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Stroke Team Inter-Professional Placement (STIPP) Project. Presentation Objectives. Description of the STIPP project and our experiences Identify strengths and recommendations for future STIPP projects. What is STIPP?. Pilot Project
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Presentation Objectives • Description of the STIPP project and our experiences • Identify strengths and recommendations for future STIPP projects
What is STIPP? • Pilot Project • Partnership between St. Mary’s of the Lake Hospital (SMOL) and Queen’s University Inter-Professional Patient-Centered Education Direction (QUIPPED) • Combination of inter-professional clinical placement experience and 8 bi-weekly tutorials • Focus is on collaborative patient-centered practice
STIPP Objectives Have opportunities to: • enhance understanding of the cooperative and collaborative nature of inter-professional practice • use group process to make inter-professional decisions • increase knowledge of the roles of other professionals • develop knowledge of individual professions to accurately represent this to patients and colleagues
Who is Involved in STIPP? • The tutorial leaders were from the Faculty of Health Sciences – School of Rehabilitation Therapy (OT and PT Programs) and the School of Nursing, with representation from Education. • The students involved: one PT, one OT, and 3 Nursing students.
SMOL Placement • Students performed their clinical placements on the stroke rehabilitation and ABI floor • The placement involved the typical clinical placement in addition to inter-professional shadowing and patient-centred learning experiences.
Inter-Professional Shadowing • Wide variety of shadowing experiences were made available • Examples: Pharmacist, Spiritual Care Team, Discharge Planner, SLP, Psychologist, OT, PT, Physiatrist, Social Worker, RN, Advanced Practice Leader
Patient Shadowing • Observing a typical day in the life of a patient on the SMOL stroke rehabilitation unit. • This involved observing the day to day routine of the patient, including accompanying the patients to their therapy appointments.
Tutorial Presentations • Learning patient perspective from a person who had recently had a stroke and had been a patient at SMOL • How to enhance team effectiveness • Collaboration between team members • Ethics and team decision making • Communication within the team • Stroke Simulation Lab
Inter-Professional Team Roles For the Inter-Professional Project, the student team prepared a handout which described the roles of each member of the Stroke Team
The Stroke Team • Teamwork between: the OT, PT, Social Worker, Speech-Language Pathologist, Discharge Planner, Nurse, Physician, Psychologist, Dietician, Spiritual Care Worker, Recreation Therapist and Pharmacist • Trust and respect • No single leader • Open communication • Collaboration, Cooperation and Support - “How can I support you?”
Tutorial Feedback Strengths: • All faculty members were open to feedback and encouraged suggestions for improvement • Useful resources were provided at onset of tutorials • Tutorial environment was positive and supportive • Small group size facilitated discussion and allowed each member to participate • Tutorial time was flexible • Tutorials involved a wide variety of topics
Tutorial Feedback Recommendations: • More information prior to the beginning of tutorials (i.e. objectives and requirements) • First tutorial could include a brief introductory explanation of each stroke team member’s role to ensure understanding during placements and tutorials
Facility Feedback Strengths: • Supportive preceptors and clinical educators • Excellent shadowing opportunities for students
Facility Feedback Recommendations: • Further information is required for preceptors including: • Explanation of what each student will require • Support needed for the project • Explanation of the STIPP project • Having a combined team tour of SMOL, including all departments and members of the stroke team, for all students to get to know the site together
What was Gained from this Experience • Greater understanding of other professions • Facilitated interactions between students • The opportunity to learn from the stroke team • Greater understanding of patient’s perspective and needs • Greater understanding of ethics, and the influence of different cultures, professions, and backgrounds on decision making and judgment
What was Gained from this Experience • Greater confidence in approaching and interacting with other members of the stroke team • Knowledge of how each team member can contribute to the overall patient ‘picture’ • Understanding of how each team member can provide support and information for the other members of the stroke team. • Attained individual knowledge of our temperaments, which helped guide patient care decisions