Stroke team inter professional placement stipp project
1 / 19

Stroke Team Inter-Professional Placement (STIPP) Project - PowerPoint PPT Presentation

  • Uploaded on

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

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation

PowerPoint Slideshow about ' Stroke Team Inter-Professional Placement (STIPP) Project' - rooney-page

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

Presentation objectives
Presentation Objectives

  • Description of the STIPP project and our experiences

  • Identify strengths and recommendations for future STIPP projects

What is stipp
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
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
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
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
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
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
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

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
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
Tutorial Feedback


  • 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 feedback1
Tutorial Feedback


  • 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
Facility Feedback


  • Supportive preceptors and clinical educators

  • Excellent shadowing opportunities for students

Facility feedback1
Facility Feedback


  • 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
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 experience1
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