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Focus Areas of Practice Education |
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Simulation or (SIM) refers to hardware and/or software based human patient simulators that are designed specifically to mimic real world conditions. Simulation provides interactive learning in easy to reproduce and easily measured situations. It also provides controlled and safe scenarios with known outcomes and choices.
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Preceptoring is time intensive and requires clinical teaching skills that not all health care professionals possess. To ensure quality practice experiences for students it is essential that we are aware of the importance of the preceptor/mentor role; that preceptors are provided with the appropriate training to develop the necessary competencies; and that this education is followed up with continued support and recognition. Training, support and recognition are all factors that are key in the success of the preceptor role.
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The processes of planning, coordinating and evaluating student experiences (whether it is community, clinical or simulated) are part of the role PE Leaders and Managers play. In addition, PE Leaders and Managers coordinate the clinical programs or community health services where students are placed.
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Rural Health Workforce
Between May 30 and June 2, 2009, eighty people from across health and education in BC gathered in Prince George for the "Collective Commitment to Action: Rural Health Workforce Symposium." The goals of the symposium were to:
- Clarify and strengthen linkages across the many communities that comprise health and education in BC
- Share innovative and practical approaches
- Develop immediate and long-term action strategies
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Online and distributed education complement and enhance a student's practice education placement. Accessing information online allows a student to review at their own pace, allowing time for the information to effectively sink in. Distributed and online education can be used to orient a student before their placement. Students arrive at the placement site better prepared and knowledgeable, allowing them to make the most of their clinical experience. This also takes some of the stress off of the clinical educators as they can move away from staff intensive orientation and have more time for mentoring.
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This provides useful information to Practice Education Leaders and Managers about how to best manage students in their practice education settings (whether it is community, clinical or simulated). The processes of planning, coordinating and evaluating student experiences are part of the role PE Leaders and Managers play. In addition, PE Leaders and Managers coordinate the clinical programs or community health services where students are placed.
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Interprofessional Education (IPE) - Healthcare professionals from a variety of health disciplines learning from, with and about each other to improve the quality of patient care. IPE benefits PE for a variety of reasons including, helping to prepare upcoming healthcare professionals to provide more comprehensive care and by broadening the student’s learning experiences to include other disciplines.
Collaborative Learning Units (CLU’s) are adopted from the model of a successful clinical education project established in Australia in 1997. Students are placed on designated education units and all staff assist student learning and professional development in partnership with academic instructors. CLU’s benefit PE for a variety of reasons including, greater hands-on learning and teamwork, increased interprofessional collaboration and the creation of positive learning environments for students.
Interprofessional Collaborative Practice Learning Environments: This website and toolkit provide many resources for learning about and implementing IP collaborative practice environments in healthcare clinical settings. the knowledge, tools, guidelines and links provided within this site were developed and/or utilized by four Western Canadian Provincial teams in 2011. www.icple.com
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