Stroke Team InterProfessional Placement
(STIPP) Project
Presentation Objectives
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Description of the STIPP project and our
experiences
Identify strengths and recommendations for
future STIPP projects
What is STIPP?
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Pilot Project
Partnership between St. Mary’s of the Lake
Hospital (SMOL) and Queen’s University InterProfessional Patient-Centered Education
Direction (QUIPPED)
Combination of inter-professional clinical
placement experience and 8 bi-weekly tutorials
Focus is on collaborative patient-centered practice
STIPP Objectives
Have opportunities to:

enhance understanding of the cooperative and
collaborative nature of inter-professional practice
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use group process to make inter-professional
decisions
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increase knowledge of the roles of other professionals
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develop knowledge of individual professions to
accurately represent this to patients and colleagues
Who is Involved in STIPP?

The tutorial leaders were from the Faculty of
Health Sciences – School of Rehabilitation
Therapy (OT and PT Programs) and the
School of Nursing, with representation from
Education.

The students involved: one PT, one OT, and 3
Nursing students.
SMOL Placement

Students performed their clinical placements
on the stroke rehabilitation and ABI floor
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The placement involved the typical clinical
placement in addition to inter-professional
shadowing and patient-centred learning
experiences.
Inter-Professional Shadowing

Wide variety of shadowing experiences were
made available
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Examples: Pharmacist, Spiritual Care Team,
Discharge Planner, SLP, Psychologist, OT, PT,
Physiatrist, Social Worker, RN, Advanced
Practice Leader
Patient Shadowing
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Observing a typical day in the life of a patient
on the SMOL stroke rehabilitation unit.
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This involved observing the day to day routine
of the patient, including accompanying the
patients to their therapy appointments.
Tutorial Presentations
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Learning patient perspective from a person who had
recently had a stroke and had been a patient at SMOL
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How to enhance team effectiveness
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Collaboration between team members
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Ethics and team decision making
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Communication within the team
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Stroke Simulation Lab
Inter-Professional Team
Roles
For the Inter-Professional Project, the
student team prepared a handout which
described the roles of each member of the
Stroke Team
The Stroke Team
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Teamwork between: the OT, PT, Social Worker,
Speech-Language Pathologist, Discharge Planner,
Nurse, Physician, Psychologist, Dietician, Spiritual
Care Worker, Recreation Therapist and Pharmacist
Trust and respect
No single leader
Open communication
Collaboration, Cooperation and Support - “How can
I support you?”
STIPP Project Feedback
Tutorial Feedback
Strengths:
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All faculty members were open to feedback and
encouraged suggestions for improvement
Useful resources were provided at onset of
tutorials
Tutorial environment was positive and supportive
Small group size facilitated discussion and allowed
each member to participate
Tutorial time was flexible
Tutorials involved a wide variety of topics
Tutorial Feedback
Recommendations:
 More information prior to the beginning of
tutorials (i.e. objectives and requirements)
 First tutorial could include a brief introductory
explanation of each stroke team member’s role
to ensure understanding during placements and
tutorials
Facility Feedback
Strengths:
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Supportive preceptors and clinical educators
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Excellent shadowing opportunities for students
Facility Feedback
Recommendations:
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Further information is required for preceptors
including:
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Explanation of what each student will require
Support needed for the project
Explanation of the STIPP project
Having a combined team tour of SMOL, including all
departments and members of the stroke team, for all
students to get to know the site together
What was Gained from this
Experience

Greater understanding of other professions

Facilitated interactions between students
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The opportunity to learn from the stroke team
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Greater understanding of patient’s perspective and
needs
Greater understanding of ethics, and the influence of
different cultures, professions, and backgrounds on
decision making and judgment
What was Gained from this
Experience

Greater confidence in approaching and interacting
with other members of the stroke team
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Knowledge of how each team member can contribute
to the overall patient ‘picture’
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Understanding of how each team member can
provide support and information for the other
members of the stroke team.
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Attained individual knowledge of our temperaments,
which helped guide patient care decisions