Centre for Learning, Research & Innovation in Long-Term Care

Raquel Meyer RN PhD, Jennifer Reguindon RN BScN MScN, Shoshana

Helfenbaum MSW RSW DGrt & Shannon Coffey BASc

Baycrest Centre for Learning,

Research & Innovation in

LTC

Team Essentials:

Leading Practices

for LTC Inter-

Provider Learning

Units

Summer Internships

for Students

Knowledge Exchange

Mentorships

Educational Research & Innovation

What is the CLRI?

Enhance Knowledge in Gerontological Care

Gain Clinical Experience

Work with Researchers and Clinicians to Assist in Project Work

Why a Summer Internship?

Geriatric Internships

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No research on interprofessional (IP) student internships across the geriatric continuum of care

Doctors, nurses, and other healthcare professionals (HCP) have little or no requirements to train in geriatrics

Working with the elderly population is not widely seen as prestigious or desirable

Evolution of CLRI Summer

Internships

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CLRI Intern Toolkit

Format of Summer Internship

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Projected Outcomes

Promoting Geriatrics as a career choice

Fostering changes in knowledge

Applying clinical and program evaluation

Exercising professionalism and goal-orientation

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Learning How to Learn - Becoming a better

learner - Inquiring about a

subject - Self-directing learners

Foundational Knowledge Understanding & remembering: - Information - Ideas

Application - Skills - Thinking (critical,

creative & practical)

Integration Connecting: - Ideas - People

Human Dimension Learning about:

Caring Developing new: - Feelings - Interests

Values & Attitudes Knowledge

& Skills

Taxonomy of Significant Learning (Fink, 2013)

Experiential Learning

The Baycrest CLRI curriculum is mainly grounded in experiential learning

Experiential learning is the process of making meaning from direct experience

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Internship Outline

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Structure

Paid 6 week full-time internship over summer

Offered to a group of 10 undergraduate students enrolled in a health care program

• e.g., nursing, medicine, social work, psychology, occupational therapy, physiotherapy

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Learning Plan Scholarly Article Present to the

Baycrest Community

Dispel a Myth About Aging

Based on Research Evidence

Arts-Based Learning Product

Resident Pairing: “All About Me”

Blogging & Reflection

Weekly Timesheets CLRI Evaluation

Expectations

Activities

Small group

discussions

Based on themes

Led by Baycrest Experts

Clinical & Job

Shadowing

Internal & External LTC

Inter-provider

Program & Innovation Evaluation

With Baycrest Mentors

Arts-based learning

With professional artist, ABL facilitator

With residents & staff

Library Skills

Resident Pairings

Blogging

Independent Time

Small Group Discussion

Themes

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Successful Aging & Aging Process

System, Services, and Quality issues in LTC

Best Practice in Geriatric Care

Behaviour Management (for example, MMDTM)

Arts-based Learning

Ethics and Interprofessional Collaboration

Family and Caregiving & Community Services

Research & Library Skills

Gerontology & Geriatrics

Interprofessional Collaboration

Communication Skills Program Evaluation

Professional Opportunities

Reflective Practice & Leadership Skills

Shadowing & Observer

Experiences

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Adult Day Program

Swallowing and Nutritional Assessment

Behavioural Neurology Clinic

Retirement Residence

Apotex Centre – Long-term care

Rehabilitation, Complex Continuing Care

Palliative

Observer Experiences by Profession

Speech-Language Pathologists,Physicians

Registered Dietitians

Pharmacist, Occupational Therapist

Personal Support Workers

Social Workers, Psychologists, Neuropsychologists

Physiotherapists, Recreation Therapist

Advanced Practice Nurses & Registered Nurses

Arts-based learning Multiple ways of

knowing;

Tap into intuitive forms of knowledge

Top Learning Outcomes

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Connection Expression &

Communication

Therapeutic & Creative

Outlet

Reflective Practice

Skill & Technique

Projects Arts-based learning film project in partnership with Toronto International Film Festival (TIFF) Reel Comfort©

Aging is Changing: Baycrest CLRI Interns Reflect on the Field of Aging: https://www.youtube.com/watch?v=dgkT8r_Uwcw

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CLRI Learning Projects

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Care Provider Assessment

Tools

• Comparing Nutrition Screening Tools for Use in a Geriatric Rehabilitation Setting

• Validation of the MNA-SF: A Retrospective Chart Review

• Evaluation of Pressure Ulcer Prevention Pamphlet

• Acute Constipation Management Protocol

Family & Caregivers

• Family Education and Pressure Ulcer Prevention

• Effective Forms of Patient and Family Education in Dementia Care

• Research Findings from the Transitional Behaviour Support Unit - Qualitative Surveys with Caregivers

Care Provision

• Grip Strength and Frailty Research Project

• Integrated Community Care Team: A Unique, Comprehensive Spectrum of Integrated Care For Frail, Older, High Risk Adults In North Toronto

Hygeia: Serious Gaming

3 main goals:

1. Increase student acquisition and application of geriatric specialty knowledge to clinical scenarios

2. Enhance team collaboration and communication skills (e.g. understand scope of practice and expertise of different disciplines)

3. Engage in more independent learning and research activities

Individual & cooperative challenges & quests to enhance quality & degree of experiential learning

Game mechanisms used to increase intrinsic motivation e.g. competitive scoring system with bonuses for working on teams with role diversity

Evaluated in relation to key geriatric content areas: Acute Changes, Responsive Behaviours and Engaging with Families

Game Mechanics

“… since starting the internship, I am using concepts from facilitated discussions and

less formal discussions with colleagues and staff… the game allowed me to apply this

newer knowledge.”

“I liked the variety of challenge quests”

TWEET WITH US!

#LRIinternship2015

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Post-Survey Findings

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96% feel more comfortable working with the elderly

4 in 5 plan on specializing in geriatrics/gerontology

92% became more knowledgeable about their myth after mythbuster project

Almost 4 in 5 believe shadowing experiences gave them insight into clinical realities

Over 8 in 10 interns feel they developed: a better understanding of interprofessionalism

more knowledge regarding quality improvement and innovation in long-term care from their project Believe will use this QI and innovative knowledge in careers

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Significant Learning

Professionalism

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Transition Slide

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Where are they now?

2/3 are applying/enrolled in school

2/3 are working in healthcare

Of those working in healthcare, 2 in 5 are working in geriatrics/gerontology

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Intern Satisfaction

"The internship is the best thing I ever did for my career! It showed me the practical side of all my university education and opened many doors.”– CLRI Intern Alumni

• 50% remained involved with internship project

• 50% remained in contact with project mentors

• 93% would recommend project mentor(s) to other students

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Conclusions

Survey results support the value of the internship in fostering learning and development

Reported lasting impact beyond internship

Reported impact on attitudes regarding geriatrics and gerontology

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References Fink, D. (2003). What is “significant learning?” Retrieved from:

http://www.wcu.edu/WebFiles/PDFs/facultycenter_SignificantLearning.pdf

Reguindin, J., Helfenbaum, S., & Meyer, R. (2015). Toolkit: Interprofessional summer student internships in long-term care. Baycrest Centre for Learning, Research & Innovation in Long-Term Care, pp. 6-88.

Retrieved from: http://clri-ltc.ca/files/2015/06/Baycrest-CLRI-Internship-Toolkit-for-Web.pdf

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