section 1, objective 3 interprofessional education in action preparing for an ip placement
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6/7/2015 Section 1, Objective 3 Interprofessional Education in Action: Preparing for an IP Placement
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Interprofessional Education in Action: Preparing for an IP Placement
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Table of ContentsIntroductionSection 1: Preparing for an IP Placement
Objective 1: Situations and Settings in which IPE OccursObjective 2: Benefits of IP Learning for Students in a Clinical SettingObjective 3: Roles of ProfessionalsObjective 4: Key Steps in Planning the IPE PlacementObjective 5: Objective of an IPE PlacementObjective 6: Learning Activities to Achieve the IPE ObjectivesObjective 7: Methods of Evaluation of the IPE ComponentReferences and Credits
Section 2: Preparing for an IP Placement Clinical Educators
Objective 3: Roles of Professionals in the ClinicalSetting and Academic InstitutionsIPE placements involve the whole CLU team in various roles. All members, including patients, clericalstaff, clinical staff and support staff play a role and have responsibilities in interacting with theinterprofessional student team.
Key players: The Clinical Site/Learning Unit IPE Coordinator is the main link between the IPEfacilitators, preceptors, students, CLU team members and the academic health sciences centres(university/college).
IPE Collaborative Learning Unit Team Members Roles andResponsibilities
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Clinical Learning Unit team members
The whole CLU team provides the setting and foundation for the placement (diagram), while key playersare responsible for aspects of organization, implementation and evaluation of the placement.
The CLU/Clinical Team
Models IP collaborative practiceEach member of the clinical team has a role in interacting with the student team, describing theirroles and assisting the IPE process
Clinical Site IPE Placement Coordinator
Works with clinicians/preceptors/clinical teams to determine placement opportunities and datesLiaises with academic programs to offer placements and coordinate datesCommunicates with the Office for Interprofessional Education and Practice (OIPEP), and theAcademic Coordinator of Clinical Education/Fieldwork (ACCE/FC) throughout; from preplacement planning to post placement evaluationBooks rooms for tutorials and arrange for drinks/snacksIdentifies IPE facilitatorsWorks with IPE facilitators to design and coordinate tutorials and IPE activitiesOrients the CLU team to the IPE placement, goals and process; identifies roles of CLU members;responds to their questionsLiaises with preceptors to ensure balance between profession specific learning and IPE.Orients students to the CLU and IPE component of the placementEvaluates the IPE component of the placements with input from the IPE Facilitators and CLUmembersFosters communication, encourages and integrates feedback from CLU members and students to
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inform future IPE placement development
IPE Facilitators
For each team of students on placement two IPE facilitators are chosen from different professions.Various healthcare professionals from the CLU may take on this role in different placements, so that therole is rotating and shared, enabling more clinicians to develop IP facilitation skills, build and strengthenrelationships with colleagues and gain satisfaction in educating new health professionals in collaborativepractice
Work collaborativelyFeel that IPE is a positive addition to a placement experienceUnderstand the importance of the process of developing IP skills versus content and knowledge ofother professionsWork with the IPE Coordinator prior to placement to plan tutorials (IPE goals andcontent/curriculum) and IPE activities for the student team (patient shadowing, shadowing of otherhealthcare professionals, IP assignment)Work together with cofacilitators to lead tutorials and facilitate student group interactionWork with the IPE Coordinator to prepare resource materials for students (eg. IPE resource binder)Encourage formative feedback throughout the placement (process, reflective journals,Advise on a joint IP project for the student team; attend and give feedback on theproject/presentationParticipate in evaluation of the IPE component of the placement
Preceptors/Clinical Educators (students’ profession specificclinical supervisors)
Support IPE placement goals and processesProvide clinical supervision, education and evaluation as per usual academic requirements withineach profession including profession specific competenciesOrient students to team member roles and processesProvide content expertise for group tutorials as appropriateSupport IPE learning process
StudentsDemonstrate a willingness and interest in participation in IPE placementComplete the uniprofessional requirements of the placementParticipate in all IPE tutorials, structured reflective exercises and patient and professionalshadowingKeep a reflective journalRepresent your own profession to the groupWork together with other students on the IP team to produce an inter professional project, to bepresented to the CLU at the conclusion of the placementParticipate in evaluation activities related to the IP portion of the placement (pre and postquestionnaires; focus group)Provide feedback regarding the IPE placement program
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Office for Interprofessional Education and Practice (OIPEP)
http://meds.queensu.ca/oipep/search
Provides support to CLUs develops the IPE program evaluationPrepares CLUs for an IPE placementFacilitates the IPE preplacement collaborative team processesWorks inconjunction with clinical site coordinatorsShares IPE placement expertise including lessons learnedFosters communication between CLUs
Academic Faculty (Clinical Placement/Fieldwork CourseCoordinator)
The academic faculty act as a liaison between the CLU’s and the students assisting with the overallstudent placement and evaluation process. They have two main roles:
Role with Collaborative Learning Units (CLU’s)
Provides placement dates/academic calendar and student information (level in the program andpreplacement coursework) to the CLUIs available throughout the placement to respond to any questions, concerns or issues during theplacement that may be IPE or profession specific and related to student orientation, learning andevaluationCommunicates with the CLU and preceptor regarding the placement process and evaluation
Role with students
Provides information regarding IPE placement objectives and opportunities to studentsSelects students for IPE placements may involve developing a screening application process to aidin student selectionIs available throughout the placement to respond to any student questions, concerns or issuesduring the placement that may be IPE or profession specific and related to student orientation,learning and evaluation
Roles adapted from Sinclair et al (2007).
Academic Faculty Program Contacts
Queen’s Nursing
Diane M. [email protected]5336000 ext. 78907
St. Lawrence College Nursing
Rose BellAssociate Dean, School of Health [email protected]5445400 ext. 1132
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Queen’s Physiotherapy
Randy BoothAcademic Coordinator of Clinical EducationPhysical Therapy [email protected]
Paula MooneyAssociate ACCEPhysical Therapy [email protected]
Queen’s Occupational Therapy
Catherine DonnellyFieldwork CoordinatorOccupational Therapy [email protected]5336385
Mary Lou BoudreauAssociate Fieldwork CoordinatorOccupational Therapy [email protected]
Pharmacy, Kingston General Hospital
http://www.kgh.on.ca/pharmacy/pharmacy_residency.asp6135486021
Queen’s Pastoral Care
Rev. Robert J. HuntClinical Pastoral [email protected]5332110
Eastern Ontario School of XRayTechnology
Karen PearsonDirector6135496666 ext. 2287
Queen’s Clinical Psychology
http://psyc.queensu.ca/ psychclinicalprogram/
Queen’s Undergraduate Medicine
Dr. Michelle C. GibsonUndergraduate [email protected]
Office of Interprofessional Education andPractice
Anne O’RiordonClinical Education [email protected]
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© 2009 The Office of Interprofessional Education and Practice