Stroke Team Inter-Stroke Team Inter-Professional Placement Professional Placement

(STIPP) Project(STIPP) Project

Presentation ObjectivesPresentation Objectives

Description of the STIPP project and our Description of the STIPP project and our experiencesexperiences

Identify strengths and recommendations for Identify strengths and recommendations for future STIPP projectsfuture STIPP projects

What is STIPP?What is STIPP?

Pilot Project Pilot Project Partnership between St. Mary’s of the Lake Partnership between St. Mary’s of the Lake

Hospital (SMOL) and Queen’s University Inter-Hospital (SMOL) and Queen’s University Inter-Professional Patient-Centered Education Professional Patient-Centered Education Direction (QUIPPED)Direction (QUIPPED)

Combination of inter-professional clinical Combination of inter-professional clinical placement experience and 8 bi-weekly tutorialsplacement experience and 8 bi-weekly tutorials

Focus is on collaborative patient-centered practiceFocus is on collaborative patient-centered practice

STIPP Objectives STIPP Objectives Have opportunities toHave opportunities to::

enhance understanding of the cooperative and enhance understanding of the cooperative and collaborative nature of inter-professional practicecollaborative nature of inter-professional practice

use group process to make inter-professional use group process to make inter-professional decisionsdecisions

increase knowledge of the roles of other professionalsincrease knowledge of the roles of other professionals

develop knowledge of individual professions to develop knowledge of individual professions to accurately represent this to patients and colleaguesaccurately represent this to patients and colleagues

Who is Involved in STIPP?Who is Involved in STIPP?

The tutorial leaders were from the Faculty of The tutorial leaders were from the Faculty of Health Sciences – School of Rehabilitation Health Sciences – School of Rehabilitation Therapy (OT and PT Programs) and the Therapy (OT and PT Programs) and the School of Nursing, with representation from School of Nursing, with representation from Education.Education.

The students involved: one PT, one OT, and 3 The students involved: one PT, one OT, and 3 Nursing students.Nursing students.

SMOL PlacementSMOL Placement

Students performed their clinical placements Students performed their clinical placements on the stroke rehabilitation and ABI flooron the stroke rehabilitation and ABI floor

The placement involved the typical clinical The placement involved the typical clinical placement in addition to inter-professional placement in addition to inter-professional shadowing and patient-centred learning shadowing and patient-centred learning experiences.experiences.

Inter-Professional ShadowingInter-Professional Shadowing

Wide variety of shadowing experiences were Wide variety of shadowing experiences were made availablemade available

Examples: Pharmacist, Spiritual Care Team, Examples: Pharmacist, Spiritual Care Team, Discharge Planner, SLP, Psychologist, OT, Discharge Planner, SLP, Psychologist, OT, PT, Physiatrist, Social Worker, RN, Advanced PT, Physiatrist, Social Worker, RN, Advanced Practice LeaderPractice Leader

Patient Shadowing Patient Shadowing

Observing a typical day in the life of a patient Observing a typical day in the life of a patient on the SMOL stroke rehabilitation unit.on the SMOL stroke rehabilitation unit.

This involved observing the day to day routine This involved observing the day to day routine of the patient, including accompanying the of the patient, including accompanying the patients to their therapy appointments.patients to their therapy appointments.

Tutorial PresentationsTutorial Presentations

Learning patient perspective from a person who had Learning patient perspective from a person who had recently had a stroke and had been a patient at SMOLrecently had a stroke and had been a patient at SMOL

How to enhance team effectivenessHow to enhance team effectiveness

Collaboration between team membersCollaboration between team members

Ethics and team decision makingEthics and team decision making

Communication within the teamCommunication within the team

Stroke Simulation LabStroke Simulation Lab

Inter-Professional Team Inter-Professional Team RolesRoles

For the Inter-Professional Project, the For the Inter-Professional Project, the student team prepared a handout which student team prepared a handout which

described the roles of each member of the described the roles of each member of the Stroke TeamStroke Team

The Stroke TeamThe Stroke Team

Teamwork between: the OT, PT, Social Worker, Teamwork between: the OT, PT, Social Worker, Speech-Language Pathologist, Discharge Planner, Speech-Language Pathologist, Discharge Planner, Nurse, Physician, Psychologist, Dietician, Spiritual Nurse, Physician, Psychologist, Dietician, Spiritual Care Worker, Recreation Therapist and PharmacistCare Worker, Recreation Therapist and Pharmacist

Trust and respectTrust and respect No single leaderNo single leader Open communicationOpen communication Collaboration, Cooperation and Support - “How can Collaboration, Cooperation and Support - “How can

I support you?”I support you?”

STIPP Project FeedbackSTIPP Project Feedback

Tutorial FeedbackTutorial Feedback

Strengths:Strengths: All faculty members were open to feedback and All faculty members were open to feedback and

encouraged suggestions for improvement encouraged suggestions for improvement Useful resources were provided at onset of Useful resources were provided at onset of

tutorialstutorials Tutorial environment was positive and supportiveTutorial environment was positive and supportive Small group size facilitated discussion and allowed Small group size facilitated discussion and allowed

each member to participateeach member to participate Tutorial time was flexible Tutorial time was flexible Tutorials involved a wide variety of topicsTutorials involved a wide variety of topics

Tutorial FeedbackTutorial Feedback

Recommendations:Recommendations: More information prior to the beginning of More information prior to the beginning of

tutorials (i.e. objectives and requirements)tutorials (i.e. objectives and requirements) First tutorial could include a brief introductory First tutorial could include a brief introductory

explanation of each stroke team member’s role explanation of each stroke team member’s role to ensure understanding during placements and to ensure understanding during placements and tutorials tutorials

Facility FeedbackFacility Feedback

Strengths:Strengths:

Supportive preceptors and clinical educatorsSupportive preceptors and clinical educators

Excellent shadowing opportunities for studentsExcellent shadowing opportunities for students

Facility FeedbackFacility Feedback

Recommendations:Recommendations: Further information is required for preceptors Further information is required for preceptors

including:including: Explanation of what each student will requireExplanation of what each student will require Support needed for the projectSupport needed for the project Explanation of the STIPP project Explanation of the STIPP project

Having a combined team tour of SMOL, including all Having a combined team tour of SMOL, including all departments and members of the stroke team, for all departments and members of the stroke team, for all students to get to know the site togetherstudents to get to know the site together

What was Gained from this What was Gained from this ExperienceExperience

Greater understanding of other professionsGreater understanding of other professions

Facilitated interactions between studentsFacilitated interactions between students

The opportunity to learn from the stroke team The opportunity to learn from the stroke team

Greater understanding of patient’s perspective and Greater understanding of patient’s perspective and needsneeds

Greater understanding of ethics, and the influence of Greater understanding of ethics, and the influence of different cultures, professions, and backgrounds on different cultures, professions, and backgrounds on decision making and judgmentdecision making and judgment

What was Gained from this What was Gained from this ExperienceExperience

Greater confidence in approaching and interacting Greater confidence in approaching and interacting with other members of the stroke teamwith other members of the stroke team

Knowledge of how each team member can contribute Knowledge of how each team member can contribute to the overall patient ‘picture’ to the overall patient ‘picture’

Understanding of how each team member can Understanding of how each team member can provide support and information for the other provide support and information for the other members of the stroke team.members of the stroke team.

Attained individual knowledge of our temperaments, Attained individual knowledge of our temperaments, which helped guide patient care decisions which helped guide patient care decisions