How do you promote clinical reasoning? For some students, this does not come naturally, and requires extra guidance on your part. But what if you are attempting to progress your learner and they seem resistant? There are many different types of resistant (hesitant, challenging, definant, oppositional, unwilling) students. As Instructors we must figure out why, in order to progress our students through their clinical rotation. Otherwise, it's going to be a LONG rotation!
Take a look at the following reasons for resistance below:
Fear of Change
Fear of Change
Learning involves change which can cause fear in students. Acquiring new skills and challenging old thoughts makes people feel uncomfortable.
Poor Self Image
Poor Self Image
This includes self-doubt, questioning one's own command of academic skills, and feeling like an imposter. Consider that your student may have been told he/she is not smart enough to make it through the program.
Mismatched Styles
Mismatched Styles
Sometimes student learning styles clash with teachers' style of instruction.
How can I address this? It's important to have multiple ways to educate your students and discuss learning styles early on.
Take the TPI to learn about your teaching style. It will help with communication.
Have your student take a Learning Styles Questionnaire to figure out how they learn best (this link will take you to an outside site).
Fear of Unknown
Fear of Unknown
Students are out of their routine/habits. Unfamiliar environments can lead to feelings of fear which can result in resisting learning/change.
How can I address this? If your student is in this category, the LAST thing to do is tell them that this rotation has the power to change them.
Seeming Irrelevance of Activity
Seeming Irrelevance of Activity
No one likes to waste time. Your students may be asking: Why are we doing this? Why is it important?
How can I address this? Some students need extra discussion or guidance to understand the justification or meaning of their tasks.
Required Learning Level is Inappropriate
Required Learning Level is Inappropriate
Students don’t always understand concepts that are too abstract or conceptual. The learning may have to be individually tailored. It’s easy to misjudge a student’s readiness for acute care. Students may appear overconfident and unwilling to admit confusion.
Fear of Looking Foolish
Fear of Looking Foolish
No one wants to make mistakes or look unintelligent. If your student seems resistant, maybe the learning is taking place too publicly.
How can I address this? This student may need small experiences that lead up to larger ones, or more private areas for feedback.
Cultural Suicide
Cultural Suicide
Participating in some activities can be looked at with mistrust by their home cultures and result in possible exclusion. Be aware of the cultural background of your student.
Lack of Clarity
Lack of Clarity
Your student may be wondering, "What do you want me to do? What’s going on here? I don’t understand." If the student perceives the instructor as ambiguous or having a secret agenda, resistance is present. If there is an unclear learning task, the walls will go up.
Student Dislike of Instructor
Student Dislike of Instructor
Sometimes no matter how authentic, credible, or communicative, students may just take a personal dislike to their instructor. This could be because of factors totally beyond anyone’s control. If noted early on, instructors could be swapped, however, it’s important to develop a professional work experience.
Too Far Too Fast
Too Far Too Fast
Students may feel like the instructor is moving content along at an inappropriate speed. If the enthusiasm you communicate is too much for the student, their lack of understanding or lack of passion can look like resistance.
Normal Learning Rhythm
Normal Learning Rhythm
Sometimes resistance is just the normal fluctuation of learning: one step forward, two steps backward. Sometimes students revert to their comfort zones instead of pushing themselves forward. A new skill learned is usually met with eagerness and then followed by an episode of confusion as the student realizes how complex a territory he or she is entering (i.e., learning a new balance or cognitive assessment).
How can I address this? Regression is usually temporary, but it’s the instructor’s job to push their student forward.
Students may need to regroup before moving on to a new learning situation. ‘Regrouping’ can appear as a couple steps backwards, but instructors must understand that this "recession" allows the student to gather the nerve to move forward.
Sometimes, remediation is needed. Navigate to "Remediation" to learn about strategies to help your student move past complications.
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