Kendal Booker, MS, OTR/L, is an occupational therapy educator who primarily teaches adult and geriatric-focused courses in a Master's level OT program. She loves to read, spend time outdoors, and travel with her husband and two children. Kendal is passionate about encouraging and mentoring others. She is currently pursing a doctorate in education as she continues in her teaching position. 

On the episode, Kendal talks about Impostor Phenomenon, including what it is, how it can impact performance, and what one can do to address challenges related to this experience.

Recommendations from Episode 7:

• Coalition for Occupational Therapy Advocates for Diversity (COTAD) Minority Mentoring Program 
• OT Miri's lesson on responding to fear of failure
• Seth Godin on Impostor Syndrome and how we all have it 
• A Physician Talks about Her Experiences with Impostor Syndrome (Episode 269 of The Premed Years podcast)
• Pauline Rose Clance's website - http://paulineroseclance.com/
• FlyLady (Fly = Finally Loving Yourself) - http://flylady.net/

Teresa Britt, MSN, RN, is the Director of Education for the Center for Healthcare Improvement and Patient Simulation at the University of Tennessee Health Science Center in Memphis, TN. Teresa has taught healthcare education for over 25 years and has extensive knowledge of current methodologies and best practices for utilization of Standardized Patients/Simulated Patients in healthcare education. 

On this episode of On the Air, Teresa discusses the importance of interprofessional development, debriefing, and critical reflection in both simulation in healthcare education and in clinical practice.

Recommendations from Episode 6:

• ​Quote: "Mistakes are puzzles to be solved, not crimes to be punished." (Reference: Debriefing with Good Judgment
• International Nursing Association for Clinical Simulation and Learning (NACSL) Standards - Nationally recognized standards for best practice in clinical simulation in healthcare education
• Debrief 2 Learn - website with lots of great resources for use in the debriefing process, both in clinical and classroom/simulation learning encounters