New Preceptor Learning Module 2019 - Ryerson

Introduction to midwiferyIntroduction to Midwifery is a pre-clinical course focused onunderstanding the experience of childbearing from the client perspective,as well as learning about midwifery as a practice and as a professionStudents participate in observational experiences with pregnantvolunteers by: Following 2-3 pregnant people for several prenatal and postnatalvisits and attending their labours with midwives and otherinterprofessional care providers Attending 2 half days of midwifery clinic with midwife volunteers

Clinical course sequenceNormal Childbearing Winter term, 17 week placement (Summer term is also used if thereare not enough winter placements) Foundational knowledge and management of normal conditionsAdvanced Clinical Skills I Fall term prior to third year Skills for advanced clinical practice following Normal Childbearing, e.g.suturing review, fetal health surveillance, ALARM program

Clinical course sequenceThird Year Placements Fall and Winter terms – 24 weeks in total with 2-4 week mandatory andelective placements (approx. 30 hours per week) Accompanying online courses focus on professional issues and knowledgeabout variations of normal Mandatory interprofessional placements – OB, L&D, NICU, lactation Community elective placements – includes optional 4 week midwiferyplacement and TBC placement Midwifery placements are based on the student’s learning plan with thegoal to increase skill and confidence and fill gaps from NC for senior year In TBC placements, students learn how a birth centre works and aboutIndigenous cultural competence and safety

Clinical course sequenceAdvanced Clinical Skills II Spring term prior to the senior year Skills for advanced clinical practice for the senior clinical year, e.g.advanced suturing, complex maternal and neonatal conditions, AOMESWComplications & Consultation Spring/Summer term, 12 weeks Learn to lead care Knowledge and management of conditions requiring consultation Consolidate normal care management by midterm Assist with emergency management

Clinical course sequenceMaternal & Newborn Pathology Fall term, 13 weeks Confident lead care provider Knowledge and management of abnormal conditions Emergency management with assistanceClerkship Winter term, 13 weeks Entry level practice under supervision Emergency management with minimal assistance

SkillsKnowledgeMEP clinical curriculum progressionNC17 weeksNormal conditionsBasic midwiferyskillsManagement ofnormal3rd IP Year24 weeksVariations ofnormal conditionsIP collaborationFill in NC skills forsenior yearAdvanced clinicalskills intensivesMNP13 weeksC&C12 weeksAtypical conditionsAbnormal conditionsManagement ofatypicalLearn to lead careConsolidate normalskillsAssist with emergencymanagementManagement ofabnormalLead careEmergencymanagement withassistanceClerkship13 weeksProfessional issuesEntry level careunder supervisionEmergencymanagement withminimal assistance

Elective placement courseElective clinical placement with a midwifery preceptor for 4 to 12 weeksOriginally developed for midwifery students outside the Ontario MEPMEP students may take MWF 370 to fill gaps and build confidence, e.g.prior to repeating a clinical courseBased on a student’s personal learning plan developed with facultyassistanceNo tutorial componentPreceptor teaching/feedback expected but no evaluative componentPass/Fail grade based on completion of placementMEP preceptor payment is provided

Want to know more?Optional readingIf you are interested to know more about the 4 week midwifery placementin the third year or the midwifery elective placement, review thefollowing: Third Year Placement FAQs MWF 370 Elective Placement FAQs

MEP policies and why/do they matter?Reflect on the following questions about policies related to clinicalplacements: How familiar are you with the MEP policies related to clinicalplacements? Where can you access MEP policies? What role do you think policies will play in your work as a preceptor? How will you be accountable to MEP placement related policies? What do you think are the most important policies to your work as apreceptor?

Understanding MEP placement policiesRequired readingOpen the link to the Ryerson MEP Preceptor Policy Book and scan it tohave an overview of its content and structureKeep the Policy Book open as you advance through the module – you willbe prompted to review specific policies in more detail throughout thismoduleThis book is an important resource for you as a preceptor in the MEP – wehave posted a copy in the New Preceptor Module Google folder and it isalso posted on the Ryerson MEP website here under the Clinical EducationResources tab

Your relationship to Ryerson/the MEPRequired readingReview Roles & Responsibilities in the Ryerson MEP Preceptor Policy Book,pp 4-9 to have an understanding of what is expected of the university,tutor, preceptor, student, practice and ‘teaching practice coordinator’Reflect on the following questions: Is there anything about the student role or responsibilities you werenot familiar with? Can you summarize your responsibilities as a preceptor? What is the role of the Teaching Practice Coordinator (TPC)? Who is the TPC in your practice?

A formal and contractual relationshipThe Ryerson MEP is accountable to: Assess preceptor qualifications Provide new preceptor training and continuing education Provide preceptor resources Provide preceptor feedback Provide mechanisms for problem solving/conflict resolution Administer agreements (practices, hospitals, birth centres) Provide preceptor payments ( 125 per week per student)

A formal and contractual relationshipPreceptors are accountable to: MEP policies Ryerson policies MEP-practice agreements CMO policies on student supervision Legislation governing universities, employers and student ‘workers’,e.g. human rights, workplace health & safetyIt is important to note that the contractual relationship between the MEPand preceptors is formalized through a MEP written agreement with themidwifery practice group, not the individual preceptor

Liability and supervisionPreceptors are responsible and accountable for all care provided bystudentsThe CMO specifies when students can be supervised indirectly without apreceptor on site or have expanded roles, e.g. first call from clients,expanded roles in postpartum care and one of two midwives at a birthRequired readingReview the CMO Clinical Education and Student Supervision policy

Liability and supervisionThe University provides students with: Liability insurance WSIB coverageStudents are required to report to the university: Injuries/accidents Adverse clinical outcomes or events – we ask preceptors to assiststudents to complete the Ryerson MEP incident reporting form postedon the website here (optional reading)

Being a Ryerson affiliated preceptorMidwifery teaching practices are affiliated with one of the three OntarioMEP universitiesThe Ryerson MEP geographic area is divided into 8 regions with at leasttwo midwifery practices in each regionOptional readingIf you are interested to know more, go here on the Ryerson MEP websiteto: Review the list of teaching practices and their MEP universityaffiliation Find your practice’s region on the ‘Map of Midwifery AffiliatedPlacements’

How are students assigned to you?Reflect on the following questions about placement allocation, or what iscommonly referred to as ‘the lottery’: Do you know how MEP/IMPP students are assigned to you as apreceptor? Are you familiar with ‘special considerations’ in the placementallocation process? What do you think is important for you to know about placementallocation as a preceptor? What do you think the implications are for randomly assigning vsmatching students to practices and preceptors?

Steps in placement allocationPlacement recruitment Annual recruitment cycle with midwifery practices for placements for the upcomingyear and projections for up to 2 years Indigenous and language specific placements are identified by the practice‘Special considerations’ Accommodation in the allocation of clinical placements (e.g. custody requirements,human rights grounds) Conflict of interest declarations (by students, preceptors and/or practices) Indigenous status (self-identified by students and preceptors/placements) Language proficiency placements (placements with 30% of care provided by thepreceptor in a non-English language) Post-baccalaureate status (MNP and Clerkship placements are out of sequence) Transitional status (students admitted 2015 can select outside RU region) Return from LOA (students may need a 2 to 4 week clinical skills refresher)

Steps in placement allocationPlacement allocation lottery Students rank all 8 RU MEP regions (this has increased from 4 rankings) Placements are randomly assigned with attention to specialconsiderationsInitial placement notification Students are notified of assigned practice Placements and preceptor assignments are confirmed with practicesFinal placement notification Students are notified of preceptors and their email contact information Hospitals/TBC are notified of placement (practice, preceptor and student) Students contact preceptors by email to send photo/mini-bio and arrangethe first meeting

Placement allocation principlesStudents choose placement regions vs specific practicesLottery process maximizes student’s 1st choice and highest subsequent choicePlacements are randomly assigned to practices sharing the same regionPreceptors are randomly assignedPractices may reassign preceptors but must inform the MEP of any changesMany ‘special considerations’ are confidentialSenior students have priority for placementsStudents must be placed in two practices over NC and the senior yearStudents are expected to live within 30-45 minute drive to the primarypractice site during regular travel conditions and have 24 hour access to a car

Want to know more?Optional reading To learn more about declared conflict of interest in placementallocation, see the Conflict of Interest Policy in the Ryerson MEPPreceptor Policy Book, p 18 If you are interested in learning more about the placement allocationprocess, see the Midwifery Placements policies in the Ryerson MEPPolicy & Information Handbook, pp 37-48 posted here on the RyersonMEP website

Ryerson MEP placement related contactsLoreto FreireExperiential Learning CoordinatorL2freire@ryerson.caPlacement recruitment and allocationPractice, hospital, birth centre agreementsPreceptor relationsJulie CabanatanProgram Assistantjcabanat@ryerson.caPreceptor events registration/contactPreceptor website maintenanceCecilia KongStudent Affairs Administratorckong@ryerson.caAdjunct faculty applicationsMartha SharpeOffice Assistantmartha.sharpe@ryerson.caStudent health screening and pre-placement requirementsLottery data base development and maintenanceElizabeth AllemangClinical Education Coordinatorealleman@ryerson.caNew preceptor applicationsNew and continuing preceptor educationPlacement support and troubleshootingFaculty development re: clinical teaching/learningPlacement policy development

MEP student supports and servicesCourse tutor (first point of contact in the MEP for clinical students andpreceptors)Faculty advisor (each student has a midwifery faculty advisor)Indigenous student coordinatorPost-baccalaureate program faculty coordinatorAssociation of Ryerson Midwifery StudentsBIPOC student collectiveBIPOC mentorship programEDCI student-faculty committeeMEP and Ryerson student awards

Ryerson student supports and servicesRecommended readingExplore the following websites to have an understanding of the some ofthe supports and services available to Ryerson students: Aboriginal Student Services Academic Accommodation Support Human Rights Services Faculty of Community ServicesoAcademic support and counselingoStudent awards/grantsoWriting skills initiative

Who are MEP studentsWorking with adult learnersWorking with diverse studentsAccommodation needs and processProfessionalism expectationsPart 3:UnderstandingMEP students

Who are Ryerson MEP students?The following is a broad profile of Ryerson MEP students: Average age late 20s/early 30s Many have previous post secondary education, often at the universitylevel May have been in workforce Many have children Majority are from the GTA, however some are from other parts ofOntario or Canada Increasingly diverse identities but not inclusive or representative ofthe GTA community

Working with adult learnersReflect on learning theories about adult learners and how these mayimpact your work as a clinical teacher: Learn differently than children/teens Are motivated by specific goals Bring past experience to their learning Can be expected to take responsibility for their own learning Prefer clear expectations about expectations and outcomes Like to participate in structuring their own learning experiences Have time pressures due to other commitments and priorities

Want to know more?Recommended reading Review this ICM paper on midwifery education that discusses learningand teaching in a competency based curriculum, including thelearning and teaching needs of adult learners

Working with diverse studentsReflect on working with students of diverse identities and/or abilities andcreating an inclusive learning and teaching environment: What do you think makes an equitable, diverse and inclusive learning andteaching environment for both students and midwives? What can you/your practice do to create an inclusive learningenvironment for student midwives? Have you experienced or witnessed discrimination or exclusion as astudent or as a midwife? Do you think you may have contributed to feelings of discrimination orexclusion by a student or midwife?

Ryerson’s vision of equity, diversity andcommunity inclusionEquity:The university values the fair and just treatment of all community members through thecreation of opportunities and the removal of barriers to address historic and currentdisadvantages for under-represented and marginalized groups.Diversity:The university values and respects diversity of knowledge, worldviews and experiencesthat come from membership in different groups, and the contribution that diversitymakes to the learning, teaching, research and work environment.Inclusion:The university values the equitable, intentional and ongoing engagement of diversitywithin every facet of university life. It is the shared responsibility of all communitymembers to foster a welcoming, supportive and respectful learning, teaching, researchand work environment.- Source: Ryerson Office of Equity and Community Inclusion https://www.ryerson.ca/equity/

EDCI in the MEPThe Ryerson MEP is committed to creating an equitable, diverse and inclusiveteaching and learning communityCurrent priorities and initiatives in the MEP to support EDCI include: Admissions: recruitment of students from under-represented andmarginalized communities, prioritizing diversity in the admissions process,Indigenous admissions process Curriculum: mandatory Aboriginal Childbearing course, student engagementprojects in racial and gender diversity/inclusivity Student supports/committees: Indigenous student coordinator, EDI studentand faculty committee, BIPOC student collective, BIPOC mentorship program Faculty/staff: diversifying representation of faculty, instructors and guestspeakers, EDCI guidelines for guest speakers, equity training for staff, facultyand instructors

Supporting EDCI in clinical placementsCreate an inclusive learning and teaching environment: Discuss ways in your practice to ensure all students feel welcome andtreated equitably and respectfullySupport student success Explore how you and your practice can intentionally support the successof Indigenous, racialized and LGBTQ students and those with differingabilitiesReflect on your practice’s commitment to EDCI How can EDCI be acknowledged, valued and fostered by students andmidwives in your practice? How can an EDCI approach support a healthy practice culture and benefitmidwives, students and the profession?

Supporting EDCI in clinical placementsDiscuss EDCI in your practice’s recruitment and hiring practices: A diverse group of teachers supports success for diverse studentsDevelop and share your competency related to EDCI: Understand the Human Rights Code and the protected grounds Do ongoing learning and sharing about EDCI, anti-oppressionapproaches in clinical teaching and practice, cultural safety for BIPOCand LGBTQ learners, accommodating student disabilitiesParticipate in or support the BIPOC Mentorship Program: If you are a BIPOC midwife, consider becoming a mentor to a BIPOCstudent or support a BIPOC midwife to be a mentor

EDCI and human rightsRequired reading Review the MEP Equity Statement Review the Ryerson Faculty of Community Services Tips for FieldInstructors/Preceptors to Foster an Inclusive and Accessible LearningExperience Complete the OHRC Human Rights 101 learning module (approx. 30 min)– when you are done, download the certificate of completion and sendby email to ealleman@ryerson.ca

Want to know more?Optional reading To learn more about human rights implications for midwifery preceptors,see the preceptor webinar slides Understanding Discrimination &Harassment for Midwifery Preceptors

Want to know more?Recommended readingTo learn more about support for Indigenous students in the MEP and the roleof the Indigenous Student Coordinator, see the Ryerson website hereTo learn more about the BIPOC Mentorship Program, view the orientationvideo and supporting literature

Want to know more?Recommended readingTo learn more about experiences of Ind

University Midwifery Education Program (MEP). Preceptors play a central role in the growth and sustainability of midwifery in Ontario and beyond. The New Preceptor Module is one component in the education program for new preceptors affiliated with the Ryerson MEP. It provides foundational knowledge for being a midwifery preceptor and it is focused