ÿþ<?xml version="1.0" encoding="utf-8"?> <!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.1//EN" "http://www.w3.org/TR/xhtml11/DTD/xhtml11.dtd"> <html xmlns="http://www.w3.org/1999/xhtml" lang="en" xml:lang="en"> <head> <title>Student Role Descriptions -- Partnered Learning Project</title> <META NAME="Keywords" CONTENT="students role, description, IPE, IPC/IPE, Interprofessional education, IPE evaluation, IPE terminology, Interprofessional collaboration, IPE website, Handbook, Toolkit, Student placement, SickKids, The Hospital for Sick Children, Toronto Rehab, Toronto Rehabilitation Institute, CHEO, Children s Hospital of Eastern Ontario, PLP, The Partnered Learning Project, Partnered Learning"> <META NAME="Description" CONTENT="IPE - Students Role description"> <META NAME="Authored_by" CONTENT="The Partnered Learning Project"> <META NAME="revisit" CONTENT="25 days"> <meta content="global" name="distribution"> <META NAME="Content-Language" CONTENT="english"> <meta http-equiv="Content-Type" content="text/html; charset=utf-8" /> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1" /> <link rel="stylesheet" type="text/css" href="../style/css/css1.css" /> <style type="text/css"> <!-- .style5 {font-size: 14px} --> </style> </head> <body> <div id="header"> <p class="box"><a name="top" id="top"></a><a href="../index.html"><img src="../style/img/logo.gif" alt="Partnered Learning Project, Promoting Interprofessional practice through team training and student placements" width="481" height="84" border="0" /></a></p> </div> <div id="topnav"> <ul class="box clear"> <li ><a href="../index.html" title="PLP Home Page">Home</a></li> <li ><a href="../About/index.html" title="Partnered Learning Project Overview">About </a></li> <li ><a href="../Handbook/index.html" title="PLP Project Handbook">Handbook</a></li> <li><a href="../IPC/index.html" title="IPC Team Workshop Resource Kit">IPC</a></li> <li class="sel"><a href="../IPE/index.html" title="IPE Student Placement Toolkit">IPE</a></li> <li ><a href="../Evaluation/index.html" title="Evaluation Strategies">EVALUATION</a></li> <li><a href="../Research/index.html" title="Research Considerations">Research</a></li> <li><a href="../Resources/index.html" title="IPC/IPE Resources">Resources</a></li> <li><a href="../contact.html" title="Contact">Contact</a></li> </ul> </div> <div class="middle"> <div class="box clear"> <ul id="sidenav"> <li class="first">Role Descriptions <ul> <li><a href="role-descriptions.html" title="IPE Leader Role">IPE Leader &amp; Plcmt Coord</a></li> <li><a href="ipe-facilitator-role.html" title="IPE Facilitator Role">IPE Facilitator</a></li> <li><a href="fac-dev-ipe-facilitators-role.html">Faculty Development for IPE Facilitators</a></li> <li><a href="preceptor-clinical-faculty-role.html" title="IPE Preceptor/Clinical Faculty Role">Preceptor/Clinical Faculty</a></li> <li><a href="cliinical-team-role.html" title="IPE Clinical Team Role">Clinical Team</a></li> <li class="sel"><a href="students-role.html" title="IPE Students Role">Students</a></li> </ul> </li> <li>IPE Placement Components <ul> <li><a href="intro-tutorials.html" title="Introductory Tutorials">Introductory Tutorials</a></li> <li><a href="weekly-pt-themed-tutorials.html" title="Weekly Patient Themed Tutorials">Weekly Patient-Themed Tutorials</a></li> <li><a href="student-presentation.html">Student Presentation</a></li> </ul> </li> <li> Monitoring Strategies <ul> <li><a href="facilitator-meetings.html" title="Student Evaluations">Facilitator Meetings</a></li> </ul></li> <li> Evaluation Instruments <ul> <li><a href="student-evaluations.html" title="Student Evaluations">Student Evaluations</a></li> <li><a href="preceptor-evaluations.html" title="Preceptor Evaluations">Preceptor Evaluations</a></li> </ul> </li> </li> <div align="center"> <table width="150" border="0" align="center" cellpadding="5" cellspacing="0"> <tr> <td colspan="2" class="tablelheaderLegend"><div align="center" class="tablelheaderLegend">Legend</div></td> </tr> <tr> <td class="tablestyle"><div align="center"><img src="../images/IPE_toolkit.gif" alt="IPE toolkit materials" width="28" height="24" align="absmiddle" /></div></td> <td bgcolor="#FFFFFF" class="tablestyleNav">= to the office of IPE toolkit: Facilitating Interprofessional Clinical learning</td> </tr> <tr> <td class="tablestyle"><div align="center"><img src="../images/sick_kids-experience.gif" alt="Sick Kids Experience" width="38" height="51" align="absmiddle" /></div></td> <td bgcolor="#FFFFFF" class="tablestyleNav">= PLP learning from the SickKids experience</td> </tr> <tr> <td class="tablestyle"><div align="center"><img src="../images/new_materials.gif" alt="New Materials" width="31" height="25" align="absmiddle" /></div></td> <td bgcolor="#FFFFFF" class="tablestyleNav">= new materials developed</td> </tr> </table></div> <p>&nbsp;</p> </ul> <div id="main"> <h1>The Partnered Learning Project</h1> <h2><em> IPE Toolkit:</em></h2> <h3>A Toolkit to Assist in the Planning and Implementation of an Interprofessional Education Program for Healthcare Students</h3> <br /> <h4>1. Role Descriptions</h4> <h4>&nbsp;</h4> <h5>Students Role</h5> <p> <p><a href="#process">The Proc</a><a href="#process">ess</a> | <a href="#lessons">Lessons Learned</a> | <a href="#adaptation">Adaptation of Materials</a> | <a href="#challenges">Ongoing Challenges</a> | <br /> <br /> <ul class="links"> <li><a href="docs/IPE-Toolkit-Role-Descriptions.pdf" title="Download Role Descriptions" target="_blank">PDF</a></li> </ul> <div class="synopsis"> <ul> <li>Section 2 (page 3) of the manual addresses the strategies used determine the availability of students within the organization.<br /> <br /> </li> <li>Section 3 (pages 22-25) provides an overview of information for students. Student expectations should be addressed early on in the process to help students understand the differences between a more traditional placement and an IPE placement.<br /> <br /></li> <li>Refer to the PLP communication slide IPE Plcmt Communications</li> </ul> <p align="right"><img src="../images/top.gif" alt="to top of page" width="16" height="21" align="absmiddle" /><a href="#top" class="totop">to top</a> </div> <img src="../images/IPE_toolkit.gif" alt="=to the office of IPE toolkit: Facilitating Interprofessional Clinical learning" width="28" height="24" /> <h4>&nbsp;</h4> <h4>&nbsp;</h4> <h4>&nbsp;</h4> <h4>&nbsp;</h4> <h4>&nbsp;</h4> <h4>&nbsp;</h4> <h4>&nbsp;</h4> <h4>&nbsp;</h4> <h4>&nbsp;</h4> <h4>&nbsp;</h4> <p><a name="process" id="process"></a><strong>The Process</strong></p> <ul class="links"> </ul> <div class="synopsis"> <ul><li>Meeting and/or communicating with the students prior to the placement helps facilitate their understanding of the IPE placement expectations. Depending upon the situation, the communications may come from the IPE Lead, the clinical placement co-ordinators, or the IPE facilitators. The important thing is that all of these parties know what is being communicated, by whom and when. Usually a pre-placement meeting with the students will be the most satisfactory method for addressing questions they may have. Additional questions may have to be addressed as part of the introductory tutorial. A pre-placement meeting also gives the students a chance to align their expectations with those of the placement.<br /> <br /> </li> <li>For the PLP study, we involved some students who were not on placement with the clinical team to ensure a sufficient interprofessional mix of students in the IPE placement group. These students were also provided with a mentoring/preceptor structure similar to the other students. Special arrangements such as this can work but may require an extra measure of maturity and initiative on the part of the student.<br /> <br /> <ul> <li>In one of our IPE placement groups we included a pharmacy student who was not assigned to the clinical team. We connected him with the Medical Director on the team who allowed the student to attend rounds and collect information from charts. Though this student had limited access to actual patients, he described his placement as a success. We attributed this in part to the motivation and initiative he demonstrated towards his own learning.<br /> <br /> </li> </ul> </li> <li>Shadowing various team members has been consistently rated as very helpful by the students in expanding their understanding of other professions. We encouraged students to shadow at least one other professional during their placement.<br /> </li> </ul> <p align="right"><img src="../images/top.gif" alt="to top of page" width="16" height="21" align="absmiddle" /><a href="#top" class="totop">to top</a> </p> </div> <p><img src="../images/sick_kids-experience.gif" alt="PLP learning from the SickKids experience" width="38" height="51" /> </p> <p>&nbsp;</p> <p>&nbsp;</p> <p>&nbsp;</p> <p>&nbsp;</p> <p>&nbsp;</p> <p>&nbsp;</p> <p>&nbsp;</p> <p>&nbsp;</p> <p>&nbsp;</p> <p>&nbsp;</p> <p>&nbsp;</p> <p>&nbsp;</p> <p>&nbsp;</p> <p>&nbsp;</p> <p>&nbsp;</p> <p>&nbsp;</p> <p>&nbsp;</p> <p>&nbsp;</p> <p>&nbsp;</p> <p>&nbsp;</p> <p>&nbsp;</p> <p><a name="adaptation" id="adaptation"></a><strong>Adaptation of Materials</strong></p> <ul class="links"> </ul> <div class="synopsis"> <ul> <li>SickKids IPE placement program overview -Student (see Resources IPE Plcmt Handout  Student)<br /><br /> </li> <li>A Shadowing task sheet was adapted with permission from the Shadowing Task Sheet University of East Anglia, 2004. (see Resources Shadowing Task Sheet)<br /> </li> <blockquote> <p align="right"><img src="../images/top.gif" alt="to top of page" width="16" height="21" align="absmiddle" /><a href="#top" class="totop">to top</a> <br /> </p> </blockquote> </ul> </div> <p><img src="../images/new_materials.gif" alt="to the office of IPE toolkit: Facilitating Interprofessional Clinical learning" width="31" height="25" /></p> <p>&nbsp;</p> <p>&nbsp;</p> <p>&nbsp;</p> <p>&nbsp;</p> <br /> <p><a name="lessons" id="lessons"></a><strong>Lessons Learned</strong></p> <ul class="links"> </ul> <div class="synopsis"> <ul> <li>IPE placements utilize discussion of common situations, patients, and practices from various professional perspectives. The students will need to have common experience of these as a foundation for meaningful discussions. These common experiences are more easily achieved when all the students in the IPE group work with the same clinical team, and at least occassionally encounter each other in the course of their placement work. The IPE facilitators will need to make the learning process and opportunities explicit to guide the students in their attention. When students in the group do not share common learning experiences, the IPE facilitators may have to give extra attention to creating learning activities that all can prepare for and contribute to.<br /> <br /> </li> <li>Students may be part of a clinical team because their preceptors are members of the team, however depending on the team characteristics and routines; the students may not cross paths with each other during their time in the clinical setting. <ul> <li>In one instance where a highly specialized team dealt with patients on multiple wards, we discovered that the students placed with that team seldom, if ever, encounter each other outside of the tutorial. This limited the students opportunities to learn  from, with and about each other, requiring the facilitators to change the tutorial activities to create more opportunities for IPE learning. <br /> <br /> </li> </ul> </li> <li>The structure of individual student placements impacts the IPE placement <ul> <li>In one placement the RN student officially started her clinical placement at the same time as the IPE placement. However, this nurse s first scheduled shift in the clinical setting did not take place until 2 weeks into the placement. Consequently, this student did not know the patients that were being discussed. Furthermore, some student placements are full-time while others are part-time. Therefore, it is important to gather specific information about the placement schedules at the outset of the planning process.<br /> <br /> </li> <li>Some staff work with multiple teams and therefore have limited schedules with each of these teams. Students assigned to these staff had very different patient experiences that were difficult to address in the tutorial discussions because the other students did not share these multiple-team perspectives.<br /> <br /> </li> </ul> </li> <li>Use of a shadowing task sheet<ul> <li>Students regularly confirmed that shadowing other professionals was a valuable experience. The interprofessional learning was enhanced through the use of a shadowing task sheet which focused their attention on specific aspects of the experience. Follow-up discussions at tutorials were more productive as students were better able to compare and contrast their learning and insights from the shadowing. The shadowing task sheet was adapted from the University of East Anglia (with permission).</li> </ul> </li> </ul> <p align="right"><img src="../images/top.gif" alt="to top of page" width="16" height="21" align="absmiddle" /><a href="#top" class="totop">to top</a> </p> </div> <p><img src="../images/sick_kids-experience.gif" alt="PLP learning from the SickKids experience" width="38" height="51" /> </p> <h4>&nbsp;</h4> <h4>&nbsp;</h4> <h4>&nbsp;</h4> <h4>&nbsp;</h4> <h4>&nbsp;</h4> <h4>&nbsp;</h4> <h4>&nbsp;</h4> <h4>&nbsp;</h4> <h4>&nbsp;</h4> <h4>&nbsp;</h4> <h4>&nbsp;</h4> <h4>&nbsp;</h4> <h4>&nbsp;</h4> <h4>&nbsp;</h4> <h4>&nbsp;</h4> <h4>&nbsp;</h4> <h4>&nbsp;</h4> <h4>&nbsp;</h4> <h4>&nbsp;</h4> <h4>&nbsp;</h4> <h4>&nbsp;</h4> <h4>&nbsp;</h4> <h4>&nbsp;</h4> <h4>&nbsp;</h4> <h4>&nbsp;</h4> <h4>&nbsp;</h4> <h4>&nbsp;</h4> <h4>&nbsp;</h4> <h4>&nbsp;</h4> <h4>&nbsp;</h4> <h4>&nbsp;</h4> <h4>&nbsp;</h4> <h4>&nbsp;</h4> <h4>&nbsp;</h4> <h4>&nbsp;</h4> <h4>&nbsp;</h4> <h4>&nbsp;</h4> <h4>&nbsp;</h4> <h4>&nbsp;</h4> <h4>&nbsp;</h4> <h4>&nbsp;</h4> <h4>&nbsp;</h4> <h4>&nbsp;</h4> <h4>&nbsp;</h4> <p>&nbsp;</p> <p><br /> <a name="challenges" id="Ongoing Challenges"></a><strong>Ongoing Challenges</strong></p> <ul class="links"> </ul> <div class="synopsis"> <ul> <li>Aligning the student placement schedule and activities with the workings of the clinical team proved to be the biggest challenge. This is likely to continue to be the case. Good information and a good process for implementation are very important but these alone will not create a successful placement. Each team and student group will have unique characteristics which must be taken into account and accommodated.<br /> <br /> </li> <li>In our efforts to ensure an interprofessional mix of students in each group, students at different stages of their training were intermixed. Sometimes the student discussions were challenged not by the interprofessional differences but rather by the differences in the participants overall knowledge of their practice and their confidence in contributing to the work of the group. Creating effective groups of learners in addition to providing the interprofessional mix adds another challenge to the scheduling considerations the IPE Lead will be dealing with.<br /> <br /> </li> </ul> <ul> <div align="right"><br /> <img src="../images/top.gif" alt="to top of page" width="16" height="21" align="absmiddle" /><a href="#top" class="totop">to top</a> </div> </ul> </div> </div> </div> </div> <div id="footer"> <div class="boxCopy" align="left"> <p>&nbsp;</p> <p>&nbsp;</p> <table width="850" border="0" align="center" cellpadding="5" cellspacing="0"> <caption align="top"> <strong class="health style1 style5">The Partnered Learning Project Participants</strong> <br /> <br /> </caption> <tr> <td width="301" valign="top"><div align="right"><img src="../images/sick_kids.jpg" alt="Sick Kids Learning Institute" width="118" height="70" align="top" /></div></td> <td width="218" valign="top"><div align="center"><img src="../images/toronto_rehab.gif" alt="Toronto Rehabilitation Institute" width="118" height="70" /></div></td> <td width="301" valign="top"><div align="left"><img src="../images/cheo-s.gif" alt="Children's Hospital of Eastern Ontarion | Centre hospitalier pour enfants de l'est de l'Ontario" width="118" height="70" /></div></td> </tr> </table> <p align="center"><br /> <br /> <a href="../index.html">HOME</a> " <a href="../About/index.html">ABOUT</a> " <a href="../contact.html">CONTACT</a></p> <p>&nbsp;</p> <p align="center">This site is presented courtesy of The Hospital for Sick Children. <br /> The Hospital for Sick Children, or SickKids is a health care, teaching and research centre dedicated exclusively to children; affiliated with the University of Toronto. <br /> Copyright © 1999 - 2009 The Hospital for Sick Children. All rights reserved.</p> <p align="center">&nbsp;</p> <p align="center">Thanks to <span class="health">Health</span><span class="force">Force</span><span class="health">Ontario</span> for funding the<strong> <em>Partnered Learning Project</em></strong> research study. <br /> The views expressed herein do not necessarily represent the views of HealthForceOntario.<br /> This website last updated on: July 31, 2009<br /> </p> </div> </div> <script type="text/javascript"> var gaJsHost = (("https:" == document.location.protocol) ? "https://ssl." : "http://www."); document.write(unescape("%3Cscript src='" + gaJsHost + "google-analytics.com/ga.js' type='text/javascript'%3E%3C/script%3E")); </script> <script type="text/javascript"> try { var pageTracker = _gat._getTracker("UA-10281582-1"); pageTracker._trackPageview(); } catch(err) {}</script> </body> </html>