Running Head: SEMINAR 1 ASSIGNMENT STAGES 2 & 3

Seminar 1 Assignment Stages 2 & 3

Fernandine Ambre (N01147831)
Humber College

SEMINAR 1 ASSIGNMENT STAGES 2 & 3

Recap of Possible Solutions from Stage 2: So What?

Possible Solution #1: Be prepared for each incoming patient (whether it be your own or just
helping another peer)

Knowing where your resources are and knowing how to search for the right answers is
important to treat patients because it demonstrates your ability to reference your current knowledge
of the concept. Resources also involves the use of Practice Perfect Canada in clinical internship to
look at the patients previous SOAP notes and whether he/she has come to the clinic before with
the same ailment. This will you give a general idea of the patients complaint to prepare a plan for
the assessments.

Possible Solution #2: Carefully think of open-ended questions to ask the instructor in order to get
to the answers yourself (clearly communicate your thoughts to create an opinion based upon your
understanding, then hear feedback from others)

According to Finch (2015, p.g. 6), clear communication is important in order for the right
questions to be asked and answered. Specific to this situation, open-ended questions are important
to allow the person asking the question to interpret the information on his/her own, instead of
getting one word/statement answers. Other peoples opinions are important to listen to; however,
if you only rely on one opinion without making your own, there is no thought process to the current
situation and you are not challenging yourself to think critically.

Stage 3: Now What?

On the Tuesday of week six, we (semester three students) assembled into smaller groups

SEMINAR 1 ASSIGNMENT STAGES 2 & 3

of 5-6 people to discuss and review our events that have occurred in each of our clinical internships.
The seminar meet-up was effective and intuitive: we learned how to cope with difficult situations
and knowing how to collectively solve them.
When it came to describing my event and giving my possible solutions, everyone was
conclusive with choosing my first option, which was Be prepared for each incoming patient
(whether it be your own or just helping another peer). This solution is applicable to every
interaction I have in clinical internship (i.e. with my peers, with my instructor, e.t.c.). It shows my
understanding of whatever pain the patient is presenting with, in order to select the appropriate
tests to confirm a hypothesis.
I feel this is the best solution to this event because then, the interaction between student
and teacher would have gone more smoothly without any problems. If I were more prepared and
thinking critically about what the patient was presenting, then my interaction with my peer
(Jennifer) would not have been as questionable/doubtful. Being prepared and fully understanding
what the patient is presenting would give the patient more trust in the therapist. According to
Andrade (2014, p.g. 13-14), this is a component to the process of care for massage. The process
of care for massage refers to how the activities between the therapist and client take place
(Andrade, 2014, p.g. 13). One of the aspects of this concept is the technical aspects of the process
of care, which pertains to this event because the adequacy and appropriateness of interventions
(i.e. examinations and evaluations) selected are based on the therapists knowledge to make a
client-centered decision (Andrade, 2014, p.g. 14).
Therefore, for the next time in clinical internship, my interests need to be with the client
and to put myself in his/her own shoes. I need to be more assertive in my understanding of what
the patient is presenting, so I can give the best care possible to each patient.

SEMINAR 1 ASSIGNMENT STAGES 2 & 3

References
Andrade, C.K. (2014). Outcome-based massage: From evidence to practice (3rd ed.). Baltimore,
MD: Lippincott Williams & Wilkins.

Fitch, P. (2015). Talking body listening hands: A guide to professionalism, communication and
the therapeutic relationship. Boston: Pearson.