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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