PREP LTC for preceptors and students

Current Status
Not Enrolled
Price
Free
Get Started

Stopwatch icon Time to complete: Approximately 7 hours

To watch the PREP LTC course registration video in French, please click on the settings button, then click on subtitles and choose “French.”

Are you ready to start learning online? This video will guide you through enrolling in the PREP LTC eLearning Course from start to finish. Learn how to find the course, register for it and start your online learning journey. Handy tips make enrolling easy, like saving your login information so you can resume your online course later. Let’s get started.

About this eLearning Course

Welcome to PREP LTC for nursing professionals, personal support workers, and students!

The PREP-LTC course consists of eight (8) modules. Each module takes approximately 40-90 minutes to complete. The entire course should take about seven (7) hours to complete. For your LTC home to receive backfill funds, you must complete all eight (8) modules. The modules include downloadable resources, learning exercises, expert interviews and references. Learning is self-directed. Learners will start with the Long-Term Care module.

Long-term care clinical student placements are unique in many ways. Providing a good experience for future team members is essential to strengthening the LTC sector, including its team members. The student-preceptor relationship is very important and can be a rewarding career experience for both.

PREP LTC provides students and preceptors with knowledge and skills across a wide variety of topics related to clinical student placement and the LTC setting.

In this course, you will learn about:

  • the roles of the preceptor and student in the clinical student placement.
  • a debriefing model for reflective feedback conversations between preceptors and students.
  • unique opportunities available in the LTC setting.
  • five key areas of knowledge in LTC practice.
  • three key approaches to learning.
  • readiness and its relevance to the roles of student and preceptor. 
  • ways to develop well-defined learning objectives for the clinical student placement.
  • concepts of anti-oppressive practice. 
  • ways to develop clinical reasoning. 
  • concepts of reflective practice and their application to the preceptor-student relationship.
  • components of evaluation.
  • strategies to successfully prevent and manage conflicts.

You will be asked to complete a survey at the beginning and end of the course. When you complete the course, you will receive an Ontario Centres for Learning, Research and Innovation in Long-Term Care certificate. Please continue through all eight (8) modules until notified that you have completed the course. There is an option to receive a certificate of completion per module. For your LTC home to receive backfill funds, you must complete all eight (8) modules.

Who is this course for?

This course is for nursing students, personal support work students,  and preceptors working in LTC settings. It recognizes both students and preceptors as essential members of the LTC care team. You will also be able to apply what you learn to other healthcare settings.

Acknowledgements

The PREP LTC eLearning course was developed by the Ontario CLRI at Baycrest and is built on the success of the Ministry-funded Preceptor Education Program (PEP) in collaboration with the Faculty of Health Sciences at the University of Western Ontario and with Fanshawe College School of Nursing.

We would like to thank the people who contributed to the development and review of content for this course.

Subject Matter Experts

  • Gelila Ayele –  eLearning Developer, Western 
  • William Berry – Digital  Media Specialist, Western
  • Ann Bossers – Professor Emerita, Occupational Therapy, Western
  • Laura Bulmer – Personal Support Worker (PSW) Advocate/Researcher (OPSEU/SEFPO)
  • Samantha Doralp – Physical Therapy, Western
  • Karen Ferguson – Nursing, Western
  • Danielle Glista – Communication Sciences and Disorders, Western
  • Karen Jenkins – Nursing, Fanshawe
  • Elizabeth Anne Kinsella – Institute of Health Sciences Education, Faculty of Medicine & Health Sciences, McGill
  • Lisa McCorquodale – Occupational Therapy, Western
  • Kathleen McQueen – CBI Health: Canadian Rehabilitation & Home Health Services
  • Taslim Moosa – Communication Sciences and Disorders, Western
  • Jen Plant – Director of Clinical Practice at The Perley and Rideau Veterans’ Health Centre (Perley Health)
  • Holly Relouw – Nursing, Western
  • Kirsten Smith – Occupational Therapy, Western
  • Vivetha Thambinathan – Health Studies, Western
  • Julie Whitehead – Instructional Design, Faculty of Health Sciences, Western
  • Jessie Wilson – Adjunct Researcher and Clinical Partner, Western

LTC Module Reviewer

  • Laura Bulmer – Personal Support Worker (PSW) Advocate/Researcher (OPSEU/SEFPO)

References

Ackerman-Barger, K. & Jacobs, N.N. (2020).  A humanistic approach to navigating microaggression in health professions schools. Academic Medicine, 95 (12), Supplement. 

Advanced Gerontological Education. (n.d.). About GPA. https://ageinc.ca/about-gpa-2/ 

Almost, J., Wolff, A. C., Stewart-Pyne, A., McCormick, L. G., Strachan, D., & D’Souza, C. (2016). Managing and mitigating conflict in healthcare teams: an integrative review. Journal of Advanced Nursing, 72(7), 1490-1505. https://doi-org.proxy1.lib.uwo.ca/10.1111/jan.12903 

Alzheimer Society. (2017). Person-centred language guidelines. https://alzheimer.ca/sites/default/files/documents/Person-centred-language-guidelines_Alzheimer-Society.pdf 

Alzheimer Society. (n.d.) U-First! http://u-first.ca/ 

AORTA. (2017). Anti-oppressive facilitation for democratic processes: Making meetings awesome for everyone. http://arts-campout 2015.sites.olt. ubc.ca/files /2019/02/ AORTA_Facilitation-Resource-Sheet-JUNE2017.pdf

Atkins L, Francis J, Islam R, et al. (2017). A guide to using the Theoretical Domains Framework of behaviour change to investigate implementation problems. Retrieved from https://implementationscience.biomedcentral.com/articles/10.1186/s13012-017-0605-9#Sec14 

Barton, K.L., Schofield, S.J., McAleer, S. & Ajjawi, R. (2016). Translating evidence-based guidelines to improve feedback practices: The interact case study. BMC Medical Education, 16: 53. doi: 10.1186/s12909-016-0562-z  

Barwick, M. (2011). Checklist to Assess Organizational Readiness (CARI) for EIP Implementation. Retrieved from http://www.melaniebarwick.com/implementation.php 

Baycrest Health Sciences (n.d.). P.I.E.C.E.S. https://www.baycrest.org/Baycrest/Education-Training/Educational-Resources/Responsive-Behaviours/P-I-E-C-E-S 

Baycrest Health Sciences. (2017). Conditions resource. Sensory Observation System. https://sosref.baycrest.org/resources/ConditionsResource/index.html 

Baycrest Health Sciences. (2017). Sensory observation system. https://sosref.baycrest.org/ 

Beebe, S. A., Beebe, S. J., Redmond, M. V., & Salem-Wiseman, L. (2017). Interpersonal communication: Relating to others (7th ed.). Pearson Canada.

Benner, P. (2001). From novice to expert: Excellence and power in clinical nursing practice. [Commemorative edition]. Prentice Hall. 

Best, D. & Rose, M. (1996) Quality Supervision. Theory and practice of clinical supervision. London: WB Saunders Company LTD. 

Bloom, B. S.; Engelhart, M. D.; Furst, E. J.; Hill, W. H.; Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: David McKay Company. 

Bohm, D. (1996). On dialogue. Routledge. 

Bolton, G. (2001). Reflective practice: writing and professional development. Paul Chapman.

Bolton, G. (2006). Narrative writing: Reflective enquiry into professional practice. Educational Action Research, 14(2), 203-218. https://doi.org/10.1080/09650790600718076  

Bolton, G. (2010). Reflective practice: Writing and professional development. Sage. 

Bossers, A., Miller, L. T., Polatajko, H. J., & Hartley, M. (2002) Competency Based Fieldwork Evaluation for Occupational Therapists CBFE-OT. Albany, NY: Delmar. 

Bossers, A., Phelan, S., Kinsella, E. A., Jenkins, K., Ferguson, K., Moosa, T., Schurr, S., & Hobson, S. (2014). Participants’ self-identified learning outcomes in an online preceptor education program for health professionals and students. The Journal of Practice Teaching and Learning, 13(3), 79-97. https://doi.org/10.1921/9302130101 

Boud, D. (2001). Using journal writing to enhance reflective practice. New Directions for Adult and Continuing Education, 90, 9-17. https://doi.org/10.1002/ace.16 

Brookfield, S. (1991). Using critical incidents to explore learners’ assumptions. In J. Mezirow and Associates (Eds.), Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning. Jossey-Bass.

Brookfield, S. (1992). Uncovering assumptions the key to reflective practice. Adult learning, 3(4), 13-14. https://doi.org/10.1177/104515959200300405 

Brookfield, S.  (1998). Critically reflective practice. The Journal of Continuing Education in the Health Professions, 18, 197-205. https://doi.org/10.1002/chp.1340180402  

Brookfield, S. (2000).  The concept of critically reflective practice. In A. Wilson & E. Hayes (Eds.), Handbook of Adult and Continuing Education (pp. 33-49). Jossey-Bass.

Brown, J., Nolan, M., Davies, S., Nolan, J., & Keady, J. (2008). Transforming students’ views of gerontological nursing: Realising the potential of “enriched” environments of learning and care: A multi-method longitudinal study. International Journal of Nursing Studies, 45(8), 1214-1232. DOI: 10.1016/j.ijnurstu.2007.07.002. 

Bulman, C. & Schulz, S. (2013). Reflective practice in nursing (pp. 121-149). Wiley-Blackwell.

Burgess, A. & Mellis, C. (2015). Feedback and assessment for clinical placements: Achieving the right balance. Advances in Medical Education and Practice, 6, 373-381. 

Canadian Physiotherapy Association. (2022, Feb 15). Tele-rehabilitation. https://physiotherapy.ca/tele-rehabilitation.

Caty, M.E., Kinsella, E. A., & Doyle, P. (2009). Linking the art of practice in head and neck cancer rehabilitation with the scientist’s art of research: A case study on reflective practice. Canadian Journal of Speech-Language Pathology and Audiology, 33(4), 183-188.

Caty, M. E., Kinsella, E. A., & Doyle, P. (2014). Reflective practice in speech-language pathology: A scoping review. International Journal of Speech-Language Pathology, 17(4), 411-420. https://doi.org/10.3109/17549507.2014.979870 

Caty, M. E., Kinsella, E. A., & Doyle, P. (2016). Reflective processes of practitioners in head and neck cancer rehabilitation: A grounded theory study. International Journal of Speech-Language Pathology,18(6), 580-591. https://doi.org/10.3109/17549507.2016.1143974 

CFIR Guide. (ND).  Welcome to the Interview Guide Tool. Retrieved from https://cfirguide.org/guide/app/#/ 

Cheng, A., Eppich, W., Epps, C., Kolbe, M., Meguerdichian, M., Grant, V. (2021). Embracing informed learner self-assessment during debriefing: The art of plus-delta. Advances in Simulation, 6(1), 1-9. 

Choi, A. S., Erwin, C. J., Geurtsen, K., Lerche, J., Lin, Y., Olson, V. M., Owen, R., Pantely, S., Pistilli, A., Schmidt, C., Staehlin, M. E., Teppema, S., & Tomczyk, T. (2020). Social determinants of health. American Academy of Actuaries. https://contingencies.org/tag/may-june-2020/ 

College of Nurses of Ontario. (2018). Practice guideline: Conflict prevention and management. https://www.cno.org/globalassets/docs/prac/47004_conflict_prev.pdf 

College of Nurses of Ontario. (2021). Your guide to self-assessment. Retrieved from https://www.cno.org/globalassets/docs/qa/2021/qa-self-assessment-guide-en.pdf  

Conflict. (2021). In Oxford English Dictionary. Oxford University Press. https://www.oed.com/view/Entry/38898.

Cooperrider, D.L., & Whitney, D. (1999). A positive revolution in change: Appreciative inquiry. Taos, NM: Corporation for Positive Change. 

Crist, P. (1986) Contemporary Issues in Clinical Education. Slack Inc. Vol. 1, #3. 

Doralp, S., Connelly, D., Stephenson, D., Jennings, M., Bryant, D., Francis, A., and Cramp, A. (2022). Strategies for effective mentorship and evaluation of physiotherapy clinical placements [Unpublished manuscript]. School of Physical Therapy, Western University, London, Ontario, Canada.

Edmondson, A. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44(2), 350-383.

Eppich, W., Cheng, A. (2015). Promoting Excellence and Reflective Learning in Simulation (PEARLS): Development and rationale for a blended approach to health care simulation debriefing. Simulation in Healthcare, 10(2), 106-15.

Epstein, I., & Karlin, K. (2012). Ethical concerns in the student/preceptor relationship: a need for change. Nurse Education Today, 32, 897-902. https://doi.org/10.1016/j.nedt.2012.03.009 

Epstein, I., Stephens, L., Mora Severino, S., Khanlou, N., Mack, T., Barker, D., & Dadashi, N. (2020). “Ask me what I need”: A call for shifting responsibility upwards and creating inclusive learning environments in clinical placement. Nurse Education Today, 92, 1-6. https://doi.org/10.1016/j.nedt.2020.104505 

Eraut, M. (1994). Developing professional knowledge and competence. Falmer.

Fazio, S., Pace, D., Maslow, K., Zimmerman, S., & Kallmyer, B. (2018). Alzheimer’s Association dementia care practice recommendations. Gerontologist, 58, S1-S9. DOI: 10.1093/geront/gnx182 

Flores-Sandoval, C., & Kinsella, E. A. (2020). Overcoming ageism: critical reflexivity for gerontology practice. Educational Gerontology, 46(4), 223-234. https://doi.org/10.1080/03601277.2020.1726643  

Gaiptman, B. and Anthony, A., (1989) Contracting in fieldwork education: The model of self-directed learning. Canadian Journal of Occupational Therapy, 56, 10-14. 

Ghaye, T., & Lillyman, S. (1997). Learning journals and critical incidents: Reflective practice for health care professionals. Quay Books.

Gilbert, A. & Sliep, Y. (2009). Reflexivity in the practice of social action: from self-to inter-relational reflexivity. South African Journal of Psychology, 39(4), 468-479. https://doi.org/10.1177/008124630903900408 

Gillespie & Paterson (2009).  Helping novice nurses make effective clinical decisions:  The Situated Clinical Decision-Making Framework.  Nursing Education Perspectives, 30 (3), 164-170. https://journals.lww.com/neponline 

Glista, D., O’Hagan, R., DiFabio, D., Moodie, S. T. F., Muñoz, K., Joseph, K., Brown, C., Curca, I., Meston, C., Richert, F., Bagatto, M., & Pfingstgraef, D. (2021). Virtual hearing aid care: Clinical practice guidance version 1.9 (Draft). Western University. https://doi.org/10.5206/0820211097

Glista, D., O’Hagan, R., Moodie, S. T. F., & Scollie, S. (2021). An examination of clinical uptake factors for remote hearing aid support: A concept mapping study with audiologists. International Journal of Audiology, 60(Sup1), s13–s22. https://doi.org/10.1080/14992027.2020.1795281 

Glista, D., Perez Velez, L. N., & Moodie, S. (2021). Are you ready? How audiologists’ readiness for change relates to the implementation of remote care. ENT & Audiology News, 29(6). 

Griffiths, A. W., Albertyn, C. P., Burnley, N. L., Creese, B., Walwyn, R., Holloway, I., Safarikova, J., & Surr, C. A. (2020). Validation of the Cohen-Mansfield Agitation Inventory Observational (CMAI-O) tool. International Psychogeriatrics, 32(1), 75–85. DOI: 10.1017/S1041610219000279 

Hankivsky, O., Doyal, L., Einstein, G., Kelly, U., Shim, J., Weber, L., & Repta, R. (2017). The odd couple: Using biomedical and intersectional approaches to address health inequities. Global Health Action, 10(sup2), 73-86. https://doi.org/10.1080/16549716.2017.1326686

Henning, J.M., Weidner, T.G., & Marty, M.C. (2008). Peer assisted learning in clinical education: Literature review. Athletic Training Education Journal, 3, 84-90. 

Hobson, S. and Schurr, S. (2007) Developing (Really Useful) Learning Objectives. In A. Bossers, M.B. Bezzina, S. Hobson, A. Kinsella, A. MacPhail, S. Schurr, T. Moosa, L. Rolleman, K. Ferguson, S. Deluca, J. Macnab & K. Jenkins. Preceptor Education Program for health professionals and students. University of Western Ontario. London, ON. Retrieved from https://www.preceptor.ca 

Holt, D. T., Helfrich, C. D., Hall, C. G., & Weiner, B. J. (2010). Are you ready? How health professionals can comprehensively conceptualize readiness for change. Journal of General Internal Medicine, 25(S1), 50–55. https://doi.org/10.1007/s11606-009-1112-8 

Huff, M.T. & Johnson, M.M. (1998) Empowering students in a graduate-level social work course. Journal of Social Work Education, 34, 375-385. 

Jenkins, K. (2011). Exploring public health nurse preceptors’ experience of learning (Unpublished Master’s Thesis). Health and Rehabilitation Science Health Professional Education, Western University, London, Ontario, Canada. 

Jessee, M.A. (2018). Pursuing improvement in clinical reasoning: The integrated clinical education theory. The Journal of nursing education, 57(1), 7-13. 

Johns, C. (2005). Expanding the gates of perception. In C. Johns (Ed.), Transforming nursing through reflective practice (pp. 1-12). Blackwell Publishing.

Jones, R., Jimmieson, N.L., & Griffiths, A. (2005). The Impact of Organizational Culture and Reshaping Capabilities on Change Implementation Success: The Mediating Role of Readiness for Change. Journal of Management Studies, 42: 361-386. 

Jukema, J., Harps-Timmerman, A., Stoopendaal, A., & Smits, C. (2015). A care improvement program acting as a powerful learning environment to support nursing students learning facilitation competencies. Nurse Education in Practice, 15(6), 457-462. DOI: 10.1016/j.nepr.2015.04.006 

Khan S, Timmings C, Moore JE, et al. (2014). Ready, Set, Change! Retrieved from http://readiness.knowledgetranslation.ca/ 

King, G., Servais, M., Shepherd, T., Willoughby, C., Bolack, L., Moodie, S., & Strachan, D. (2017). Learning to Listen: An Introduction to The Effective Listening and Interactive Communication Scale (ELICS); Educational Video. https://vimeo.com/user19870806/review/458582530/2cf9afe8eb.

For more information about the Learning to Listen Video and associated workshop materials please email the CLEAR Communication Team at: contact@clearcommunication.ca

Kinsella, E. A. (2000). Professional development and reflective practice: Strategies for learning through professional experience. CAOT Publications ACE.

Kinsella, E. A. (2001). Reflections on reflective practice. Canadian Journal of Occupational Therapy, 68(3), 195-198. https://doi.org/10.1177/000841740106800308

Kinsella, E. A.  (2007). Technical rationality in Schön’s reflective practice: Dichotomous or non-dualistic epistemological position. Nursing Philosophy, 8, 102-113. https://doi/org/10.1111/j.1466-769X.2007.00304.x  

Kinsella, E. A.  (2007). Educating socially responsive practitioners: What can the literary arts offer health professional education?  In D. Clover & J. Stalker (Eds.), The arts and social justice: Re-crafting adult education and community cultural leadership (pp. 39-58). NIACE.

Kinsella, E. A. (2007). Embodied reflection and the epistemology of reflective practice. The Journal of Philosophy of Education, 41(3), 395-409. https://doi.org/10.1111/j.1467-9752.2007.00574.x 

Kinsella, E. A. (2009). Constructivist underpinnings in Donald Schön’s theory of reflective practice: Echoes of Nelson Goodman. In J. Willis (Ed.), Constructivist instructional design: Foundations, models and examples (pp. 265-276). Information Age Publishing. 

Kinsella, E. A. (2009). Professional knowledge and the epistemology of reflective practice. Nursing Philosophy, 11(1), 3-14. https://doi.org/10.1111/j.1466-769X.2009.00428.x 

Kinsella, E. A. (2010). The art of reflective practice in health and social care: Reflections on the legacy of Donald Schön. Reflective Practice: International and Multidisciplinary Perspectives, 11(4), 565-575. https://doi.org/10.1080/14623943.2010.506260 

Kinsella, E.A., Bossers, A., Ferguson, K., Jenkins, K., Bezzina, M.B., MacPhail, A., Moosa, T., Schurr, S., Whitehead, J. & Hobson, S. Preceptor Education Program for health professionals and students. (2nd ed.) London, ON: The University of Western Ontario. Available at: www.preceptor.ca 

Kinsella, E. A. (2012). Practitioner reflection and judgement as phronesis: A continuum of reflection and considerations for phronetic judgement. In E.A. Kinsella & A. Pitman (Eds.), Phronesis as professional knowledge: Practical wisdom in the professions (pp. 35-52). Sense Publishing. 

Kinsella, E. A., Caty, M., Ng, S., & Jenkins, K. (2012). Reflective practice for allied health: Theory and applications. In L. M English (Ed.), Adult Education and Health (pp. 210-228). University of Toronto Press. 

Knowles, M. (1980) The modern practice of adult education: From pedagogy to andragogy. Chicago: Follett Publishing. 

Kolb, D. (1984). Experiential learning: Experience as the source of learning and professional development. Prentice-Hall.

Kolb, D. (1984). Experiential learning as the science of learning and development: Englewood Cliffs, NJ: Prentice Hall.

Kotter, J. P. (1996). Leading change. New Boston: Harvard Business Press.

Kumagai, A. K., & Naidu, T. (2015). Reflection, dialogue, and the possibilities of space. Academic Medicine, 90(3), 283-288. https://doi.org/10.1097/ACM.0000000000000582 

Ladyshewsky, R. & Jones, M.A. (2008). Peer coaching to generate clinical reasoning skills. In J. Higgs, M. Jones, S. Loftus & N. Christensen (Eds.), Clinical Reasoning in the Health Professions (pp. 433-440). Elsevier. 

Ladyshewsky, R.K. (2010). Building competency in the novice allied health professional through peer coaching. Journal of Allied Health, 39(2), 77-82. 

Landa-Gonzalez, B. (2008). To assert or not to assert: conflict management and occupational therapy students. Occupational Therapy in Health Care, 22(4), 54-70. https://doi.org/10.1080/07380570802244464 

Laschinger, H. K. S., Grau, A. L. Finegan, J., & Wilk, P. (2010). New graduate nurses’ experiences of bullying and burnout in hospital settings. Journal of Advanced Nursing, 66(12), 2732-2742. https://doi.org/10.1111/j.1365-2648.2010.05420.x 

Lemieux, C.M. (2001) Learning contracts in the classroom: Tools for empowerment and accountability. Social Work Education, 20, 263-276. 

Locke, E., Shaw, K., Saari, L., & Latham, G. (1981) Goal-setting and task performance. Psychological Bulletin, 90, 125-152. 

Mamchur, C. & Myrick, F. A. (2003). Preceptorship and interpersonal conflict: a multidisciplinary study. Journal of Advanced Nursing, 43(2), 188-196. https://doi.org/10.1046/j.1365-2648.2003.02693.x  

Mann, K., Gordon, J., & MacLeod, A. (2009). Reflection and reflective practice in health professions education: a systematic review. Advances in Health Science Education, 14, 595-621. https://doi.org/10.1007/s10459-007-9090-2 

McCorquodale, L., & Kinsella, E. A. (2015). Critical reflexivity in client-centred therapeutic relationships. Scandinavian Journal of Occupational Therapy, 22, 311-317. https://doi.org/ 10.3109/11038128.2015.1018319 

McGilton, K. S., Davis, A., Mahomed, N., Flannery, J., Jaglal, S., Cott, C., Naglie, G., & Rochon, E. (2012). An inpatient rehabilitation model of care targeting patients with cognitive impairment. BMC Geriatrics, 12, 21. DOI: 10.1186/1471-2318-12-21 

McIntosh, P. (1989).  White privilege: Unpacking the invisible knapsack. Peace and Freedom Magazine, July/August, 10-12.

Michie S, van Stralen MM, & West R. (2011). The behaviour change wheel: A new method for characterising and designing behaviour change interventions. Implementation Science : IS, 6, 42. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3096582/ 

Moon, J.  (1999).  Reflection in learning and professional development: Theory and practice. Kogan Page.

Moon, J. (2004).  A handbook of reflective and experiential learning: Theory and practice. Routledge Falmer.

Moon, J. A. (2006). Learning journals: A handbook for reflective practice and professional development. Routledge. 

Mori, B. (2006) Foundations For Success; Designing the Learning Experience: Learning Contracts & Learning Objectives. (Presentation at Annual Clinical Foundation Workshop, University of Toronto, Toronto ON. October 18, 2006). 

Myrick, F., & Yonge, O. (2005). Nursing preceptorship: Connecting practice & education. Lippincott Williams & Wilkins. 

Ng. S. (2009). An introduction to reflective practice for audiologists. AudiologyOnline. http://www.audiologyonline.com/articles/introduction-to-reflective-practice-for-880 

Ng, S. (2012). Reflection and reflective practice: Creating knowledge through experience. Seminar in Hearing Science, 33, 117–34. https://doi.org/10.1055/s-0032-1311673 

Ng, S., Bartlett, D., & Lucy, S. D. (2012). Reflection as a tool for audiology student and novice practitioner learning, development, and self-care. Seminar in Hearing Science, 33, 163–76. https://doi.org/10.1055/s-0032-1311676 

Ng, S., Bartlett, D., & Lucy, S. D. (2012). Reflection as a window to student development: Insight for faculty, preceptors, and mentors. Seminar in Hearing Science, 33, 147–62. https://doi.org/10.1055/s-0032-1311675 

Ng, S., Kinsella, E. A., Friesen, F., & Hodges, B. (2015). Reclaiming a theoretical orientation to reflection in medical education research: a critical narrative review.  Medical Education, 49(5), 461-475. https://doi.org/10.1111/medu.12680 

Nixon, S.A. (2019).  The coin model of privilege and critical allyship:  Implications for health. BMC Public Health, 19.

Nolan, M. R., Brown, J., Davies, S., Nolan, J., & Keady, J. (2006). The senses framework: Improving care for older people through a relationship-centred approach. Getting research into practice (GRiP) report no 2. https://core.ac.uk/download/pdf/99946.pdf 

Norton, L. & Sliep, Y. (2018). A critical reflexive model: Working with lie stories in health promotion education. South African Journal of Higher Education, 32(3), 45-63. http://dx.doi.org/10.20853/32-3-2523 

Odinakachukwu, E., Muse, I., Hill, L. & Bastien, A. (2021).  Professionalism: Microaggressions in the healthcare setting. Current Opinions in Anaesthesiology, 34(2), 131-136.

Öhrling, K. & Hallberg, R. (2000). Student nurses’ lived experience of preceptorship. Part 2 – The preceptor-preceptee relationship. International Journal of Nursing Studies, 37(1), 25-36). https://doi.org/10.1016/S0020-7489(99)00055-3 

Olasoji, H. O. (2018). Broadening conceptions of medical student mistreatment during clinical teaching: Message from a study of “toxic” phenomenon during bedside teaching. Advances in Medical Education and Practice, 9, 483-494. https://doi.org/10.2147/AMEP.S154642  

Ontario CLRI (2022). Person-centred language: An overview for long-term care team members. https://learn.clri-ltc.ca/courses/person-centred-language-team-members/

Ontario CLRI (n.d.). Age-related changes & care implications. Retrieved from https://www.google.com/urlq=https://reachcdn.azureedge.net/trainingmaterial/4755/document/AgeRelated%2520Changes%2520and%2520Care%2520Implications.pdf&sa=D&source=docs&ust=1653487769378545&usg=AOvVaw0XMqSGYA6QSg43A_qLnYny

Ontario CLRI (n.d.). Appreciative coaching and the power of positive questions. 

Ontario CLRI (n.d.). Experiential learning. 

Ontario CLRI (n.d.). Know your resident’s baseline. Retrieved from https://reachcdn.azureedge.net/trainingmaterial/2580/document/Know%20Your%20Residents%20Baseline.pdf 

Ontario CLRI (n.d.). Recognizing acute deterioration in the older adult. Retrieved from https://reachcdn.azureedge.net/trainingmaterial/3559/document/Recognizing%20Acute%20Deterioration%20in%20Older%20Adults.pdf

Ontario CLRI (n.d.). Recognizing acute deterioration in the older adult. Retrieved from https://reachcdn.azureedge.net/trainingmaterial/3559/document/Recognizing%20Acute%20Deterioration%20in%20Older%20Adults.pdf 

Ontario CLRI. (2020). Embracing diversity: A toolkit for supporting inclusion in long-term care homes. https://clri-ltc.ca/files/2020/03/Retirement-Version_Embracing-Diversity-Toolkit_20210415.pdf

Ontario CLRI. (n.d.). FAQ – Facilitating inclusive groups in long term care. 

Pain assessment in advanced dementia scale (PAINAD). (n.d.). Retrieved from https://dementiapathways.ie/_filecache/04a/ddd/98-painad.pdf 

Physiotherapy Alberta, College and Association. (May 2012) Learning Goals + SMART Goals – A continuing competence program support tool for physiotherapists. [Online] http://www.physiotherapyalberta.ca/files/learning_smart_goals.pdf. [Retrieved March 17, 2015].

Polanyi, M. (1967). The tacit dimension. Doubleday. 

Registered Nurses’ Association of Ontario. (2012). Healthy work environment best practice guideline: Managing and mitigating conflict in health care teams. https://rnao.ca/sites/rnao-ca/files/Managing-conflict-healthcare-teams_hwe_bpg.pdf 

Reynolds, C. (2013). The 3 minute Kolb [Youtube Video]. Retrieved from https://www.youtube.com/watch?v=ObQ2DheGOKA 

Reynolds, M.  (1998).  Reflection and critical reflection in management learning. Management Learning, 29(2), 183-200. https://doi.org/10.1177/1350507698292004 

Riordan, B.G. (2021). Feedback fundamentals and evidence-based best practices: Give it, ask for it, use it. New York, New York: Routledge Taylor & Francis Group. 

Rolfe, G., Freshwater, D., & Jasper, M. (2001). Critical reflection for nursing and the helping professions. Palgrave. 

Rudolph, J. W., Raemer, D. B., & Simon, R. (2014). Establishing a safe container for learning in simulation: the role of the presimulation briefing. Simulation in Healthcare, 9(6), 339-349. 

Rutherford, E., Gillespie, G. L., & Smith, C. R. (2018).  Interventions against bullying of prelicencsure students and nursing professionals. An integrative review.  Nursing Forum, 54(1), 84-90. https://doi.org/10.11/nuf.12301  

Sanner-Stiehr, E. (2017). Using simulation to teach responses to lateral violence. Guidelines for nurse educators. Nurse Educator, 42(3), 133-137. https://doi.org/10.1097/NNE0000000000000326  

Scarff, C., Bearman, M., Chiavaroli, N. & Trumble, S. (2019). Keeping mum in clinical supervision: Private thoughts and public judgements. Medical Education, 53, 133-142.  doi: 10/111/medu.13728 

Schmidt, H. & Mamede, S. (2015).  How to improve the teaching of clinical reasoning:  a narrative review and a proposal.  Medical Education, 49, 961-973.  doi: 10.1111/medu.12775 

Schön, D. (1983). The reflective practitioner. Basic Books. 

Schön, D. (1987). Educating the reflective practitioner. Jossey-Bass. 

Shaw, J., Jamieson, T., Agarwal, P., Griffin, B., Wong, I., & Bhatia, R. S. (2018). Virtual care policy recommendations for patient-centred primary care: Findings of a consensus policy dialogue using a nominal group technique. Journal of Telemedicine and Telecare, 24(9), 608–615. https://doi.org/10.1177/1357633X17730444

Tai, J., Ajjawi, R., Boud, D., Dawson, P. & Panadero, E. (2018). Developing evaluative judgement: Enabling students to make decisions about the quality of work. Higher Education 76: 467-481. doi: 10.1007/s10734-017-0220-3 

Taylor, M., Brammer, J. Cameron, M. & Perrin, C. (2015). The sum of all parts. An Australian experience in improving clinical partnerships. Nurse Education Today, 35, 297-303. Retrieved from http://dx.doi.org/10.1016/j.nedt.2014.10.003

Timlin D, McCormack JM, & Simpson EEA.(2020). Using the COM-B model to identify barriers and facilitators towards adoption of a diet associated with cognitive function (MIND diet). Public Health Nutrition, 24(7), 1657–1670.

Underman Boggs, K. (2020). Interpersonal communication. In E. C. Boggs & K. Underman Bogs (Eds.), Interpersonal relationships: Professional communication skills for nurses (8th ed., pp. 443-459). Elsevier. 

Underman Boggs, K. (2020). Resolving conflicts between nurse and patient. In E. C. Boggs & K. Underman Bogs (Eds.), Interpersonal relationships: Professional communication skills for nurses (8th ed., pp. 242-261). Elsevier. 

University of Toronto (n.d.) A framework for the development of interprofessional education values and core competencies. https://ipe.utoronto.ca/media/31/download

Vandergoot, S., Sarris, A., Kirby, N., & Ward H. (2018). Exploring undergraduate students’ attitudes towards interprofessional learning, motivation-to-learn, and perceived impact of learning conflict resolution skills. Journal of Interprofessional Care, 32(2), 211-219. https://doi.org/ 10.1080/13561820.2017.1383975  

Wandersman Center. (ND). Readiness Building Systems. Retrieved from https://www.wandersmancenter.org/defining-readiness.html

White, S., Fok, J., & Gardner, F.  (2006). Critical reflection in health and social care. Open University Press. 

Whiteside, D., Stubbs, B., & Soundy, A. (2014). Physiotherapy students’ experiences of bullying on clinical internships: a qualitative study. Physiotherapy, 100, 41-46. https://doi.org/10.1016/j.physio.2013.06.005 

Wilk, M. (2021). Sorrentino’s Canadian textbook for the support worker (5th ed.). Elsevier.

World Health Organization. (2021). Social determinants of health. https://www.who.int/health-topics/social-determinants-of-health#tab=tab_1

Young, M., Thomas, A., Lubarsky, S., Ballard, T., Gordon,D., Gruppen, L., Holmboe, E., Schuwirth, L, & Durning, S., (2018).   Drawing boundaries:  The difficulty in defining clinical reasoning.  Academic Medicine, 93, (7), 990-  995.  doi: 10.1097/ACM.0000000000002142


* If you experience technical difficulty printing, please right-click on the print icon and select “Print”.

Please click here to download a learner roadmap you can use throughout this course. It will guide you toward learning that is especially useful for your LTC practice.