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LIVE WEBINAR RECORDING
If you would like to listen to the live webinar recording for Teaching the Senior Student, please email your request to:
Julie Cabanatan, Program AssistantRyerson Midwifery Education [email protected]
GOOD AFTERNOON
Go to mic icon at top of screen and select the drop down menu
Select ‘Connect My Audio’ (if you have more than one mic, you will need to ‘Select Microphone’ first)
Mic icon should become green and then select ‘Mute my Microphone’
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I will provide more instructions about navigation at start of webinar
We will start at 2:00 pm
- Elizabeth Allemang
WELCOME
Introductions
• Name
• Practice
• Preceptor experience - are you currently a C&C preceptor?
• One issue you would like to discuss today
Adobe Connect basics
Permissions for recording
WEBINAR OUTLINE
• Senior year overview
• Placement structure and workload
• Feedback and evaluation
• Teaching and learning strategies
• What to do when challenges arise
• Ryerson MEP and university resources
• Wrap up
SENIOR YEAR OVERVIEW
C&C MNP Clerkship
Academic learning
• atypical conditions
• weekly PBL tutorials
• 2 papers/2 exams
• abnormal conditions
• weekly PBL tutors
• 2 papers/2 exams
• professional issues
• bi-weekly tutorials
• 2 comprehensive exams
Clinical learning
• learning to lead care
• consolidate normal
• integrate aytpical
• assist with emergencies
• confident to lead care
• consolidate atypical
• Integrate abnormal
• initiate emergency care
• entry level care under
supervision
• final consolidation and
refinement
Placement length • 11 weeks + 4 days • 12 weeks + 3 days • 12 weeks + 4 days
Birth numbers• ≥ 12 primary
• ≥ 6 seconds
• ≥ 12 primary
• ≥ 6 seconds
• ≥ 12 primary
• ≥ 8 seconds
Expanded role• one routine postnatal visit
> Day 3 < 6 weeks
• 2 routine postnatal visits
> Day 3 < 6 weeks
• hospital birth: 1 of 2
midwives
• 3 routine postnatal visits
> Day 1 < 6 weeks
• hospital/OOH birth: 1 of
2 midwives
CourseWeeks in
placement
Planned
continuity*
Planned
observed
Planned
primaries
Planned
seconds
Minimum
planned
Maximum
planned/
attended
Minimum
attended
MWF 150 ≥ 2
NC 17 12 2 ≥ 14 ≥ 6 22 30 18
Third Year 18 0 Unlimited 5 0 Unlimited Unlimited 5
C&C 12 ≥ 7 0 ≥ 12 ≥ 6 18 22 14
MNP 12≥ 18
0 ≥ 12 ≥ 6 18 22 14
Clerkship 12 0 ≥ 12 ≥ 8 20 24 15
TOTAL ≥ 37 4 ≥ 55 26 78 98 66
BIRTH #S
* Continuity = 6 visits per client (ideally including 2 prenatal/2 postnatal)
WORKLOAD STANDARD
15 visits per week - OR - slightly less than the workload of 1.0 FTE midwife
Continuity requirements: 6 visits per client (ideally with 2 prenatal and 2 postnatal visits)
STRUCTURING WORKLOAD
How can you adapt these policies to your preceptor model and your on call model?
student: preceptor ratios call models
- primary call
- shared/rotating call
-
-
STUDENT PLACEMENT CHALLENGES
Balancing clinical & academic responsibilities
On call models and multiple preceptors
Excessive student workload - often clinic workload and seconds
Insufficient clinical experience - often scope of practice issues
Learning-teaching style ‘fit’ with preceptor(s)
Managing stress and anxiety
STRUCTURING AN EFFECTIVE PLACEMENT
Placement orientation
Student learning plan/needs
Preceptor/call model with coordinating preceptor
Appropriate clinical workload and scope of practice considerations
Planning off call time and study time
Active teaching/learning opportunities
Ongoing and structured feedback mechanisms
Formal evaluation processes according to course standards
Do you have other tips for structuring an effective placement?
STUDENT FEEDBACK CHALLENGES
Feeling ‘watched’ and being evaluated
Power dynamic
Working with multiple preceptors and styles
Critique vs constructive feedback for learning
Lack of positive feedback
Lack of structured opportunities for feedback and evaluation
Timing and place, e.g. being critiqued in front of clients, other care providers
EFFECTIVE FEEDBACK
Role model reflective practice
Role model professionalism
Debrief regularly
Provide written feedback
Facilitate student led feedback
Be timely and specific
Be positive and constructive
Focus on learning rather than performance
Be open and straightforward about challenges and how to work together to address them
FEEDBACK STRATEGIES
After a birth, student emails preceptor 3 things did well, 3 areas to improve and 3 things to look up
Structured feedback forms (student or preceptor-led)
Do you have other tips or strategies to share for effective feedback?
COMMON LEARNING/TEACHING CHALLENGES
Skill/knowledge/experience gaps entering placement
Adapting to new practice environment
Managing/balancing primary care responsibilities
Learning to lead care without prompting
Finding time for structured feedback and teaching
Developing an effective/trusting student-teacher relationship
Do you have other learning/teaching challenges you would like to discuss?
Primary care role/responsibilities
• Understand big picture role and responsibilities (R/R)
• Staged entry to R/R within or across components by level or competency
• Staged entry to big picture management (multi-tasking)
• Visual cue for identifying and juggling priorities
• Framework to organize feedback and evaluation
Making care plans
• Understand building blocks to formulate plans
• Recognize plan is outcome
• Consistent and systematic use of standardized model (e.g. ASOAPER, SBAR, CHAT)
• Preceptor mentoring in steps to build plan
• Staged entry into steps
• Encourage anticipation as key step to be prepared and proactive vs. reactive
Decision making and communication
• Provides an ‘easy’ starting point, i.e. observation
• Provides a simple framework for assessment in 3 categories
• Management plan flows directly from assessment
• Staged entry with increasing knowledge and skill
• Provides script that facilitates preceptor ‘correction’
What I see is…
My assessment is…
What I think I should do is…
‘Stop light’ model
Clinical Situation
NormalProceed with routine care
AtypicalIncrease
surveillance until N or AbN
Abnormal Take an action
What I see is…
My assessment is…
What I think I should do is…
EFFECTIVE LEARNING/TEACHING STRATEGIES
Do you tips or strategies to share for addressing common learning/ teaching challenges for senior students?
WHEN LEARNING CHALLENGES ARISE
Identify issues early and make a remediation plan
Set goals and depersonalize - use the Guide to Teaching, Learning and Assessment
Notify tutor and seek assistance ASAP
Give appropriate length of time to improve
Clinical opportunities needed to improve
No surprises at the final evaluation
Provisional satisfactory for discrete gaps which can be addressed in a month
Extensions for insufficient clinical opportunities to develop competence (below minimum numbers)
TOOLS FOR PLACEMENT PROBLEM SOLVING AND CONFLICT RESOLUTION
Under development at Ryerson:
• Literature review of student-preceptor conflict in health professions
• Algorithms for problem solving and conflict resolution - student, preceptor, tutor
• Learning tools
• Policy review
MEP POLICIES & RESOURCES
Policies/Resource Where to find
Ryerson Policy & Information
Handbook
http://www.ryerson.ca/content/dam/midwifery/documents/ha
ndbooks/RU%20P%26I%20Handbook_Nov%2024_2016.pdf
MEP Policy and Information Handbook Student can share access
Guide to Teaching, Learning &
Assessment for Midwifery Preceptors
and Student Midwives
http://www.ryerson.ca/content/dam/midwifery/students/Revis
ed-and-Finalized-Guide-to-T-and-L-July-2013.pdf
Preceptor Handbookhttp://www.ryerson.ca/midwifery/preceptors/becoming-a-
preceptor/
Senior course clinical evaluation form Student to share [online] form at onset of course
Student Guide to Professionalismhttp://www.ryerson.ca/content/dam/midwifery/documents/St
udent-Guide-to-Professionalism-in-Midwifery.pdf
Primary care and clinical decision
making learning modules
http://www.ryerson.ca/openlearning/projects/midwifery/mod
ules/
CLINICAL PLACEMENT POLICIES
RU and MEP Policy & Information Handbooks, e.g.
• placement allocation process
• guide to birth numbers
• off call time
• protected study time
• complaint resolution mechanism
• clinical equipment
• computer access
• car travel and insurance
• incident reporting
• immunization & police check requirements
• grading
• CMO student participation in clinical care
CLINICAL LEARNING RESOURCES
MEP Guide to Teaching, Learning & Assessment for Midwifery Preceptors and Student Midwives:
• Suggestions for learning and teaching in specific skills and areas of practice
• Key resource to understand competency standards and to provide feedback and evaluation
• All skills described in three levels:
Introductory
Intermediate
Entry to practice
CLINICAL LEARNING RESOURCES
Learning primary midwifery care e-learning modules:
• Package of 3 open access online learning modules:
Module 1: Becoming a primary care provider
Module 2: Making clinical decisions and care plans with confidence
Module 3: Finding your voice in professional collaboration and consultation
3 simple tools for teaching and learning midwifery, Allemang [slide presentation] CAM 2016
UNIVERSITY/MEP STUDENT SERVICES
RU Student Services
• Academic Accommodation Support
• Ryerson Aboriginal Student Services
• MEP Aboriginal Student Coordinator
Faculty of Community Services
• Personal Counsellor
• Learning Strategist
• English Language Specialist
School and University Student Awards
THANK YOU
We appreciate your feedback - we will email you a link to a brief webinar feedback survey
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Ryerson MEP Faculty Clinical Education Coordinators:
Elizabeth Allemang
Vicki Van Wagner