b'CLINICAL PLACEMENTSupporting the next generation Enriching student placement experiencesfor aspiring team membersBy Stacey Guy, Natalie Spence, Matthew Goulbourne & Noel GruberA n enriching clinical placementin performance and professionalDoes the team recognize and value experience provides thedevelopment. Encourage/promptcontributions made by a student? opportunity to attract futurepreceptors to ask students What can you (and the team) do to team members to seniors care. Youpositive questions: make the student feel valued?may be familiar with the significant challenges that unfortunatelyWhat is going well?Psychological safety is the degreeaccompany educational initiativesto which a student feels empowered delivered in seniors care. TheseWhat are you having success with?to ask questions, express opinions orrange from internalized ageism,concerns, and admit mistakes within a high turnover of team members, toHow can we help you continueprofessional role, without being fearfulperceptions of the work as stressfulto take positive actions, continueof negative consequences. So what and less rewarding than other careerto succeed and increase yourdoes achieving psychological safety paths in health care.successes?look like in a student placement? Build time for introductions, team building At the Ontario Centres for Learning,Consider incorporating reflectionand discussion starters. Consider co-Research and Innovation in Long- activities where students think aboutdeveloping the rules of engagement term Care (CLRI) we integratehigh points and surprises from theor guidelines for participation for four key elements into studentpast week, what they hope for ingroup work. If possible, keep groups experiences. The elements we strivethe upcoming week, and if theirto smaller than four members. Model to purposefully plan for, and include,experience is on track for what thebeing receptive to ideas being shared.are appreciative coaching, a sense ofstudents want to get out ofbelonging, psychological safety and athe placement.Tap into a sense of purpose. A student sense of purpose. They are inspired bywith a sense of purpose has a clear the SENSES Framework (ref). If you areCultivate a sense of belonging withinset of goals to achieve a sense of designing a new student experienceyour students. Simply put, do theydirection. The team member in a or revamping an existing program, wefeel like they belong? We recommendpreceptor role needs to be aware hope you find these four elementstaking the perspective of an outsiderof program/placement goals and useful tools to add to your toolbox. and observing how the care teammay work with a student to identify behaves towards students. Doesand prioritize their specific goals Four elements to integrate the care team include students inand needs. Have the preceptor ask into your approach decision-making? How about socialthe student to identify what it is they Appreciative coaching is a way ofinteractions such as informal coffeeaspire to achieve and develop/refine valuing team members inputs andbreaks? Do members encourageplans to achieve goals at all levelsstrengths to influence positive changethe students to be a part of things?of planning.48 LONG TERM CARE TODAY Spring/Summer 2022'