Building Quality in Practice Educatin Results f a Self-Assessment Checklist fr Crprate Leaders in Health Authrities Octber, 5
TABLE OF CONTENTS Executive summary... Backgrund... The Checklist... 5 Results... 5 Categry : Practice Educatin Leadership, Strategy & Engagement... 6 Indicatr A... 6 Indicatr B... 7 Indicatr C... 8 Indicatr D... 9 Indicatr E... Indicatr F... Categry : Building Capacity & Tracking Perfrmance in Practice Educatin... Indicatr A... Indicatr B... Indicatr C... 5 Indicatr D... 6 Categry : Cllabratin & Innvatin in Practice Educatin... 7 Indicatr A... 7 Indicatr B... 8 Categry : Practice Educatin Delivery & Supprt... Indicatr A... Indicatr B... Indicatr C... Indicatr D... Appendix A: Listing f Indicatrs... 5 Appendix B: Distributin f s... 7
Building Quality in Practice Educatin: Results f a Self-Assessment Checklist fr Crprate Leaders in Health Authrities EXECUTIVE SUMMARY The Reginal Health Authrities (RHAs) play a significant rle in the prvisin f practice educatin pprtunities fr all health science students in Saskatchewan. Discussins during prcess imprvement events fr nursing clinical ments, which tk in fall with RHA and educatin partners, identified a need t better understand RHA gals, expectatins and pririties related t practice educatin. The Building Quality in Practice Educatin: Self- Assessment Checklist fr Crprate Leaders in Health Authrities was identified as a ptentially useful tl fr this purpse. Develped by the B.C. Academic Health Cuncil in 7, the Checklist prvides an pprtunity t assess the structures, prcesses and resurces in within RHAs t supprt practice educatin, and the self-identified pririties fr imprvement. The Checklist was distributed in February, 5 t all RHAs and the Saskatchewan Cancer Agency. Respnses were received between May and August frm rganizatins, including 9 RHAs and the Saskatchewan Cancer Agency. Checklist respnses were cllated and reviewed with a view t identifying areas f cmmn pririty that culd infrm the develpment f a prvincial strategy fr practice educatin. Areas where similar r cmmn pririties were identified include: Planning and gal setting fr practice educatin Several respnses identified a desire t be mre strategic with respect t practice educatin. This ranged frm clarifying rles and expectatins fr staff participatin, t reviewing existing rganizatinal strategies fr pssible inclusin f students where apprpriate, t develping a specific rganizatinal plan fr prviding practice educatin and establishing gals and targets. Determinatin f capacity fr practice educatin The need t understand, assess and cmmunicate capacity fr practice educatin als came thrugh as a cmmn pririty amng the checklist respnses. This is clsely linked with the setting gals and targets since it is imprtant t first understand rganizatinal capacity t supprt practice educatin befre reasnable targets can be. Expanded supprt fr/use f HSPnet Expanding supprt fr and/r use f HSPnet was cmmnly identified amng many f the respnses. Specific pririties varied frm expanding use t mre (all) prgrams, t expanding use amng managers t imprve timeliness f cmmunicatin (i.e. acceptance r denial f ment requests), t making better use f existing features, such as agency prfiles and/r reprting capabilities.
Mre frmalized mnitring, tracking reprting f practice educatin Several respnses identified the need t establish r frmalize tracking f practice educatin activities, and/r t develp and mnitr practice educatin perfrmance indicatrs. In particular, several respnses expressed interest in linking practice educatin and emplyment data t track the number r percentage f rganizatinal vacancies that are filled by previus students. Cllabratin with educatin prgrams t explre new mdels f teaching and supervisin Checklist respnses cmmnly called fr cntinued cllabratin with educatin t identify new mdels f supervisin and innvative ideas in practice educatin. Innvatin is essential bth fr building capacity fr student learning experiences, and t address nging challenges related t traditinal mdels (e.g. preceptr burnut, inadequate supervisin when grup ments must be split). Enhanced preceptr recruitment, develpment and recgnitin Many f the checklist respnses identified pririties related t enhancing preceptr recruitment, supprt and/r recgnitin. Examples include develping and building capacity fr preceptrship (pssibly building int peple value stream), develping internal prcesses t identify and recgnize staff wh take n mentring and preceptring rles, and seeking t identify frms f recgnitin that preceptrs find mst meaningful. In additin t highlighting the abve areas f cmmn pririty, cmpletin f the Checklist prvided an pprtunity fr individual rganizatins t identify gaps in their structures, prcesses and systems related t practice educatin, and many have already taken steps t address these. With a baseline assessment in, health authrities are encuraged t cnsider repeating the Checklist in future as a means f tracking their prgress, and/r t cnduct the cmpanin tl, Building Quality in Practice Educatin: A Self-Assessment Checklist fr Clinical Prgram & Service Unit Leaders in Health Authrities. On a prvincial level the cllective Checklist results, alng with results and remaining recmmendatins frm ther recent prjects and initiatives related t practice educatin, will be used t supprt discussin with the Advisry Cmmittee n Clinical Educatin and ther prvincial stakehlders t identify ne r mre areas f fcus fr a prvincial practice educatin strategy. * * * * * The fllwing pages cntain a detailed summary f all respnses and pririties that were identified fr each f the 6 Checklist indicatrs.
BACKGROUND Within the health sectr, the Reginal Health Authrities play a significant rle in the prvisin f practice educatin pprtunities fr all health science disciplines. Hwever, discussins during prcess imprvement events fr nursing practice educatin, which tk in fall with RHA and educatin partners, suggested a need t better understand RHA gals, expectatins and pririties related t practice educatin. The Building Quality in Practice Educatin: Self- Assessment Checklist fr Crprate Leaders in Health Authrities was identified as a ptentially useful tl fr this purpse. It prvides an pprtunity t assess the structures, prcesses and resurces in within the RHAs t supprt practice educatin, and the selfidentified pririties fr imprvement. The Building Quality in Practice Educatin Checklist was riginally develped by the British Clumbia Academic Health Cuncil in 7. Fllwing a review f the literature t identify factrs that supprt quality in student practice educatin, the results f the review were rganized int categries based n the Baldrige Natinal Quality Prgram criteria fr educatin. Draft indicatrs were develped and reviewed/refined at a prvincial wrkshp in 7, resulting in a checklist cmprised f 6 indicatrs gruped int categries. The indicatrs assess the extent t which health care rganizatins are engaging in practices that supprt practice educatin quality. With endrsement frm the Advisry Cuncil n Clinical Educatin and the Jint Health Human Resurces Cmmittee, each f the Reginal Health Authrities and the Saskatchewan Cancer Agency were asked t cmplete the checklist and submit respnses t the Saskatchewan Academic Health Sciences Netwrk fr cmpilatin f results. The intent is t use the results t determine if there are cmmn areas f pririty and/r gaps that culd help infrm the develpment f an verall strategy fr practice educatin in Saskatchewan. Practice educatin refers t educatinal experience that ccurs in the health services wrk and may invlve direct patient care r access t patient infrmatin. In such an experience the student may prvide services fr the benefit f patients/families. The student prvides such services under the general directin and supervisin f practising prfessinals frm health authrity r educatin institutin staff wh are authrized and qualified t prvide the services. [Building Quality in Practice Educatin: Self- Assessment Checklist fr Crprate Leaders in Health Authrities, BC Academic Health Cuncil, Octber, 8]
THE CHECKLIST Within each checklist categry, indicatrs are identified as First r Secnd Level. First level indicatrs have been selected as fundatinal indicatrs fr practice educatin quality. Secnd level items prbe further int relevant areas cncerning practice educatin. The Checklist aims t be a guide t ding first things first in addressing practice educatin infrastructure needs. Indicatrs are self-rated based n the fllwing scale: Nt yet cnsidered/nthing in related t the gal Beginning stage f implementatin/perfrmance is incnsistent acrss disciplines, prgrams, and lcatins Actively in prgress and halfway r mre t full cmpliance Fully and functining well RESULTS Respnses were received frm 9 Reginal Health Authrities and the Saskatn Cancer Agency. Findings are cllated n the fllwing pages. The mst cmmnly selected rating fr each checklist item is nted belw. Fr a cmplete listing f the indicatrs and rating charts, refer t Appendices A and B, respectively. Building Quality in Practice Educatin: Self-Assessment Checklist fr Crprate Leaders in Health Authrities, BC Academic Health Cuncil, Octber, 8. 5
CATEGORY : PRACTICE EDUCATION LEADERSHIP, STRATEGY & ENGAGEMENT First Level The Crprate Leader cnfirms that the Health Authrity has: INDICATOR A: A strategic plan that explicitly affirms the health authrity s rle in prviding practice educatin fr students. Fr example, gals and targets are set fr rganizatinal perfrmance related t practice educatin (e.g. related t capacity, utilizatin, satisfactin, recruitment, prerequisites cmpliance). Mst frequent rating: and (equal) see Appendix B fr a cmplete summary Active participatin in student ments Supprt fr educatin is a key recruitment & retentin strategy; regin strives t meet standards set by Accreditatin Canada and t supprt accreditatin f academic prgrams Onging wrk with nursing prgrams t address capacity issues; ther nging educatin prgrams: Pharmacy (residency prgram), Medicine, Physical Therapy, Nutritin Supprt fr educatin included but n specific gals Regin has a wrkfrce actin plan, representatin n SAHSN and strng links with clleges and universities Strategic plan des nt specifically reference students/practice educatin ( survey respnses nted this) Starting t track hw many ment requests are accepted/declined and the reasns; ur gal is t accept as many students as pssible t ur regin while still being able t manage ur patients and staff in an efficient manner Capacity pilt prject with SAHSN; draft reprt cmpleted Pssible future develpment f a strategic plan that cnfirms targets, gals etc. We d nt have gals and targets, but cntinue t wrk with prgram leaders t establish capacity and supprt student ments Imprve cmmunicatin with educatinal institutins; identify barriers t ment request declines There is an pprtunity t include students in several f the regin s strategies; this wuld help change ur culture when it cmes t practice educatin Review gals fr the cming year 6
Clarify rganizatin s rle in practice educatin and cmmitment in terms f time and resurces; we need a plan fr prviding practice educatin Set gals/targets fr each facility s we can gauge ur success; cllect feedback frm preceptrs and students t assess satisfactin and pprtunities fr imprvement Gals and targets need t be set First Level The Crprate Leader cnfirms that the Health Authrity has: INDICATOR B: Clearly assigned respnsibility fr student practice educatin at the executive level, defining leadership rles f planning, crdinatin, and liaisn with external stakehlders. Fr example, a crprate level inter-prfessinal leadership structure r cuncil regularly reviews student practice educatin issues and recmmends future directins. Mst frequent rating: and (equal) see Appendix B fr cmplete summary Recruitment and Retentin Crdinatr wrks with stakehlders t facilitate psitive clinical ments HR Crdinatr meets with SAHSN and educatinal institutins; crdinates student practica, jb shadws, wrk experiences, clinical ments, including ut-f-prvince Directr and Clinical Quality Educatr review ment requests; participate in semi-annual meetings with nursing prgrams t discuss challenges and pprtunities and share infrmatin abut expectatins; HSPnet used fr nursing prgrams but nt all managers are users; nging training issues discussed quarterly by reginal Academic Health Sciences grup Several health regin leaders have attended meetings ver the past few years t address changes in nursing prgrams and issues related t preceptrship N defined rles ther than Receiving Crdinatr which is limited; n cuncil r structure t review issues r prvide recmmendatins Interprfessinal Practice Lead structure fr sme prfessins with clear rle descriptins that utline respnsibilities in relatin t student clinical ments Practice educatin is managed at the frnt-line manager level; nt clearly defined at the executive level Recruitment and Retentin Crdinatr cmmunicates with the regin s senir leaders regarding ment issues and is respnsible fr implementing any changes r new plicies; We have a gd relatinship with placing crdinatrs which prvides supprt fr ments, and the preceptrs als have a clse 7
relatinship and are in frequent cntact with the schls regarding student prgress Directr f Wrkfrce Planning and Staff Develpment builds partnerships and relatinships with pst-secndary educatin institutins and expands n thse partnerships Better identify thse with direct rles in crdinatin f student ments within the facility/agency; better cmmunicatin between crdinatr and all departments regarding ment requests Cntinued develpment f standard wrk prcess t facilitate ments fr RHAs and educatinal institutins; it wuld be helpful if all prgrams used HSPnet Wrk twards all unit managers/designates being HSPnet users; this will imprve timeliness f cmmunicatin Clearly identify practice educatin respnsibility at the executive level Secnd Level The Crprate Leader cnfirms that the Health Authrity has: INDICATOR C: An rganizatinal pririty that clinical prgrams/service units participate in practice educatin, and regularly reprt n prgress twards an agreed upn target fr participatin Mst frequent rating: Actively wrking t imprve capacity fr clinical ments; recent discussins between Nursing prgram leaders and the regin s Care Team manager t discuss pprtunities t imprve clinical ment partnerships Practice educatin is a pririty but there are n targets fr participatin Prviding clinical experiences is a pririty fr sme units; thers are experiencing turnver and unable t prvide student ment pprtunities There is a pririty t participate but tracking targets are nt in Infrmal expectatin that units participate in practice educatin but n targets r reprting n prgress N gals/targets currently in Participatin in practice educatin ccurs as capacity allws; n reprting; nt a clearly articulated pririty As an rganizatin, we encurage all prgrams/services t participate in student ments and accmmdate as many as pssible thrughut the year 8
Cmmunicate expectatin f full participatin in practice educatin t extent staffing can peratinally supprt it Assess reginal capacity t prvide practice educatin pprtunities in rder t identify reasnable targets Determine and cmmunicate actual capacity; accept that it may be insufficient t meet demand in sme areas; nce capacity is reached, parties must negtiate any additinal ments Once units with staff turnver are mre settled, the will be able t prvide pprtunities fr students Review current participatin and ptential targets We require an rganizatinal plan fr prviding practice educatin Determine an agreed-upn gal/target fr the number f students each year at each facility/discipline Secnd Level The Crprate Leader cnfirms that the Health Authrity has: INDICATOR D: Jb descriptins fr senir leaders that prvide their academic respnsibilities Mst frequent rating: Academic respnsibilities nt specified in jb descriptins; respnsibility t be a preceptr falls n experienced staff t vlunteer and fllw thrugh n Jb descriptin is nt specific t academic respnsibilities, hwever it is clear that the leader prmtes and supprts learning pprtunities Supprt f educatin is included but des nt refer t specific academic respnsibilities Nthing stated in jb descriptins surrunding academic respnsibilities There are VP and Directr-level leaders with research/innvatin and prfessinal practice/educatin respnsibilities, respectively There is a general statement in the Directr s jb descriptin; physicians have sme academic respnsibilities in their jb descriptins Our regin des nt prvide any guidelines fr what is expected academically fr a student; A package is sent frm the placing agency that prvides this infrmatin t the preceptrs 9
Wrk with unin stakehlders t identify academic supprt requirements within jb descriptins Increase awareness that leaders need t advcate with staff t participate in students learning needs Review and ptential revisin f wrding in jb descriptins Secnd Level The Crprate Leader cnfirms that the Health Authrity has: INDICATOR E: Allcated resurces t supprt practice educatin in its perating budget (e.g. training and release time fr preceptrs) Mst frequent rating: and (equal) The regin supprts staff wh preceptr students; Specific time definers are used t pay staff wh preceptr students during clinical ments We have ffered training fr preceptrs and have supprted sme preceptrs t attend prvincial training pprtunities; Preceptrs are nw using SAHSN Preceptr Educatin and Supprt website Nursing prvides paid time fr preceptr training; Nursing Cllective Agreement prvides fr hurly premium when a nurse is serving as preceptr fr a student but preceptrs are nt supernumerary; ther disciplines d nt prvide release time fr preceptrs Preceptrs receive an increase in their hurly wage when they are preceptrs but they dn t have extra time fr rienting students; Preceptrs are paid t attend preceptr wrkshps Resurces are allcated t supprt practice educatin as peratinally feasible N dedicated budget; time allcated t practice educatin is absrbed in the perating budget N allcated dllars t supprt practice educatin and n supernumerary dllars t supprt preceptring; N preceptr prgram exists There is n budget fr preceptr training externally; we share infrmatin abut events fr preceptrs and the new preceptr website; recently we prmted an event and prvided CVAs fr transprtatin but were nt able t prvide paid time ff wrk t attend
Cntinued supprt f preceptrs t the level we d nw We have nt been able t prvide release time fr preceptrs Allcate resurces t supprt practice educatin Mre recgnitin fr ur preceptrs and/r paid time t attend preceptr seminars Secnd Level The Crprate Leader cnfirms that the Health Authrity has: INDICATOR F: Mechanisms t engage with academic partners t crdinate planning and imprve the quality f practice educatin. Activities may include: Seeking and using stakehlder feedback n the quality f practice educatin Prmting and tracking the expansin f inter-prfessinal practice learning pprtunities Evaluating the quality f and access t student practice educatin Mst frequent rating: and (equal) HR Crdinatr and Directr f Prfessinal Practice engage with ur academic partners t crdinate planning and imprve practice educatin thrugh participatin in prvincial SAHSN meetings and direct cmmunicatin with varius prgrams; Interprfessinal practice learning pprtunities are prmted and supprted, e.g. U f S undergraduate student research assistant, C-p ments, numerus public health and scial wrk ments Interprfessinal educatin wrking grup crdinates educatinal events in the simulatin centre as well as prblem-based learning; semi-annual meetings with nursing educatin prgrams; pharmacy residency prgram has nn-pharmacist practitiners n the steering cmmittee Participatin n Advisry Cuncil n Clinical Educatin and the Prcess Mapping exercise Participatin n prvincial cmmittees Interprfessinal learning pprtunities available, but nt prmted r tracked Liaise frequently with educatinal institutes in relatin t student clinical ments; evaluatin mechanisms are in fr each student in each prgram Frnt-line managers, nt executive leaders, are invlved with the academic partners fr planning/imprving practice educatin Strng relatinship with external stakehlders (SK Plytech, U f S, etc)
The relatinships with pst-secndary institutins has been a great cllabrative effrt with nging cmmunicatin and meetings, fr example with the SCBScN prgram and scheduling fr the rd year students N tracking mechanism in t evaluate the success f ur effrts Feedback is nt always prvided by the educatinal institutin t influence changes in the practice educatin experience Increased invlvement in educatin is a pririty in all areas (nursing, scial wrk, medicine (pst-graduate), and pharmacy) CATEGORY : BUILDING CAPACITY & TRACKING PERFORMANCE IN PRACTICE EDUCATION First Level The Crprate Leader cnfirms that the Health Authrity has: INDICATOR A: Prcesses and systems rganizatin-wide t assist effective practice educatin management. Fr example: - Implementatin f HSPnet - Standardized reprting and analysis f practice educatin capacity, utilizatin, resurces, safety and risk management and utcmes Mst frequent rating: HSPnet is used by the Crdinatr, infrmatin is generated thrugh the system and cnveyed ut; cmputer resurces/training/skills are preventing further expansin; capacity varies based n staffing abilities/availability/experience; must be assessed n a term by term basis We use HSPnet and have started t track student ments n a mnthly basis; affiliatin agreement is in t assist with resurces, safety and risk management and utcmes Academic Health Sciences grup tracks students within the regin n an annual basis; HSPnet is used fr nursing; there are n ther receiving crdinatrs in ther disciplines
HSPnet used fr all nursing ments; Prvincial Clinical Placement Agreement in fr Saskatchewan students; separate agreements fr ut f prvince student ments Fully implemented HSPnet; students/emplyer; fllwing prvincial plicies HSPnet used; sme usage reprts pulled; n ther reprting r analysis dne HSPnet used fr student ments in Nursing and Nutritin; PT and CXLT use t a small extent (PT and CXLT use HSPnet t generate a pdf f the ment after accepted int regin); Student prgramming hub hused in HR that assists with streamlining f student prtcls and rganizatinal infrmatin prir t student arrival; students receive additinal rientatin n their unit/department HSPnet has been implemented; we have an HSPnet Receiving Crdinatr wh passes all request n t directrs/managers (they are nt n HSPnet); there is currently n standardized reprting Using HSPnet in ur regin and participated in capacity prject with SAHSN t cllect infrmatin and cmplete prfiles fr all Destinatins; We maintain a preceptr database and cllect feedback frm preceptrs; there are Preceptr Cnference pprtunities fr staff t attend in persn r via Telehealth Wrk with thse within the agency t better determine term capacity and future use f HSPnet We d nt knw ur ideal practice educatin capacity; It is critical that all educatinal institutins and RHAs use HSPnet t their students Implement HSPnet fr all user grups in the regin See if there are surveys f practicum students being dne and hw they are being used t imprve the experience Further expand supprt fr HSPnet within the regin; need t determine if this is a reginal pririty Develp prcesses and systems fr effective practice educatin management in cnjunctin with Health Sciences prgramming Utilize the reprting functin f HSPnet t cllect data regarding capacity and utilizatin First Level The Crprate Leader cnfirms that the Health Authrity has: INDICATOR B: Crprate cmmunicatin t students that is accessible and welcming, prvides infrmatin n career pprtunities, and invites feedback n their practice educatin experience. Mst frequent rating:
Recruitment and Retentin Crdinatr prvides reference material t be handed ut t students upn their arrival fr the term HR Crdinatr and Prfessinal Practice Directr attend career fairs, respnd t invitatins t speak at secndary and pst-secndary institutins, and respnd t individual inquiries frm students, prspective students, parents, teachers, career cunsellrs etc. Recruitment is usually based n manager t individual student abut career pprtunities HR meets with nursing students in Regina every year t talk abut emplyment pprtunities with ur health regin Meet with many practicum grups during the sessin and prvide infrmatin We prvide messaging and career inf and get survey feedback frm medical students after their ments, but nt ther prgrams Career explratin tab n ur main website prvides infrmatin t prspective and current students abut varius health care careers, licensing and regulatry bdy infrmatin; We d nt currently invite crprate feedback which results in crprate change being mre status qu than advancing Currently dne at the frnt-line manager level; Pharmacy staff teach in the U f S undergraduate prgram Orientatin is prvided by the preceptr/facility administratr; we will adding mre infrmatin fr each site t the HSPnet agency prfiles; we use Gateway Online and prvide access t the Intranet Clinical ment website will be lcated n the health regin website and have a link t the clinical ment survey s students can prvide their feedback Make infrmatin mre readily available t preceptrs t give t their students and make them aware f the pprtunities and benefits f wrking in ur regin Culd imprve n getting feedback frm students and discussing career pprtunities Pssible develpment f a career pprtunity package HR culd meet with grups f nursing students t welcme them, prvide infrmatin n career pprtunities, and t receive feedback n their experience A crdinated apprach t welcme students wuld be valuable Implementatin f a survey fr when students leave their ments
Secnd Level The Crprate Leader cnfirms that the Health Authrity has: INDICATOR C: Crprate-level perfrmance mnitring and reprting fr practice educatin, supprted by relevant data. Fr example: - Whether and where t additinal students - Annual targets fr student ments - Number and percentage f staff t be trained as preceptrs - Student ment requirements cmpliance rates - Percentage f rganizatinal vacancies filled by previus students - Percentage f student destinatins prviding regular practice educatin indicatrs mnitring Nte: reprting bth number and percentages enables mre effective cmparisn f findings acrss prgrams, sites r rganizatins. Mst frequent rating: and (equal) There is n system in fr this type f mnitring and mining f data. Currently the Recruitment & Retentin Crdinatr wrks with managers n an individual basis t assess these areas We have started t track number f student d in a mnth Pharmacy tracks annually the number f undergraduate students, pharmacy residents, pharmacy resident applicatins, % f staff wh have successfully cmpleted a residency; There is extensive cmmunicatin with nursing educatin prgrams; We are frtunate that these prgrams have cmpleted the lgistics f practice ments befre the request cmes t the regin We keep a recrd f students wh have received bursaries frm us. Once they graduate they fulfill return f service emplyment in hard-t-recruit areas Sme being dne n an infrmal basis Nt dne; n cmprehensive tracking Starting t gather this data; hpe t have mre in future Lcal prgrams including CCA, LPN, SCBScN have set # f students and targets; prject cmpleted with SAHSN t determine ment capacity;; keep a preceptr database and cllect feedback frm preceptrs Wrk t make a mre easily accessible mdel fr this type f mnitring/data mining There is pprtunity fr nging develpment f data and indicatrs Cnsultatin with HR t develp and cllate the emplyment infrmatin Review and determine next steps fr frmalizing tracking Develp a crprate-level mnitring and reprting system fr student activity and ments 5
Using HSPnet reprting functin; implement student/preceptr surveys/reviews; Set up an alert system fr when a previus student is hired by a manager track numbers and cmpare sites Find a system t track the number f students wh d clinical ments in ur health regin and hw many stay and wrk here; set annual targets fr student ments fr each department that takes students Secnd Level The Crprate Leader cnfirms that the Health Authrity has: INDICATOR D: Practice educatin and human resurce leaders cllabrating t leverage practice educatin investments t address recruitment challenges. Mst frequent rating: Recruitment & Retentin Crdinatr wrks with educatinal reps/preceptrs/students t address the pprtunities in the regin We hld recruitment lunches fr grup ments and accept invitatins frm educatinal institutins t talk t student grups and attend graduating ceremnies t talk abut recruitment pprtunities. We have supprted regulatry bdy cnferences thrugh the prvisin f speakers, displays and recruitment bths, spnsrships and supprt t staff t attend their regulatry bdy/prfessinal assciatin educatinal cnferences Pharmacy has expanded t residency psitins and mving t add mre t fill vacancies and increase residency-trained pharmacists Areas that are struggling with staffing shrtages are ften interested in prviding clinical pprtunities fr students; Smetimes these areas lack experienced staff wh are able t be preceptrs Meet with practicum students re: emplyment pprtunities; meet with prvincial grups and educatin classes t expand pprtunities N cllabratin ccurring in regards t using practice educatin t address recruitment challenges Cllabratively develping an interprfessinal strategic plan fr staffing which will include the strategic ment f clinical students as part f a lnger term successin plan; Organize and attend Meet & Greet, classrm presentatins at universities, career fairs, lunch & learns; there are sme bursary ptins available; rural incentives; mentrship and internship pprtunities We wrk tward assisting with practicums; linking practice educatin with recruitment needs happens at the manager level; starting t d this n medical side with resident electives 6
Currently in talks abut appraching students befre they leave their practicum; in mst cases managers/facility administratrs currently d this fr students they want t ffer emplyment t CCA students have the pprtunity t earn while they learn s they can wrk in the health regin while they attend their curses (in persn r via Telehealth in rural sites); there is als a payment plan t assist them financially as they g thrugh the prgram; relcatin assistance prgram; LPN and SCBScN prgrams ffered lcally s students can stay here and cmplete their educatin Cntinue wrking tgether t ptimize hiring in rural regins Cntinue t seek additinal pprtunities as they arise Cntinue t review fr additinal pprtunities Need t address barriers in hiring Mre rbust engagement with nursing prgrams fr nging recruitment and with medical learners (residency prgram, mandatry rtatinal electives) Implement a standard prcess fr ding this acrss the regin CATEGORY : COLLABORATION & INNOVATION IN PRACTICE EDUCATION First Level The Crprate Leader cnfirms that the Health Authrity: INDICATOR A: Wrks internally and externally t prmte best practices and innvatin in practice educatin. Fr example: - There is a health authrity-wide prcess in fr sharing knwledge and experience regarding best practices in student educatin, prmting innvatin and creating new knwledge - The health authrity is engaged with prvincial and natinal cuncils and cmmittee wrking t imprve practice educatin (e.g. SK Academic Health Sciences Netwrk, HealthCareCAN) Mst frequent rating: Engaged in SAHSN effrts, adhere t guidelines implemented and cntinued develpment f the clinical ment mdel; Reginal participatin in value stream mapping was educatinal and allwed fr reginal vicing f the issues we face Engaged with SAHSN and ur educatinal partners t share knwledge and experience re best practices in student educatin 7
The reginal Academic Health Sciences cmmittee shares inf n educatinal and preceptring practices. We als supprt preceptr wrkshps and participate n ACCE and its sub-cmmittees Actively participate n prvincial cmmittees; infrmal sharing f RHA best practices in student educatin N frmal prcess fr sharing knwledge reginally; engaged with SAHSN and ther regins Actively engaged with SAHSN; Practice Leads regularly share knwledge and experience regarding best practice in student educatin External engagement we have staff attending Canadian Nursing and Psychscial cnferences where best practices are shared Clinical Nurse Educatrs share insights when lcated at the student facilities and prmte learning; ur regin des nt have a Telehealth prgram as a way f sharing infrmatin in general We have a reginal Clinical Practice Manager; prvincial Clinical Advisry Cmmittee; Simulatin Centre; MreOB prgram; CADTH prvincial cntact Cntinued invlvement with SAHSN and ACCE Have nt yet develped a regin-wide prcess t share infrmatin acrss sites Explre areas that facilitate the sharing f best practices within RHAs Develp mechanisms t share best practices and innvatins with students n an nging basis Secnd Level The Crprate Leader cnfirms that the Health Authrity: INDICATOR B: Supprts practice educatin innvatin and demnstrates increasing capacity fr student learning experiences by identifying and prmting: - Inter-prfessinal cllabrative learning units - Diverse service delivery mdels and settings fr practice educatin, including primary care, ambulatry care, tertiary care, lng term care, cmmunity care, etc. - Opprtunities fr student expsure t the rganizatin s cmmunity engagement prcesses - New mdels f supervisin r teaching - Practice educatin innvatin prjects underway in the rganizatin Mst frequent rating: r (equal) We have been and cntinue t be pen t changes in the clinical ment mdel, types f ments, terms etc. We make all f ur sites and setting available fr practice educatin; we have new inter-prfessinal cllabrative units in ur largest cmmunity 8
Rtatins in acute care supprt interprfessinal cllabratin and learning, e.g. critical care, MTU, cmmunity Instructr-led cmmunity grups ffer pprtunities fr students t be invlved in sme cmmunity rganizatins; students in cmmunity-fcused preceptrship ments have an pprtunity t be invlved with the cmmunity as well Students have pprtunities in practice educatin t cllabrate with ther prfessinals and experience hw inter-prfessinal relatinships develp in varius settings; Variety f pprtunities prvided in different settings f care and service delivery Variety f service-delivery mdels; interprfessinal cllabratin is prmted Practice Leaders rle elevates supprt fr this in identifying diverse practice settings fr student learning pprtunities; Regin has many pprtunities t hst creative interdisciplinary ments but leadership is needed t spearhead planning; SWITCH prgram Managers are invlved in planning the student s experience; we try t link with ur external partners (palliative care, acute care, hme care) in rder t prvide a cmprehensive experience. We make sure that students are expsed t as many learning pprtunities as pssible In any area a student ment ccurs, they will get an inter-prfessinal cllabrative learning experience; Simulatin Centre prvides interdisciplinary learning and educatin pprtunities; MreOB prgram includes all disciplines wrking tgether Cntinue wrking partnerships t determine best fit fr ment types in ur regin Our challenge is ur limited capacity n smaller units t accmmdate grup and preceptred ments. Fr preceptrships, staff begin t feel burned ut after a time with cntinuus student ments. With grup ments ften it is nt pssible t the entire grup in ne area, s grups get brken up and rtate thrugh r areas which means the faculty supervisr is nt always n site which impacts the staff wh are called n t supprt students. Need t wrk with educatinal institutins t understand and cmmunicate new mdels f supervisin and ther innvative ideas in practice educatin New mdels f supervisin and ther innvative ideas are usually spearheaded by the educatinal institutins Review ptential adjustments in supervisin/teaching, and ptential fr innvatin prjects in ur regin. Scial wrk is implementing a mdel t share a 6-week practicum student acrss sites in an effrt t supprt staff in supervising a lengthy practicum This requires designated accuntability at the executive leadership level 9
CATEGORY : PRACTICE EDUCATION DELIVERY & SUPPORT First Level The Crprate Leader cnfirms that the Health Authrity has: INDICATOR A: Prcesses in t recruit, develp, supprt and prvide recgnitin fr staff engaged in teaching and mentring rles, including capacity fr inter-prfessinal educatin Mst frequent rating: Recgnitin is given every year t preceptrs in the regin. Prmtin f the new preceptr supprt website has been aimed at all departments in the regin this Spring at the same time as recgnitin We have previusly held mentrship training, and have nw started ur Reginal Mentrship Prgram. We prvide supprt, where pssible, fr staff t attend reginal and prvincial educatinal pprtunities. The Mentrship Crdinatr is a supprt fr mentrs and mentees. The regin will be requiring its SK Leadership Prgram participants t engage in a mentrship rle in return fr the regin s financial supprt fr the prgram s tuitin, expenses and paid time. We have a mentrship prgram that prvides mentrship fr any new emplyee that is interested. It supprts new emplyees as they transitin int their new rles We prvide preceptr training, educatin, prfessinal develpment, and recgnitin pprtunities We recruit preceptrs as needed when requests cme in, and prmte preceptr training pprtunities prvided by the educatinal institutins and SAHSN; n recgnitin is prvided Preceptr cnferences (SAHSN ne-time funding); infrmal recgnitin at the unit/department level Managers wuld mentin in perfrmance review and day-t-day interactin; n frmal recgnitin r supprt fr preceptring/mentring Currently lking at new ways t recgnize preceptrs in a way that is favurable t them
Cntinued prmtin f the upcming preceptr wrkshps and cnferences, and the funding frm SAHSN fr thse wh want t attend We have held frmal appreciatin events but these were dne thrugh receipt f designated funds frm prvincial bdies fr supprt f same. We currently d nt have funds t hld recgnitin events r prvide tangible rewards. There are pprtunities fr imprvement in this area. Staff participating in mentrship are paid t attend a mentrship wrkshp and can utilize their mentrship experience fr cntinuing educatin credits Cntinue t review and imprve pprtunities Develpment f a lnger term plan fr develping and building capacity fr preceptrs pssibly build int Peple Value Stream Develp and implement prcesses fr supprt and recgnitin f staff engaged in teaching and mentring Fcus n recruiting and develping new preceptrs; Prvide additinal funding t allw current preceptrs t have mre time n the flr fr training students s that it desn t affect patients Need t develp a prcess t recgnize staff wh take n mentring and preceptring rles First Level The Crprate Leader cnfirms that the Health Authrity has: INDICATOR B: Apprpriate rientatin fr all students and educatin institutin faculty via ready access t relevant infrmatin. Fr example: - Site access and security infrmatin - Prgram services prfile - Any prgram r site-specific requirements Mst frequent rating: and (equal) This is handled thrugh the Preceptr and their superir as required by the type f ment being supprted Instructrs are prvided with an rientatin t the site; Cmmunicatin between the regin and the educatinal institutes is wrking well; Cmmn prvincial student plicies have assisted t ensure all requirements are met Orientatin f grups f students is rganized by faculty. Faculty request help with rientatin frm the regin in certain areas, but they prvide mst f the rientatin themselves There is nthing frmal r standardized frm a reginal perspective; we fllw rientatin instructins in preceptr manual frm educatinal institutins
Orientatin/accessible infrmatin at rganizatin level as well as unit level is in. Varius timeframes are alltted fr the different clinical student experiences (e.g. scial wrk prvides a -day rientatin fr all students) Managers and/r educatrs are respnsible fr ding this; sme prcesses in Pharmacy fr student rientatin Preceptrs/facility administratrs give them a site tur and all the necessary infrmatin fr that site Instructrs wh have grups f students n a unit are riented t the unit prir t the ment; usually they are health regin staff s they have already been riented t the regin; when individual student ments ccur, the preceptr des the rientatin t the unit r department Cntinued supprt f ur preceptr and their superir with updates and infrmatin relevant t the ment. This is an area we mnitr and appears t be ging well; We are fulfilling ur part f the affiliatin agreement Cntinue t ffer rientatin supprt when requested; Ensure that faculty is prvided rientatin t the unit/facility. Infrmatin technlgy limitatin fr students (i.e. nursing students dn t get access t Infnet); PACS and ther IT applicatins is limited fr students t access; HSPnet- nt maintaining r further develping use/supprt within the regin. Standardize rientatin fr all students cming t ur Agency Make a welcme package fr each student as a reference guide fr each facility Wrking n a cnsistent rientatin t the health regin t make sure the same infrmatin gets t every student First Level The Crprate Leader cnfirms that the Health Authrity has: INDICATOR C: Accessible facilities and equipment t supprt the practice educatin experience, including: - Assignment f individual cmputer use accunts (as apprpriate) - Use f the health authrity s intranet and patient clinical infrmatin systems (as required) n the unit where they are d - Library and study areas - Internet access t supprt clinical learning - Remte access t specialized learning pprtunities, e.g. e-learning, webcasting, videcnferencing Mst frequent rating: Currently access is in develpment within the regin as it has t be determined t what level and hw we wuld grant different access t the many different areas available
Instructrs are prvided with an rientatin t the site; Students are prvided with ID/IT cards, cmputers, free parking; they get all f the prfessinal/technical training (e.g. glucmeter) required fr the ment and fr student and patient safety; students have used Telehealth, SHIRP, UptDate, Msby etc All pharmacy students and residents are given cmputer accunts and have access t the intranet, as well as Sunrise and Centricity; they als have library access and learning centre access Students are prvided the needed infrastructure while participating in clinical educatin here in the regin; we have a dedicated classrm fr nursing student grups as well as ne fr medical students in ur present hspital and ur new hspital; medical students have been prvided with remte access t their classes; all students have access t the internet and they have access t clinical infrmatin systems as needed Students have cmputer accunts and access as deemed necessary; access t the mst specialized learning pprtunities is dependent n availability f equipment Students have internet access but n assignment f user accunts; we dn t have intranet r libraries; study area wuld be dependent n the facility Library and study areas are available in mst facilities; IT access is nt available fr nursing given the number f students Currently n/limited space fr students; they must share with an existing staff member; med students have access t files f patients they are seeing with their preceptr Given user accunts, if necessary; Internet access is given with cmputers n the ward; nline learning pprtunities are prvided thrugh Telehealth Students d nt have their wn cmputer access but wuld have access t the intranet at a nursing statin; students have access t patient clinical infrmatin f whichever patients their nurse preceptr is caring fr n that shift; students have access t the public library area and staff kisk areas; fr sme prgrams rms may be bked upn request; students are invited t attend educatinal events when they are ffered Cntinued cnsultatin between SAHSN and the health regin technical departments fr access requirements as they becme identified This is an area we mnitr and appears t be ging well, i.e. we are fulfilling ur part f the affiliatin agreement Need t prvide remte access t plicies and prcedures t the educatinal institutins Imprving access t facilities and equipment t supprt practice educatin
Secnd Level The Crprate Leader cnfirms that the Health Authrity has: INDICATOR D: Identified and regularly cmmunicates prcesses fr: - Wrking with students having difficulty during the practice educatin ment - Reprting by students, health authrity staff r educatin institutin faculty abut cmplaints r cncerns related t practice educatin and fr tracking, fllw-up and reslutin f such cmplaints r cncerns Mst frequent rating: The Recruitment & Retentin Crdinatr is in cntact with preceptrs and the educatinal institutin crdinatrs t help address any cncerns the students may have if brught up t either side Prcesses are in t address these There is Faculty supprt fr preceptrs t assist during challenging times Educatinal institutins have cmmunicatin prcesses in when there are cncerns with students and/r faculty There are prcesses in dealt with n unit where practice educatin takes N standard prcesses in ther than what is in the SK Clinical Placement Agreement We wrk with the educatinal prcesses with the exceptin f using AEMS reprting This is dne at the manager/educatr level Placing Crdinatrs require the student/preceptr t fill ut a survey at the end f the ment; extensive feedback is prvided t prfessrs (written/telephne); mid-term and final evaluatins are required Make a mre defined prcess available t students s they are better aware f the cmmunicatin/supprt available Review need fr tracking Standardize the prcesses and dcumentatin fr cmmunicatin Need t have a frmalized prcess in fr dealing with cncerns r cmplaints f a student
APPENDIX A: LISTING OF INDICATORS Categry : Practice Educatin Leadership, Strategy & Engagement First Level Indicatrs Indicatr A: A strategic plan that explicitly affirms the health authrity s rle in prviding practice educatin Indicatr B: Clearly assigned respnsibility fr student practice educatin at the executive level Secnd Level Indicatrs Indicatr C: An rganizatinal pririty that clinical prgrams/service units participate in practice educatin Indicatr D: Jb descriptins fr senir leaders that describe their academic respnsibilities Indicatr E: Allcated resurces t practice educatin in the perating budget Indicatr F: Mechanisms t engage with academic partners t crdinate planning and imprve the quality f practice educatin Categry : Building Capacity & Tracking Perfrmance in Practice Educatin First Level Indicatrs Indicatr A: Prcesses and systems rganizatin-wide t assist effective practice educatin management. Indicatr B: Crprate cmmunicatin t students that is accessible and welcming, prvides infrmatin n career pprtunities and invites feedback n their practice educatin experience Secnd Level Indicatrs Indicatr C: Crprate-level perfrmance mnitring and reprting fr practice educatin, supprted by relevant data. Indicatr D: Practice educatin and human resurces leaders cllabrating t leverage practice educatin investments t address recruitment challenges First level indicatrs represent fundatinal factrs fr practice educatin quality. Secnd level items fr each categry prbe further int relevant areas cncerning practice educatin. The checklist aims t be a guide t ding first things first in addressing practice educatin infrastructure needs. Building Quality in Practice Educatin Self-Assessment Checklist fr Crprate Leaders in Health Authrities, BC Academic Health Cuncil, 8. 5
Categry : Cllabratin & Innvatin in Practice Educatin First Level Indicatr Indicatr A: Wrks internally and externally t prmte best practices and innvatin in practice educatin Secnd Level Indicatr Indicatr B: Supprts practice educatin innvatin and demnstrates increasing capacity fr student learning experiences by identifying and prmting inter-prfessinal cllabrative learning units, diverse service delivery mdels and settings fr practice educatin, etc. Categry : Practice Educatin Delivery & Supprt First Level Indicatrs Indicatr A: Prcesses in t recruit, develp, supprt and prvide recgnitin fr staff engaged in teaching and mentring rles, including capacity fr inter-prfessinal educatin Indicatr B: Apprpriate rientatin fr all students and educatin institutin faculty via ready access t relevant infrmatin. Indicatr C: Accessible facilities and equipment t supprt the practice educatin experience Secnd Level Indicatr Indicatr D: Identified and regularly cmmunicates prcesses wrking with students having difficulty, reprting by students, health authrity staff f educatin faculty abut cmplaints r cncerns related t practice educatin, and fr tracking, fllw-up and reslutin 6
APPENDIX B: DISTRIBUTION OF RATINGS The fllwing charts shw hw many regins (rganizatins) selected,,, r fr each checklist questin. Fr ease f reference, a cmplete listing f the indicatrs (questins) is als prvided at the end f the dcument. Categry : Practice Educatin Leadership, Strategy & Engagement Categry : Indicatr A Categry : Indicatr B - Nthing in - Starting t - Actively in implement prgress - Fully # f Respnses - Nthing in - Starting t - Actively in implement prgress - Fully # f Respnses Categry : Indicatr C Categry : Indicatr D 5 5 - Nthing in - Starting t - Actively in implement prgress - Fully # f Respnses - Nthing in - Starting t implement - Actively in prgress - Fully # f Respnses 7
Categry : Indicatr E Categry : Indicatr F - Nthing in - Starting t - Actively in implement prgress - Fully # f Respnses - Nthing in - Starting t - Actively in implement prgress - Fully # f Respnses Categry : Building Capacity & Tracking Perfrmance in Practice Educatin 5 Categry : Indicatr A 6 Categry : Indicatr B 5 - Nthing in - Starting t - Actively in implement prgress - Fully # f Respnses - Nthing in - Starting t - Actively in implement prgress - Fully # f Respnses Categry : Indicatr C Categry : Indicatr D - Nthing in - Starting t implement - Actively in prgress - Fully # f Respnses - Nthing in - Starting t - Actively in implement prgress - Fully # f Respnses 8