Teacher’s guide Insert partner logos along bottom of page

© Monash University, La Trobe University and Castlemaine Health 2013

This work is copyright. You may modify the content of this work only for use in your organisation’s implementation of the Whole-of-System Student Placement program and for any use permitted by the Copyright Act 1968. Requests for further authorisation should be directed to the Manager, North West Rural Medical Education Unit, School of Rural Health – Bendigo, Monash University, PO Box 666 Bendigo Vic 3552 or by email to brcs@monash.edu.

Table of contents

Introduction	1

Structure of the WoSSP program	1

Teaching staff	1

WoSSP program objectives	2

WoSSP teaching session plan	3

Student assessment framework	4

Learning and teaching materials	4

Evaluating your teaching	4

WoSSP teaching plan at a glance	5

Teaching session plans	7

Week one: Student orientation and group formation	9

Week two: Approaches to patient health assessment and documentation	13

Week three: Preparing for the community service visits and shared patient health assessment consultations in GP clinic	17

Week four: Conduct shared patient health assessments in GP clinic	19

Week five: Expanding the frame – Patients/clients in their home environment and ISBAR communication	21

Week six: Patient/client home visits	23

Week seven: Review GP consultations and patient home visits	25

Week eight: Patient case presentations to student group	29

Week nine: Mapping the local healthcare system	31

Week ten: Student group presentations to community panel	33

Teaching activities and resources	35

Introductory team-building/reflection activity	36

Group activity: Exploring WoSSP values and concepts	37

Patient/client information folder for student teams	39

Minute paper	40

Andrew scenario	41

Wave shared consultation model	42

ISBAR clinical handover tool	43

Short collaborative client assessment framework	44

Introduction

This customisable teaching guide draws on many of the guidelines and tools in the WoSSP Planning Module and Resource Kit. It provides a framework for your learning and teaching activities, rather than a lock-step plan.

We encourage you to adapt the suggested weekly teaching session plans to suit your WoSSP program objectives and health system context. In doing so, it is important to retain the intentions of the patient-centred curriculum and interprofessional learning process. (See the Section 5 of the WoSSP Planning Module and Resource Kit for specific information about how to do this.)

Structure of the WoSSP program

Insert a summary of your program structure. For example:

The WoSSP program runs for 10 weeks. One day per week (either Tuesday or Thursday) is devoted to WoSSP clinical placement activities. This day includes structured small group learning, home and community-based patient/client visits, health service visits, interprofessional work and self-directed learning.

WoSSP group learning sessions are an integral part of student clinical placement activities, rather than a classroom-based add-on. WoSSP activities count towards student clinical placement hours for all health disciplines.

Teaching staff

Insert key contact information for:

WoSSP clinical educator

clinical placement administrators

academic staff/course coordinators for each health discipline

[name]

[position title ]

[Email]

[Telephone]

[name]

[position title ]

[Email]

[Telephone]

[name]

[position title ]

[Email]

[Telephone]

WoSSP program objectives

Insert your WoSSP program objectives for example:

On completion of the WoSSP program students should be able to:

demonstrate appropriate communication, interpersonal and professional skills to develop effective therapeutic relationships with patients/clients, family members and significant others

work constructively with learners and practitioners from different professions to contribute to and influence the provision of responsive and adaptive healthcare

discuss the biological, psychological and social influences that impact on the health and wellbeing of patients/clients

identify the ways in which people with chronic disease/disability and their families understand and deal with their health issues in the context of their lives (including the significance of a person’s narrative for intervention planning)

identify relevant programs, services and community resources available to patient/clients and their families

formulate and evaluate management plans appropriate for patients/clients living with complex chronic health conditions in acute and/or community-based health service settings

analyse the local health/community service system and how it operates as a whole, including an awareness of: service system complexity; health care relationships; barriers to health care access; service strengths, gaps, duplication, innovation; client advocacy and creative solutions to service barriers

recognise and practise within own qualifications, skills and experience including an awareness of legal and ethical practice issues.

WoSSP teaching session plan

WoSSP teaching sessions are based on the WoSSP patient-centred care curriculum model (see Figure 1 below).

Figure 1 WoSSP patient-centred care curriculum model

Student assessment framework

The WoSSP program has an interprofessional practice focus. Formative assessment strategies, including student group presentations to a community panel, have been embedded into the program to encourage student reflection on their WoSSP experiences. We also encourage you to look for ways to link WoSSP program activities to the discipline-specific unit assessment tasks that students have to complete for their health professional courses (see examples in T5.3 WoSSP Student guide).

All students receive a certificate of participation at the end of the WoSSP program that they can use for career planning purposes (for example, when applying for graduate year positions and internships).

Learning and teaching materials

Student learning resources, teaching aids and equipment required for specific WoSSP teaching sessions are listed in the teaching plan.

Evaluating your teaching

Teaching evaluation activities must be planned from the outset and can be built into your teaching sessions as needed. WoSSP teaching and program evaluation strategies are outlined in detail in Section 6 of the WoSSP Planning Module and Resource Kit.

WoSSP teaching plan at a glance

Adapt as needed.

Week/ Date	Session Outline	Students in attendance
1. [date]	Orientation and group formation	For example [Med, Nursing, SW x1]
2. [date]	Approaches to patient health assessment and documentation
3. [date]	Community service visits Preparation for shared health assessment consultations with patients in GP clinic
4. [date]	Shared health assessment consultation with a patient in GP clinic
5. [date]	Expanding the frame - Patients in their home environment and ISBAR communication skills
6. [date]	Patient home visits/health assessments
7. [date]	Review GP consults and home visits and contrast Prepare client case presentations
8. [date]	Present WoSSP patient case studies to group Begin discussing emerging themes and similarities in case studies presented
9. [date]	Mapping the local healthcare system Consolidation of Whole of System concept Patient clinical handover Patient thank you cards
10. [date]	WoSSP group presentations to community panel

Teaching session plans

Teaching session plans for a 10-week program follow. Teaching activities and resources listed in italics are located at the end of this Teacher’s guide.

Week one: Student orientation and group formation

Learning outcomes	Learner activities	Teacher activities	Resources	Who	Time (approx)
SET
Welcome and introductions to the WoSSP program	Participate in icebreaker activity	Facilitate student introductions and icebreaker activity Provide an outline of the day	Introductory team-building /reflection activity	WoSSP clinical educator	30 min
BODY
This session is designed to enable students to:	15 min
Identify and apply occupational health and safety procedures relevant to the health service workplace, staff and the WoSSP program	Listen, read and ask questions	Outline OHS procedures that students need to be aware of in the health service environment and for community-based learning activities	OHS resources	OHS representative from health service
Discuss the learning objectives of the WoSSP program (including patient centred care and team-based learning approach)	Discuss the WoSSP program and ask questions	Provide an overview of the WoSSP student guide (including the learning objectives, timelines, interprofessional team working process and student assessment tasks)	WoSSP Student guide WoSSP Community Services Brief Patient brochure	WoSSP clinical educator	30 min

Learning outcomes	Learner activities	Teacher activities	Resources	Who	Time (approx)
Discuss the concepts and practices that contribute to healthcare teamwork	Participate in group learning activity	Facilitate group learning activity: Exploring WoSSP values and concepts Patient-centred care Whole- of-system Inter-professional learning or team-based practice Professionalism Bio-psycho-social model of care Chronic and complex health Rural/regional primary care	WoSSP team and patient allocation sheet Group activity: Exploring WoSSP values and concepts	WoSSP clinical educator	20 min
Discuss the WoSSP patient-centred care curriculum model	Outline the components of the WoSSP patient-centred care curriculum model and how students will interact with their allocated patient/client and other health professionals within the local health system	WoSSP patient-centred care curriculum model diagram (in student guide)
Identify the patients/clients they will be working alongside for the WoSSP program	Gather and share information about the patient/client who students will be working with	Introduce health service case coordinator from where patients have been recruited and outline the background, objectives and model of care of health service involved (e.g. HARP)	Health service representative /case coordinator (e.g HARP team leader) with input from WoSSP clinical educator	1 hour
Allocate patients to student teams and explain purpose of WoSSP patient folder	WoSSP patient/client folder (including patient/client health summaries and consent forms)
Clarify any questions about the consent process	Discuss the two-stages of patient/client consent process (i.e. verbal consent gained; students to finalise written consent when they meet their allocated patient/client in GP clinics)
Demonstrate respectful professional practice	Develop the ground rules that students/teams will use to guide their WoSSP interactions	Facilitate group activity: Establishing the ground rules for WoSSP Student attendance - on day allocated Punctuality, respectfulness towards all Wear student ID Use of electronic devices Mobile phones off Whole-of-System perspective on health care Patient volunteers are active partners in WoSSP program	whiteboard	WoSSP clinical educator	30 min
CLOSURE	Clarify and ask questions –	Check for understanding, summarise and link to next week	WoSSP clinical educator	20 min
Complete minute paper activity	Student questions and feedback – Facilitate minute paper activity and collect from students when completed Next week…. Approaches to patient health assessment: How do students conduct a patient assessment in their health discipline? Remind students about the WoSSP program formative group assessment task: Student will be required to prepare and deliver a group presentation to a community panel at the end of the WoSSP program (including health service, community, clinical supervisors and education partner representatives.	Minute paper Group presentation task (outlined in WoSSP student guide)

Week two: Approaches to patient health assessment and documentation

Learning outcomes	Learner activities	Teacher activities	Resources	Who	Time approx
SET	Clarify and ask questions	Clarify student questions from last week Discuss student responses to minute paper activity Provide an outline of the day	WoSSP clinical educator	15 min
BODY
This session is designed to enable students to: Discuss patient-centred care approaches (concepts and practice) Describe and compare how different health disciplines conduct a basic patient assessment	Participate in small group learning activity Identify the elements of discipline-specific patient health assessment Explain the rationale for patient health assessment approach Demonstrate/role-play the steps involved conducting a discipline-specific health assessment to whole group	Ask students to work in health discipline groups (e.g. nursing) to identify the basic elements of a patient health assessment for their discipline in relation to “Andrew “ scenario Facilitate short reports/health assessment demonstrations/role plays from each group. What can students learn from each other? What are the implications for team-based healthcare?	‘Andrew’ case scenario butchers paper and markers Clinical assessment tools e.g. Stethoscope, pen torch, tuning fork and tendon hammer.	WoSSP clinical educator with team-teaching involvement from: Clinical nurse educator GP Allied health supervisors	90 min
Document/summarise health assessment steps on whiteboard for comparison with other discipline group	Ask students from each discipline group to list how they would document their assessment using the common abbreviations they were familiar with.	Whiteboard
Compare approaches to patient assessment across different health disciplines.	Facilitate discussion re: similarities and differences in health assessment rationales, methods and intention.
List and discuss the common abbreviations, acronyms and symbols used in each discipline.	Discuss the use of abbreviations, acronyms and symbols and the usefulness/barriers to other disciplines notes written in ‘jargon’ (including potential medico-legal issues).
Participate in large group discussion	Hand out examples of de-identified patient notes. Ask students to reflect on possible communication errors and misinterpretations in the patient notes. Highlight the benefits of good documentation and communication for interprofessional practice	Examples of de-identified notes from a patient history	WoSSP clinical educator	30 min
Identify the factors to be considered when conducting a shared patient health assessment in a GP consultation (from patient and health professional perspectives) Discuss the Wave model of clinical supervision and how this will be applied for shared GP consult with patient	Listen and ask questions	Explain how consults occur in GP practice (what to expect; time factors that students need to be aware of; role of GP supervisor etc)	Diagram of Wave model (Also in WoSSP Student Guide)	WoSSP clinical educator GP	30 min
Plan an interdisciplinary patient health assessment	Work in interprofessional student teams Begin planning a team-based approach to the shared patient consultation in the GP Clinic visit Decide who will contact patient to confirm GP appointment and arrange to meet patient at clinic.	Facilitate student planning for shared patient health assessment/consultation in GP clinic	WoSSP patient folder	WoSSP clinical educator	60 min
Prepare for community health service visits	Work in assigned interprofessional pairs to begin planning community health service visit (with allocated WoSSP patient in mind) Identify learning objectives Questions How to approach the visit to maximise learning opportunities	Allocate student pairs for community service visits Explain health service visit task Remind students about the WoSSP Community Services Brief. Provides an overview of the health and community services in local government area	WoSSP team and patient/client allocation sheet (includes details for health service visits) WoSSP Student Guide (includes an overview of the community service visit activity) WoSSP Community Services Brief	WoSSP clinical educator	45 min
CLOSURE	Clarify and ask questions	Check for understanding, summarise and link to next week Students can continue their preparation for the community health service visits via email during the week Remind students to call their allocated community service to arrange a time for their site visit Next week Students to conduct health service visits and continue planning for patient consultation in GP clinic	WoSSP clinical educator	5 min

Week three: Preparing for the community service visits and shared patient health assessment consultations in GP clinic

Learning outcomes	Learner activities	Teacher activities	Resources	Who	Time approx
SET	Participate in community health service visits (AM visits)	Check arrangements for student service visits	WoSSP clinical educator	3 hours
BODY Students will be able to:
Discuss the local health service system/practice networks	Present community health services visited (PM group session)reports	Facilitate student service visit reports	WoSSP clinical educator Invited health service representatives	10 min per student group
Discuss local health service provision Consider how the health service system might be utilised to benefit your patient and other patients you encounter	Participate in group discussion with health service representatives	Draw out themes from service visits • Potential enablers and barriers to health care access and service needs in relation to patients involved in WoSSP •Ask health service representatives to comment on local system as a whole e.g. service relationships, networking and approaches to practice •How might the barriers and enablers of the local health system benefit/hinder the management of their patient’s health care?	15-30 min
Plan an interdisciplinary patient health assessment	Discuss and finalise team plans for shared patient consultations in GP Clinic	Review student preparation for team-based patient consultations in GP Clinic:	Patient consent	WoSSP clinical educator	60 min
Listen and ask questions	Emphasise role of patients as teachers – helping students learn about their healthcare journeys within the local health system Importance of patient consent process
Participate in GP assessment role play activity	Facilitate student role plays/simulation: How to ask patients for written consent How to start the shared health assessment Getting the conversation going	Role play activity
CLOSURE	Clarify arrangements for GP consult and ask questions	Check for understanding, summarise and link to next week Remind student teams to call their allocated patient to introduce themselves and check arrangements for GP consultation. e.g. where students will meet with the person Next week Students to conduct shared patient health assessment consults in GP clinic. No formal WoSSP teaching session.	WoSSP clinical educator	15 min

Week four: Conduct shared patient health assessments in GP clinic

Learning outcomes	Learner activities	Teacher activities	Resources	Who	Time approx
SET	No structured group learning session this week
BODY Students will be able to:
Conduct an interdisciplinary health assessment with a patient in a GP setting Identify the features of the patient health assessment process/consultation model in GP context	Participate in shared health assessment consultation with patient in GP setting
Reflect on patient health care experiences	Discuss insights gained from patient consultation with team members
CLOSURE	Put completed patient consent forms in WoSSP patient information folder Document student notes and team reflections from GP consultation in WoSSP patient information folder	Distribute and collect patient folders when students return from GP consultation	WoSSP patient information folder	WoSSP clinical educator

Week five: Expanding the frame – Patients/clients in their home environment and ISBAR communication

Depending on patient/client and GP supervisor availability, shared health assessment consults with patients/clients in GP clinics may need to continue for some student teams this week.

Learning outcomes	Learner activities	Teacher activities	Resources	Who	Time approx
SET	Listen and ask questions	Explain the objectives for today’s session: An opportunity to gain a deeper understanding of patient healthcare issues and journeys by conducting home visit Will also explore approaches to professional communication using ISBAR tool in preparation for patient case presentations and patient handover on conclusion of WoSSP program.	WoSSP clinical educator	15 min
BODY Students will be able to:	Visiting a patient in their own home	1 hour
Identify occupational health and safety procedures for patient home visits Discuss the important considerations involved in visiting a patient in their home	Listen, read and ask questions to clarify occupational health and safety procedures for patient home visits	Discuss: Occupational health and safety issues WoSSP home visit procedures Why visit a patient in their own home? Context of environment Situational awareness	WoSSP Student Guide	WoSSP clinical educator District Nurse HARP and/or Nurse Unit Manager
Consider how health assessment strategies may need to be adapted for home environment setting	Participate in discussion	Discuss: Holistic assessment Looking after carers Legal aspects Health compliance issues - whose goals? Client-centred care	WoSSP clinical educator District Nurse HARP and/or Nurse Unit Manager	45 min
Be aware and be able to implement ISBAR skills into practice Develop handover document using ISBAR principles	Participate in discussion Develop patient/client handover document to health service using ISBAR framework	Introduction to ISBAR communication, patient/client handover tool Importance to patient/client outcomes if we have standardised communication practices Develop patient/client handover document to HARP using ISBAR framework	ISBAR communication tool	WoSSP clinical educator	1 hour
Prepare for patient/client home visits	Work in teams to prepare for patient/client home visit	Facilitate group work Practice	Short collaborative client assessment framework	WoSSP clinical educator	1 hour
CLOSURE	Clarify and ask questions Student responsibility to organise appointments for patient/client home visits	Questions and summary of the day Remind students to contact patients/clients to confirm home visit times No structured group session next week as conducting patient/client home visits	WoSSP clinical educator	5 min

Week six: Patient/client home visits

Learning objectives	Learner activities	Teacher activities	Resources	Who	Time approx
SET	No structured group learning session this week as student teams are commencing home visits with patients
BODY Students will be able to:
apply occupational health and safety procedures for patient/client home visits	Notify the relevant health service contact person to inform them that the patient/client home visit is commencing (as per offsite work procedure).	WoSSP home visit procedure	WoSSP clinical educator	3 hour
conduct a health assessment in a patient/client’s home environment	Conduct patient/client home visits/health assessment with student team members
document case notes from patient/client home visit	Discuss insights from patient/client home visit with team members on return to health service
CLOSURE	Notify relevant contact person on return to health service (as per offsite work procedure).	Check that student teams have returned from their patient/client home visits (as per offsite work procedure)	WoSSP clinical educator

Week seven: Review GP consultations and patient home visits

Learning objectives	Learner activities	Teacher activities	Resources	Who	Time approx
SET	Explain the objectives for today’s session: An opportunity to discuss and evaluate insights gained from the different assessment perspectives/context	WoSSP clinical educator	15 min
BODY Students will be able to:
Identify the barriers/challenges to enabling the GP Clinic visit and home visits to occur Analyse the approaches used to conduct the shared patient assessments in different settings Evaluate insights gained from the different assessment perspectives	Students to work in their teams for 10-15 minutes to identify emerging bio-psycho-social concepts, management implications and any issues they wish to specifically discuss today.	Review patient consultation in GP Clinic Some issues to explore could be: challenges experienced assessment structure used and why? teamwork patient/client health priorities student health priorities for the patient and why do they differ from clients patient/client perspective of appointment Also a good opportunity to review how the students are understanding the patient’s condition	Whiteboard	WoSSP clinical educator GP	1.25 hours
Consider what worked well in the shared patient/client assessments and what could be done differently in future and why Gain a deeper understanding of the patient’s life outside the formal health system	Work in student teams	Review Patient Home Visit Ask students to work in their teams to discuss responses to the following four themes Theme 1: Student perceptions What are four key things that you learnt about the patient that you didn’t know before? Did you learn anything that surprised or bothered you?	15 min
Develop an awareness of how the patient manages at home and how their medical condition impacts on their life Develop an awareness of how the patient’s medical condition impacts their family/carers and the role family/carers assume in the patient’s health care management. Reflect on patient perspectives of the experience	Group reports	**Ask each group to report their responses back to group and whiteboard the responses. Use these responses as basis for further discussion/exploration with your co-facilitators	WoSSP clinical educator & invited co-facilitators	10-15 min for whole group discus-sion
Work in student teams	Ask student groups to then discuss Theme 2 questions Theme2: Clinical and social insights Describe the patient’s home situation – physical and social What did the patient home visit teach you? What physical and social factors did you notice that would impact on the patient’s medical condition? What impact does the patient’s medical condition have on the patient’s life? What impact does the patient’s medical condition have on family and friends?	15 min
Group report	**Ask each group to report their responses back to group and whiteboard the responses. Use these responses as basis for further discussion/exploration with your co-facilitators.	10-15 min for whole group discus-sion
Work in student teams	Ask student groups to then discuss Theme 3 questions Theme 3 - Planning and follow-up Exploring all the information gained in two patient encounters and identifying positives in healthcare provision and acknowledging what could be done better.	15 min
Group reports	**Ask each group to report their responses back to group and whiteboard the responses. Use these responses as basis for further discussion/exploration with your co-facilitators Synthesis of student responses – from whiteboard (10-15 minutes). Invite co-facilitators and students to comment on themes, observations and next steps	10-15 min for whole group discussion
Identify the characteristics of an effective case study presentation	Participate in case study discussions	Patient case study discussion and planning Identify the characteristics of an effective case study Outline the fundamentals of effective communication within health care Review patient-centred care concept and how you have operationalised this in your approach to the patient Consider what is meant by inter-professional practice Reflect upon the concept of the patient journey	WoSSP clinical educator	As needed on the day
CLOSURE	Review and summarise discussion Next week’s session: Present a patient case study as an interdisciplinary group based on the person you are currently working with on the WoSSP Program

Week eight: Patient case presentations to student group

Learning objectives	Learner activities	Teacher activities	Resources	Who	Time approx
SET	Explain the objectives for today’s session An opportunity to develop interdisciplinary case presentation skills. This will also help students prepare for the group presentation to community panel	WoSSP clinical educator
BODY Students will be able to:
Present a patient case study as an interdisciplinary group based on the person they are currently working with on the WoSSP Program Analyse emerging themes from case studies surrounding chronic disease Identify the characteristics of an effective case study	Present patient case studies	Facilitate team case study presentations to student peers	WoSSP clinical educator	10 min/ student team
Explore emerging chronic disease related themes with students without lecturing them about the themes. Tease out the themes to help students think constructively about chronic disease and its impacts on peoples’ lives and how this relates back to person-centred care.	20- 30 min
Facilitate group discussion: What makes an effective case study	20- 30 min
Discuss elements of clinical handover for WoSSP	Work in student teams to discuss WoSSP patient handover documentation	Facilitate group work	WoSSP patient clinical handover/ISBAR form	WoSSP clinical educator	As needed
CLOSURE	Ask questions and clarify next steps	Next week’s session: Time to finalise clinical handover information, consolidate whole-of-system concepts and prepare for group presentations to community

Week nine: Mapping the local healthcare system

Learning objectives	Learner activities	Teacher activities	Resources	Who	Time approx
SET	Introduce session objectives: Have also allowed time for students to work on group presentation to community panel	WoSSP clinical educator
BODY Students will be able to:
Discuss the local health service system/practice networks and provisions Consider your profession role/contributions in the local health service system Consider how the health service system might be utilised to benefit your patient and other patients you encounter Explore what is meant by the whole of system Discuss local health service provision	Participate in discussions and mapping activity	Facilitate group discussion to help students to map the local health system based on their WoSSP experiences (NB: this discussion builds on week three activities) Navigating the local health system - enablers and barriers to health care access and service needs in relation to patient case study. What insights do you now have from your WoSSP experiences? Ask health service representative to comment on student insights into local health system with an emphasis on addressing population health priorities How might the barriers and enablers of the local health system benefit/hinder the management of their patient’s health care?	Whiteboard	WoSSP clinical educator Health Service representative (such as Medicare local staff)	15 – 20 min for group map-ping 30 min for group discus-sion
Consider the role of your profession in the local health service system	(Group discussion continued)	Ask students to consider their professional role/contributions from a whole-of-system perspective. What’s needed? What can health professionals do to mobilise health system changes
Reflect upon the concept of the patient journey	Complete patient clinical handover form for submission to health service program coordinator (i.e. program where patients were recruited for WoSSP) Write patient thank you cards	Facilitate completion of patient clinical handover task Finalise patient acknowledgement process (e.g . patient thank you cards)	WoSSP patient clinical handover form Patient thankyou cards	WoSSP clinical educator	30 min
Self-directed work with student peers to prepare community presentation	Ask students to work on their group presentation to community panel. Ensure all students contribute equally to the planning and presentation. NB: The actual content and approach used for the presentation is to be decided by students	Student guide (group presentation task) Student access to computer/laptops to work on group presentation	2-3 hours for self-directed student group work
CLOSURE	Ask questions as needed	Clarify any questions about the group presentation task.

Week ten: Student group presentations to community panel

Learning objectives	Learner activities	Teacher activities	Resources	Who	Time approx
SET	Facilitate community panel presentation Welcome to participants Brief overview of WoSSP program and patient centred curriculum model Introduce agenda for the presentation/s Emphasise importance of patient confidentially/privacy during session - pseudonyms used Acknowledge patient contributions as active partners in program	Flyer or brochure about WoSSP program Agenda for group presentation Camera	WoSSP clinical educator or invited chair for session	5 min
BODY Students will be able to:
Demonstrate team-based approaches to professional practice Reflect on the principles that underpin patient-centred approaches to healthcare Consider how the health system can be mobilised to benefit patients with chronic health issues Reflect on own professional learning and practice	Student group presents to community panel	Introduce student presentation group one Monitor time allocated for presentation	WoSSP clinical educator or invited chair for session	30 min per presen-tation
Respond to questions from the panel. Students may also have questions that they would like to ask As above if needed	Panel member questions/discussion For example: emerging themes, responses to student recommendations Introduce student presentation group two (if needed)	15 min per presen-tation
CLOSURE	Thank students, panel members and health service hosts Present student certificates participation Close and group photo opportunity	Student certificates	WoSSP clinical educator or invited chair for session	5-10 min

Teaching activities and resources

Introductory team-building/reflection activity

Group activity: Exploring WoSSP values and concepts

Patient information folder for student teams

Minute paper

Andrew scenario

Wave consultation model

ISBAR clinical handover tool

Short collaborative client assessment framework

Introductory team-building/reflection activity

Student’s name: __________________________________________ Date: ____________________

List your current ‘top five’ professional strengths and competencies

1
2
3
4
5

What professional competencies would you like to build on during your clinical placement?

Group activity: Exploring WoSSP values and concepts

Description of the activity

This activity is designed to introduce and explore the concepts and professional practice values that underpin the WoSSP program. It provides a useful gauge of how well students understand these values and concepts (both practically and conceptually) and how they think such values and ideas can be applied or are relevant to their clinical learning and scope of practice.

The activity can be repeated towards the end of the WoSSP program and student responses compared with their initial understandings. Students can then suggest changes or edits to their original responses, consider how their perspectives have changed and possible implications for future clinical practice.

What you will need

A whiteboard or butchers paper (or similar)

A scribe (student volunteers)

A copy, print out or photograph of the whiteboard responses. (If responses are documented on butchers paper, this can be collected by the WoSSP clinical educator.)

Step one

The WoSSP clinical educator lists important program concepts and professional practice values on the whiteboard. These include:

patient-centred care

whole- of-system

interprofessional learning or team-based practice

professionalism

bio-psycho-social model of care

chronic and complex health conditions

rural/regional primary care

Step two

The WoSSP clinical educator then invites students to consider and discuss the following questions:

What is meant by this term?
(For example: What does patient-centred care mean? What does a bio-psycho-social model of care mean?)

Why focus on this value/concept?
(For example: Why is a focus on whole-of-system relevant to your learning? Do health students/practitioners have a responsibility to engage with health system reform? If so, how?)

How is this value/concept relevant to clinical practice?
(For example: Why is a focus on complex/chronic health conditions relevant to your learning and practice?)

How would you apply this value or principle to your own practice or thinking?
(For example: How would you behave professionally? What are the attributes/practices of a good doctor, nurse, allied health professional?)

Which of these values/concepts are you most familiar with?

Which of these values/concepts do you need more information on?

Student responses to each question are recorded on the whiteboard (or equivalent). They should be encouraged to:

contribute equally to the discussion

consider the values/concepts in relation to their own healthcare discipline

think about how the values/concepts align or conflict with other health disciplines/practices. (For example, do nurses and doctors practice patient-centred care in the same way? If so, how? If not, how?)

Discussion can be flexible and questions adapted to suit the context and flow of discussion. The use of open-ended questions can facilitate more in-depth analysis of the foundational values and concepts. (For example: How is this relevant to your practice? Can you explain? Tell me about… What do you think?)

Additional prompts may be required to encourage students to think more deeply about the values and concepts and to move beyond simple descriptive answers.

Step three

The exercise can be repeated toward the end of the WoSSP program to gauge student progress and consider the enablers and barriers to the application of these values and concepts to student clinical practice. For example:

What gets in the way of whole of system health improvement?

What did you learn about rural and regional health care?

Repeating step one and two of the activity also provides a useful visual and conceptual aid for students to track their progress and to consider how these values/concepts inform their clinical practice. Students can modify, edit, expand and debate the values/concepts in light of their WoSSP placement experience.

Students can also incorporate their insights and reflections from this activity into the WoSSP group presentation

Step four

The student responses can then be fed back into the program for evaluation and teaching purposes.

Patient/client information folder for student teams

The WoSSP patient/client information folder supports team-based learning and ensures confidential patient/client information is handled appropriately by students during their group learning days and when engaging with patients/clients and other health service providers outside the classroom.

You will need to prepare one patient/client information folder for each student team. Direct copies of information from patient/client records must not be included.

WoSSP patient/client folders must remain onsite at all times and be kept in a secure location in the WoSSP clinical educator’s office when not in use during WoSSP group learning days.

When are the folders needed?

The folders are introduced in week one of the WoSSP program.

Suggested content for patient information folders

Cover page with WoSSP team identifier and ‘confidential information’ label

Patient/client selection checklist (completed form)

Copy of health service off-site safety assessment form (completed by the health service case coordinator before student home visits)

Patient/client health summary

Patient/client consent form (including patient/client and student signatures)

Student health assessment plan for patient/client consultation in GP clinic

Any notes taken by students at GP consultation and/or patient/client home visit

WoSSP clinical handover form

Implementation

We suggest that the WoSSP clinical educator take responsibility for:

preparing a WoSSP patient/client folder for each student team

facilitating on-site use of the WoSSP patient/client folder by student teams

ensuring safe storage of the patient/client folder during the WoSSP program

handing the WoSSP patient/client folders to the relevant health service case coordinator/team leader at the end of the WoSSP program (including shared discussion about the WoSSP documents that need to kept or shredded).

To provide an occupational health and safety/audit trail for WoSSP program activities with patients/clients we strongly recommend that the WoSSP patient/client health summary, consent forms and student handover forms be kept by the health service and filed with the relevant patient/client’s medical record.

Minute paper

What were the most helpful things you learned from today’s WoSSP session?

What was least clear to you?

What would you like to know more about in our next group learning session?

Andrew scenario

Andrew is a 59-year-old man who has gone home after a short stay at a rehabilitation facility following a right CVA one month earlier. He has a noticeable left-sided deficit. His documented past history is hypertension with poor compliance to prescribed antihypertensive medications.

He lives with his wife, Margaret, in a large single-storey house in [insert your rural town] and has two adult sons who are both studying in Melbourne. He is also the local football clubs senior coach.

The CVA that changed his life occurred on a worksite where he was the foreman. His fellow workmates called the ambulance when they noticed his speech was slurred. Before his transfer to rehab, he spent three weeks on the medical ward at the regional hospital.

You have been asked to visit Andrew for the first time after he self-discharged himself from rehabilitation after two days. Fortunately you have a hospital car that contains all the equipment you require to conduct a thorough assessment, and his wife has kept all the test results together in a folder.

You park the car on the street and navigate your way up the steep driveway and five steps to the front door. Margaret answers the door and it is obvious she is upset.

What would your assessment entail?

What other health services would you refer to?

Wave shared consultation model

ISBAR clinical handover tool

Copy this form to a blank page, insert health service and health education provider logos across top

Identify	Patient/client name: Address: DOB:	WoSSP students (name and specialty):
Situation	Date and time of GP consultation: Date and time of home visit: Additional meetings (if any):
Background	Past medical history: Social history: Services currently in place:
Assessment	Issues identified by patient/client: Issues identified by students:
Recommendation	Recommendations/issues requiring follow-up:

Short collaborative client assessment framework

This is a formative learning activity and is not intended to replace the WoSSP GP consultation or home visit.

Aims

To enable WoSSP students to practise and refine their health assessment, communication and documentation skills in an interdisciplinary situation.

To engage health service staff in the host organisation in the WoSSP program and promote its educational benefits for students, staff and clients.

To help students learn how to work together when conducting a shared patient/client health assessment (prior to shared patient/client consultation in GP clinic).

Frequency

This activity can be used early on in WoSSP program and repeated as needed.

Process

The WoSSP clinical educator r liaises with unit managers in all hospital units to select three patients/clients each allocated session.

Either the unit manager or WoSSP clinical educator discusses the program with the proposed patient/client, gains their verbal consent to participate and arranges a mutually suitable time for the assessment to occur (ideally 9am or noon).

The WoSSP clinical educator divides students into different groups each session to expose them to different disciplines and assessment styles.

Limit each assessment to 45–60 minutes. Students write up the de-identified assessment for their discipline and share with the rest of their group and WoSSP clinical educator in the WoSSP room.

Team-teaching involvement may vary according clinical supervisor availability

Team-teaching involvement may vary according clinician availability

The number of group presentations will depend on the how many learning group days you have. See G5.9 Preparing for the student group presentation for specific information