In this first module, both students and preceptors will consider how each can contribute to a placement that leaves them feeling a sense of accomplishment. To ensure a smooth start that sets the stage for a successful placement, it is important that both student and preceptor engage in some preparation prior to its start. A Model of Professional Practice Placements will illustrate the inter-relationship between those involved in placements and offers tips for everyone to apply.
Go to Module 1: Preparation and Orientation

Anti-oppressive practices are the means through which people can actively challenge inequities that have been constructed through social division such as race, class, gender, disability, sexual orientation and age. These and other inequities perpetuate privilege for some and disadvantage for others. In this module you will begin to explore these considerations. This module does not aim to capture the lived experience and/or knowledge of all diverse groups of people across Canada; however, the module offers a place to either start or extend your understanding of anti-oppressive practices, and their application in health-care settings.
Go to Module 2: Anti-oppressive Practices

Regardless of whether you are a student or preceptor, productive engagement in any placement will be strengthened and enhanced when well-defined and operationalized learning objectives are developed that consider past clinical placement experience, placement specific opportunities, and the specific skills to be acquired. This module will outline the steps required to write a well-developed learning objective while considering the strategies, supports, resources and proof required for successful achievement. Within this module, experiential opportunities support learners in writing their own clinical placement learning objectives.
Go to Module 3: Developing Learning Objectives

The placement experience is where students have an opportunity to develop their capacity to engage in ‘real-life’ professional practice and hone their ability to engage in increasingly complex clinical reasoning. This module examines the components of clinical reasoning, and the steps involved and applies these to two case studies. Both students and preceptors will find strategies to assist in the development of clinical reasoning.
Go to Module 4: Developing Clinical Reasoning

This module explores various types of reflection that can enhance individual professional practice and deepen learning within preceptorships. Preceptors and students will learn about the tenets of reflective practice as well as ways to integrate reflective practice into the preceptor-student relationship. The learning journey is continual so we invite you to revisit this module as part of your own personal professional development as each time you review, you may rediscover new knowledge about yourself and your practice.
Go to Module 5: Reflective Practice

Professional practice placements are an excellent opportunity for preceptors to teach, observe and share information with students to help bridge gaps in their performance. Students can also provide suggestions to the preceptor on their teaching approach. Ideally students and preceptors work together to create a positive learning environment. In this module, learners explore a model for feedback and evaluation whereby gaps in knowledge can be identified and responded to. This module will give students and preceptors practical tips and strategies to ensure feedback and formal evaluation are a positive and rewarding experience all around.
Go to Module 6: Feedback and Evaluation

Conflict is inevitable within human relationships and is often essential in order to help us learn and grow. It is important that students and preceptors possess the skills to be prepared to mitigate and manage conflicts. This module will help preceptors and students understand conflicts within preceptor-student relationships and develop strategies to recognize, prevent and manage conflicts. As well, this module will discuss lateral violence such as bullying, put downs, and verbal abuse and how to manage using assertive communication skills.
Go to Module 7: Navigating Conflicts

Health professionals have experienced the challenges and opportunities in providing virtual patient care since the Spring 2020. For many, a hybrid approach, combining online, or virtual, and in-person patient care, is here to stay. The virtual environment affords health care professionals a greater reach to connect with patients living at a distance, in rural, remote, or various locations. Virtual professional practice placements allow for the clinical education of health professional students when in-person care is not possible, or not optimal. Multiple models of preceptor-student supervision are available via virtual clinical placements for developing skills, knowledge, and behaviours to deliver health care. Students will gain valuable experience in patient care, problem-based clinical learning, peer to peer mentoring and use of technology in practice. They will emerge with real-time skills to enter the work force. This module is offered as a framework to guide preceptors and students to optimize learning and develop competencies in patient care within a virtual delivery model.
Go to Module 8: The Virtual Placement