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Learning at Southlake

Learning at Southlake

As a teaching and research facility, Southlake understands the importance of training the brightest and the best. We are committed to providing educational opportunities that support the development of future professionals who work in the healthcare setting. We are proud to be affiliated with our local high schools, colleges and universities from across the country.

Basic Life Support (BLS) Blended Provider is the fundamental course for all healthcare and emergency medical providers, delivered in a flexible format. The course covers the same curriculum and teaches the same skills as the traditional instructor-led course but is delivered online through self-paced learning modules. Then followed by in-classroom training to offer a comprehensive experience. The course covers single- and multi-rescuer basic life support skills, focusing on high-quality CPR and team dynamics in a wide variety of prehospital and in-facility settings. 
 
BLS is a prerequisite for advanced resuscitation courses and many healthcare-related training programs. A current certification is often required for employment in the healthcare field.
 
The BLS Blended Provider course is designed for first-time BLS learners and those who do not use their BLS skills regularly. After successfully passing the online component (self-directed, but typically approx. 1 – 2 hours), students attend a 2-hour in-person skills practice and evaluation session. Students have access to the online learning environment for 1 year. 

The Benefits of Blended Learning 

  • Convenient and flexible – learn most of the curriculum from anywhere, with less time spent in the classroom and less time away from work or home. 
  • Self-pacing – learn at your own pace. Start, stop and repeat any part of the program until you have mastered the core concepts. 
  • Achieve higher learning outcomes – come better prepared for in-person training having already mastered the theoretical concepts online.  
  • Adaptable – caters to a wide variety of different learning styles and ability levels. 
  • Ample practice – shifts the focus of in-classroom time from learning the content to getting answers questions, receiving coaching, working on team scenarios and honing your individual skills. 

The full BLS Blended Provider course duration depends on the pace of the online component: 

  • Part 1 Online: self-paced (completion time varies) 
  • Part 2 In-class: ~ 2 hours 
  • Total:  3-5 hours

*Access to the online course is provided by your instructor.

Register for BLS by clicking this Booking Link. Once registered, please click here for payment.  

Payment instructions 

Enter the following: 

  • Reference/Invoice Number: BLS 
  • Invoice Date* mm/dd/yyyy Enter current date 
  • Payment Amount: Enter the total amount for the program (Note: $2 handling fee will be added at checkout) 
  • Contact Information: Enter the name and contact information of the person who is performing the transaction. 
Book here

Required Manual: 

Basic Life Support Provider Manual 

  • With your access to BLS Blended you will receive online access to the BLS Provider Manual as an eBook for 1 year (duration of certification) 

The Advanced Care Life Support (ACLS) Provider course tests and strengthens your high-level skills and knowledge involving core ACLS concepts in simulated, cardiac-related emergency situations to help you in your practice.  

Providers learn the skills needed to manage advanced cardiac life support scenarios: respiratory emergencies, various types of cardiac arrest (simple VT/VF, complex VT/VF, PEA (Pulseless Electrical Activity) and asystole), pre-arrest emergencies: stable and unstable bradycardia and tachycardia, acute coronary syndromes and stroke.

In this concentrated course, your proficiency will be evaluated in high-quality CPR, high-performance team dynamics and communication, systems of care, recognition and intervention of cardiopulmonary arrest, acute dysrhythmia, stroke, acute coronary syndromes, and more. 

What you’re expected to know before taking this course 

For you to achieve the best possible learning outcomes from our ACLS Provider course, you’ll need to possess clinical skills, knowledge and ability in: 

  • High-quality BLS 
  • Recognition of common cardiac ECG rhythms 
  • Effective management of airways and use of adjuncts 
  • Knowledge of cardiac pharmacology 
  • Practical management of complex cases 
  • High-performance team skills 

For registration and course details click here.

Prerequisites

Materials 

  • Advanced Cardiovascular Life Support Provider Manual: RE5610E (print or ebook)

Duration 

  • Blended – Mix of self-paced, online learning and 6 hrs in classroom setting

Completion

  • ACLS Provider Renewal Certificate
Book here

Heartsaver® CPR AED – Level C Courses (Adult, Child & Infant) 

All Heartsaver® CPR AED – Level C courses offer the same learning objectives – to equip you with the knowledge and practical skills to be able to perform cardiopulmonary resuscitation (CPR) and use an automated external defibrillator (AED) on an adult, child and infant experiencing a cardiac arrest in a safe, timely and effective manner.

In just a few hours – through video-based lectures, hands-on practice, and knowledge and skills testing – you will gain the confidence and ability to perform critical life-saving skills.

What you can expect in all Heartsaver® courses* 

  • Introduction to CPR and AED: How high-quality CPR improves survival and the critical role of lay responders in the Chain of Survival. 
  • Signs of cardiac arrest: A review of the signs including sudden collapse, unresponsiveness, not breathing normally or making gasping sounds. 
  • CPR: Learn how to perform high-quality CPR – chest compressions and breaths using mouth-to-mouth or a pocket mask. 
  • AED: Learn how to use an AED.  
  • Choking relief: Learn the critical techniques to help a person who is choking. 
  • Other life-threatening emergencies: Learn how to help someone in an opioid-associated life-threatening emergency and a drowning emergency. 
  • Hands-on practice: Doing CPR and using an AED on mannequins to build confidence and proficiency. 
  • Scenario-based training: Applying your knowledge and skills to simulated cardiac arrest emergency situations to build confidence and readiness to respond in real-life situations, with a greater focus on women in cardiac arrest.  

**Please note: Registered clinical staff require BLS**

For registration and course details please click here.

Book here

The Paediatric Advanced Life Support (PALS) Provider course will help you to develop individual skills – as a member of a healthcare team – in simulated real-life situations that mirror your work life in which you’ll need to recognize and respond to cardiopulmonary arrests or other cardiovascular emergencies involving paediatric patients.  
 
These simulations will involve high-quality CPR, high-performance team dynamics and communication, and a systematic approach to paediatric assessment that includes the evaluate-identify-intervene sequence. You will be able to reinforce concepts, undertake skills practice, receive coaching and correction, and refine your abilities before final testing.  

What you’re expected to know before taking this course 

For you to achieve the best possible learning outcomes from our PALS Provider course, you will need to possess clinical skills, knowledge and proficiency in: 

  • High-quality BLS  
  • Recognition of common paediatric cardiac ECG rhythms 
  • Effective airway management and use of adjuncts 
  • Knowledge of paediatric cardiopulmonary pharmacology  
  • Practical management of complex cases 
  • High-performance team skills 

Prerequisites 

Materials 

  • Paediatric Advanced Life Support Provider Manual:RE6210E (print or ebook); and 
  • 2020 Handbook of Emergency Cardiovascular Care for Healthcare Providers: RE0130E (print only)

Duration 

  • Blended Learning: Mix of self-paced, online learning and 9 hrs in classroom setting 

Completion 

  • PALS Provider Certificate 
  • Valid for 2 years 

Paediatric Emergency Assessment, Recognition and Stabilization (PEARS) is designed for healthcare providers and first responders who provide care to patients in a wide variety of settings and is ideal for emergency medical services staff, general practitioners, paramedic or nursing students who have completed their clinical rotation, as well as respiratory therapists, physiotherapists and medical, surgical, school or community nurses. 
 
The PEARS Provider course equips participants with skills to participate in the initial management of respiratory and shock emergencies and cardiopulmonary arrest until the child is transferred to advanced life support care. This is an intermediate paediatric skills course that builds on BLS concepts and can be a stepping stone towards certification in Paediatric Advanced Life Support (PALS). Participants will learn a systematic approach to paediatric assessment and response and will gain confidence in decision-making and applying effective team dynamics. 

Prerequisites 

    
  • Current Heart & Stroke BLS Provider certification 

Course Duration 

    

~ 8 hours 

Course Materials 

    

Required: 

PEARS Provider Manual 

  • Print = RE7110E  
  • eBook = RE7110ED 

2020 Handbook of Emergency Cardiovascular Care for Healthcare Providers  

  • Print = RE0130E  

Course Completion Card 

 

PEARS Provider 

Valid for: 2 years 

 CME/CPD Credits 

  Royal College of Physicians and Surgeons of Canada 
Eligible for two (2) credits per hour under Section 2 of the MOC Program as “Traineeships”.

Other Colleges / Regulatory Bodies
Heart & Stroke courses are recognized across Canada. We are committed to continuous assessment and accreditation. Check with your college or professional affiliation to see if this course is eligible for credits. 

 

Post-Secondary Students Seeking Opportunities (non-paid)

At Southlake, we are committed to nurturing the future of healthcare – our students. As preceptors, teachers and mentors we commit to providing an interprofessional environment to help learners gain the knowledge, skills and attitudes to advance learning in professional and collaborative care.

Feedback from students consistently indicates that Southlake provides a nurturing environment in which to learn and grow professionally. Many students who learn here eventually choose to work here. Supporting student placements is a win-win arrangement for us.

Please select from one of the categories in the menu below to find out more about our student placements for a variety of disciplines.

Please submit an online application for allied health students if you wish to request placement at Southlake. Note: you cannot attach your resume to the application. If you wish to submit your resume as well, please email it directly to SCKing@southlake.ca.

Students studying a variety of health care professionals can come to Southlake for training. These include:

  • Cardiovascular Technologist
  • Child and Youth Worker
  • Communication Disorders Assistant
  • Diagnostic Cardiac Sonographer
  • Diagnostic Medical Sonographer
  • Dietitian
  • Exercise Therapist
  • Kinesiologist
  • Medical Laboratory Technician
  • Medical Laboratory Technologist
  • Medical Radiation Technologist
  • Occupational Therapist
  • Occupational Therapy Assistant
  • Pharmacist
  • Pharmacy Technician
  • Physiotherapist
  • Physiotherapy Assistant
  • Recreation Therapist
  • Respiratory Therapist
  • Social Worker (MSW)
  • Speech-language Pathologist
  • Spiritual Care Provider
For information about Medical Learner Placements (MD Students, Clinical Clerks, Residents, Fellows), which require a physician preceptor please contact:

Amanda Holmes
Medical Administration
a2holmes@southlake.ca
Telephone: 905-895-4521 ext. 2974

To request a nursing-supported midwifery placement, please have your school’s placement coordinator submit a request for placement via the Health Sciences Placement Network.  If your school does not subscribe to HSPnet, please have your placement coordinator contact Sue King at SCKing@southlake.ca.

To request a physician-supported midwifery placement, please have your school’s placement coordinator submit a request for placement via the Health Sciences Placement Network. If the school does not subscribe to HSPnet, please have your placement coordinator contact Amanda Holmes in the Medical Staff Office at a2holmes@southlake.ca.
Please submit an online Student Placement Application for Non-Clinical Students if you wish to request a placement at Southlake. Note: you cannot attach your resume to the online application. If you wish to submit your resume, or if you have any questions, please email Professional Practice at SCKing@southlake.ca.

A variety of student placement opportunities exist at Southlake beyond our clinical areas. We are open to considering requests for experiential learning opportunities in most areas of our hospital. Examples of these placements include the following:

  • Biomedical Engineering Technician
  • Electrical Engineering Technician
  • Event and Venue Management
  • Health Information Management
  • Medical Office Assistant
  • Public Relations
  • Sterile Supply Program
If you wish to request a placement at Southlake, please submit an online Student Placement Application for NPs, Masters of Nursing and PhD Students. Note: you cannot attach your resume to the online application. If you wish to submit your resume, or if you have any questions, please email Professional Practice at SCKing@southlake.ca.

Nursing students from colleges and universities across the province receive practical training at Southlake. Students are placed in groups and in one-on-one preceptor based placements. The most common nursing placements are:

  • Groups of students are placed with a school clinical leader or faculty to spend 1-2 shifts per week/per term.
  • Individual students are provided clinical placements partnered with a nurse or allied health preceptor for placements.
  • Nurses pursuing clinical experience to achieve an undergraduate, graduate degree, or specialty certificate.

Nursing Students:

To request a placement, please have your school’s nursing placement coordinator submit a request for placement via the Health Sciences Placement Network. If your school does not subscribe to HSPnet, please have your placement coordinator contact Professional Practice at SCKing@southlake.ca.

Southlake does not accept applications from nursing students directly.

Continuing Education Nursing Students:

Please submit an online student placement application if you wish to request a placement at Southlake. Note: you cannot attach your resume to the online application. If you wish to submit your resume, or if you have any questions, please email Professional Practice at SCKing@southlake.ca.
To request a paramedical student placement, please have your school’s placement coordinator submit a request for placement via the Health Sciences Placement Network.  If your school does not subscribe to HSPnet, please have your placement coordinator contact Professional Practice at SCKing@southlake.ca.

Contacts

Dial 905-895-4521 and then the appropriate extension:

  • Medical Staff Office (medical learners): ext. 2974
  • Professional Practice (all other students): ext. 2872

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High School Students

A ‘co-op(erative) student’ is a high school student who has completed the application and interview process and been accepted for an unpaid co-op student position at Southlake. All co-op student placements are processed through Volunteer Resources in collaboration with the high school co-op department.

To apply to be a co-op student at Southlake, please contact your high school’s co-op department which can provide you with more information.

Welcome to Southlake Health!

We are looking forward to having you join the Southlake team as a learner. This section will provide you with information regarding your placement here.

Note for Allied Health, Non-Clinical and Nursing Continuing Education students:
Please ensure you complete an online application as part of the placement process. Even if your placement has already been confirmed, please ensure you visit the post-secondary placements page and submit the appropriate online application.

Please bring the following to Southlake’s Student Welcome Centre in Professional Practice:

  • A photocopy of government-issued photo ID (mandatory).
  • Completed and signed Student Agreement (select the one applicable to your site):
  • Please refer to Immunity Information.
  • N95 masks available at Southlake: 1870+,1860, 1804s, Moldex 1510/1511 (limited). Requests for Mask fit testing for students will be reviewed on a case-to-case basis.
  • Completed and signed Confidentiality Agreement.
  • Receipt for deposit on ID Badge/safety pendant/scrubs.
Professional Practice is located on the 5th floor (south corridor) of the Southlake Village (please click here to view a map).
Hours: Monday – Friday, 8:30 a.m. – 4 p.m.
To get to the Southlake Village, from the hospital exit through the revolving door in the East Lobby of the hospital; turn right, follow the sidewalk to Southlake Village where you will see a sign for the AGING WELL CLINIC across the courtyard at a set of double glass doors. Enter through these doors and take the elevator to the 5th floor, South Corridor.
Once all paperwork is received, Professional Practice will issue you an ID badge/safety pendant and access to scrubs if required.
The deposit and fee for ID badge with safety pendant is $50, or $100 including scrubs* (if required). This includes a non-refundable administrative fee of $27. Your deposit minus the administrative fee will be refunded at the completion of your placement upon return of these items.

Note: you must return BOTH the ID badge and the safety pendant, and scrubs if used, within one month of your placement end date to receive your refund. If your placement completion date is changed, please notify Professional Practice.

*Refer to the Scrubs List to see if surgical scrubs are required for your placement. If you are unsure about whether or not you require surgical scrubs for your placement, please select “Scrubs & Badge” for your deposit. If surgical scrubs are not required for your placement, the scrub portion of the deposit can be refunded.

Please read the information below before you pay online as you will need it to successfully complete the transaction:

You will have the option to pay by Visa, Mastercard, or American Express.

  • Type in Badge or Scrubs and Badge in the “Account” field
  • Under “Invoice Date,” enter today’s date
  • Under “Patient Name,” type in your name
  • Under “Contact Name” enter your school name
  • Under “Contact Phone Number,” enter your phone number
  • Under “Amount,” type in $50 for an ID Badge or $100 if you also require scrubs.
Ensure you PRINT THE RECEIPT and bring it with you on registration day in order to receive the items. If you are unable to pay in advance, please email scking@southlake.ca to discuss payment options.

Students requiring parking can enroll in IPASS with their ID badge number and license plate number in the Parking Office.

In addition, there are a number of public parking lots near the hospital that you are welcome to use (615 Davis Drive and 465 Davis Drive). Transit options include York Region Transit and GO.

Visit Southlake’s parking page for further details.

You may be required to attend an orientation session. Please refer to your student placement “Getting Started” letter which is found in HSPnet (Nursing) or your introductory email (Allied Health/Non Clinical).

Important Instructions:

  • Signing of the Student Agreement (select the one applicable to your site) is verification that faculty and students have reviewed the student orientation manual and online core curriculum (completion of review is mandatory prior to commencing placement at Southlake):
  • Nursing students – are required to attend computer training provided by Clinical Informatics (please email computertraining@southlake.ca as per instructions in your student “Getting Started” letter).
  • Allied Health and non-clinical students – your clinical instructor/preceptor will arrange a computer login for you. If you do not have your computer login instructions and passwords by the time you arrive at Southlake, you must contact the ICT Service Desk at (905) 895-4521 x 2246, ext. 1 to obtain. You will receive individualized computer training from your clinical instructor/preceptor as required.

Contacts

Dial 905-895-4521 and then the appropriate extension:

  • Medical Staff Office (medical learners): ext. 2974
  • Research Office (research students): ext. 2763
  • Susan King, Professional Practice (all other students): ext. 2872

Family Medicine Teaching Unit

Established in 2009 in partnership with the Department of Family and Community Medicine at the University of Toronto, Southlake Health’s Family Medicine Teaching Unit enrolls nine family medicine physician trainees (seven Canadian and two international medicine graduates) every year for a two-year program.

These residents spend three half-days every week working alongside family physicians, nurse practitioners, social workers, and other healthcare professionals in the Southlake Academic Family Health Team. Each resident has a mini-practice, providing ongoing care for approximately 150 patients each, under the direct supervision of the staff physicians. In an underserviced community, this provides care to patients who might not otherwise have a family physician.

The Family Medicine Teaching Unit has 11 teachers providing training for the residents, who are family physicians that also have their own practices at the Southlake Academic Family Health Team.

During their two year training, the residents also spend one to two months at a time working alongside Southlake physicians and staff in hospital departments including emergency medicine, internal medicine, mental health, musculoskeletal diseases, obstetrics, paediatrics, palliative medicine and surgery, and complex medical rehabilitation.  Learning of these specialty competencies is a requirement in order to practice comprehensive Family Medicine.

Since the inception of the program, Southlake and The University of Toronto have recognized residents and teaching physicians for several Achievement Awards in academics, teaching, and leadership.

Please click here for more information on the University of Toronto’s Family Medicine Residency Program at Southlake.

Click here for more information on the Southlake Academic Family Health Team.

Interprofessional Collaboration

Southlake is committed to creating an environment where the best experiences happen. Interprofessional care is needed to create the conditions required to support great experiences for patients, staff, volunteers and learners.

Interprofessional care is “the provision of comprehensive health services to patients by multiple health givers, who work collaboratively to deliver quality care within and across settings.” [A Blue Print for Action in Ontario 2020]

The advantages of interprofessional care include:

  • Greater focus on patient/family-centred care
  • Improved patient safety and quality
  • Improved patient and staff satisfaction
  • Ability to provide a better range of health services
  • Reduced staff burnout
  • Better use of resources

Interprofessional Education

Interprofessional education (IPE) occurs when learners from two or more professions learn about, from and with each other to enable effective collaboration and improve outcomes. [World Health Organization, 2010]

At Southlake, there are many opportunities for interprofessional learning to occur, both formal and informal. Students and other types of learners who receive training at Southlake are encouraged to seek, ask, observe and reflect how team members come together to provide the best care possible to patients with skills like communication, collaboration, problem-solving and shared decision-making.

We believe creating a culture of interprofessional care is imperative to achieving Leading Edge Care. By Your Side.

 

Launched in the summer of 2011, the student Role Observation Experience (ROE) initiative was created to:

  • give learners an opportunity to better understand the roles of different healthcare providers in a variety of practice settings.
  • assist in creating an understanding of the elements needed to create and enable interprofessional care.

“It is important to recognize that in healthcare it is the combined effort of all members that really impacts the care that a client can receive. “I think that the ROE program is extremely important as it promotes  a greater respect and understanding for the unique roles that exist within the healthcare setting and how they fit together. I would encourage all students to take part in this program.”
– York University student

“I think that the ROE is extremely important as it promotes interprofessional collaboration, and a greater respect for the unique roles that exist within the healthcare setting. I would encourage all students to take part in this program and I would once again like to thank-you for helping make this experience possible.”
– Georgian College student

If you are interested in participating in an ROE please discuss the opportunity with your preceptor or clinical instructor.

After receiving permission from your preceptor/faculty leader to engage in a ROE, please contact the Observation Lead from your area of observation interest to arrange a date and time for the ROE. Click here to see the list of leads and their contact information.

Once you have the observation date arranged, please register online for an ROE debrief session. The debrief sessions are a great opportunity for our learners to share their experience of the ROE with each other. We have found that this is actually the most beneficial aspect of the ROE. The reflective assignments are discussed during the debrief sessions.

If you have any questions about this initiative or about Interprofessional Care at Southlake, please contact Lorna Bain (ext. 2274 or lbain@southlakeregional.org) and Sandra Parsons (ext. 2435 or sparsons@southlakeregional.org).

What is a ROE?

The ROE is a formal opportunity for learners to:

  • learn about the roles of others on healthcare teams.
  • recognize how stereotypes can impact patient care.
  • apply learnings about interprofessional care.

Who is eligible to participate in the ROE?

Learners are eligible to participate in the ROE if they:

  • have a clinical placement at Southlake for 3 weeks or greater, and,
  • have the approval of a preceptor or clinical instructor.

What does the ROE consist of?
There are 3 parts to the ROE:

  • A role observation
  • A short reflective assignment
  • A Debrief Session (a small group discussion with other learners to talk about the observation, the reflective assignment and interprofessional collaboration).
  • The reflective assignment provides an opportunity to consider and appreciate what was observed. It is not handed in; rather it is meant to promote reflection and discussion to challenge thoughts on stereotypes and misconceptions which are often seen on healthcare teams on the roles of others.

How do I arrange for and get the most out of my ROE?

  • Email the ROE contact person to arrange an ROE.
  • Sign up for a Debrief Session when you confirm your ROE date.
  • Find out the length of the observation opportunity, who is leading it and where to meet.
  • Any special instructions, e.g. clothing.
  • Review the reflective assignment prior to your observation.
  • Consider reading up on the role you are to observe in order to understand the role and the training required, environments in which they work and what they do.
  • Make sure to mark the date in your calendar so you don’t forget.
  • Be on time for your observation and get directions to where you must go.
  • Be respectful and courteous to the fact that patient treatment is occurring.
  • Be sure to complete your assignment and bring it to the debrief session.
  • Don’t forget to share your ROE with your preceptor, the rest of the clinical team and your fellow students.
  • Have fun!

Southlake is committed to creating an environment where the best experiences happen. At Southlake, there are many formal and informal ways to learn about interprofessional care.

Interprofessional team interactions happen all the time in clinical team settings. Creating an awareness of interprofessional elements such as effective communication, shared decision-making, respect, trust and collaborative leadership is important in order to create safe, high quality patient care opportunities. Self reflection is a great tool to help us appreciate what we’ve observed in a clinical interaction. It is important  to pause and consider how these elements are being expressed in teams. Are they being optimized to create and sustain excellent practices? Is there opportunity to consider team growth?

In clinical placements, there is opportunity for both professional and interprofessional skill development. Both should be leveraged to assist students in maximizing their learning capacity. Interprofessional interactions can be defined as the involvement of two or more team members in different roles, and at Southlake there are many opportunities for students to observe and participate in interprofessional activity. We encourage learners to take advantage of situations and activities where they can observe excellence in interprofessional care. Examples of these types of opportunities may include, but are not limited to:

  • day to day client care/family interactions
  • family meetings
  • interprofessional bedside rounds
  • bullet rounds
  • huddles
  • team quality initiatives
  • team/clinical service team meetings
  • team educational sessions
  • hospital interprofessional rounds
  • special programs eg. Low Back Pain Module, Osteoporosis Module

We hope you will take advantage of interprofessional learning opportunities to make the most of your placement at Southlake.

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