BRAIN POKER & NORTHERN SURVIVAL EXERCISE WORKSHOP - April 2014 Prepared by
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BRAIN POKER &
NORTHERN SURVIVAL
EXERCISE
WORKSHOP
April 2014
Prepared by
Cindy Versteeg RN MScN CCHN(C)
verstec@algonquincollege.com
Angela Nuelle RDH
nuellea@algonquincollege.com
Facilitator’s Guide
Interprofessional Education (IPE) Integration
through Brain Poker and Northern Survival Exercise
Special thanks to the Academic Health Council for funding the development and administration
of the 2013 Brain Poker & Northern Survival Exercise Workshop. We would also like to
acknowledge the work of Phyllis Barkley who was the facilitator for putting this guide together.
Overview
Students begin the 3 hour Brain Poker / Northern Survival Exercise workshop by participating in
an ice breaker activity. The purpose of the ice breaker is to help them recognize that more ideas
can be generated by a team than by an individual alone. The Brain Poker game is then
introduced. This learning-based card game helps students build a “winning hand”, i.e., a hand
that accurately describes their thinking preferences. Once their own thinking preferences are
better understood, they begin to explore the implications of their personal thinking styles on
individual and group behaviour. The workshop finishes with the Northern Survival Exercise in
which students collaborate to rank the items they should save when their boat sinks and they
become stranded in the wilderness in freezing cold weather. These activities assist the students
to build relationships with each other, to identify their own thinking preferences and raise their
awareness of the need for diversity in sharing ideas and interacting with each other to solve
problems.
These same teams of students will have the opportunity to come together later in the term to
complete a second workshop, the Social Determinants of Health and IPE workshop. This
workshop will assist students to understand the impact of social determinants of health, gain a
better understanding of the individual roles of other professions and consider how professionals
can work together collaboratively to optimize client and family care.
The programs involved have agreed to make both of these workshops mandatory for their
students to provide them with a basic understanding of the Interprofessional Core
Competencies as defined by the Academic Health Council. Prior to the workshop, all students
will complete a program-specific in-class or on-line module introducing them to the IPE
competencies. Following the workshop, all students will complete a reflection of their workshop
activities that links the relevance of these activities to the IPE competencies. Assigning a mark
for workshop participation and/or the associated reflection enhances learning for the students.
Students / Programs / Faculties Involved
Students come together from a variety of programs to learn more about each other and to
develop effective team strategies. In 2013, students came together from the Dental Health,
Massage Therapy and Personal Support Worker Programs (Algonquin College), and the BScN
University of Ottawa and Algonquin College Collaborative Nursing Program. The goal was to
have representation from all programs based on the overall program enrolment. A total of 120
students could be reached through the workshop. Students in other health-related programs
could also become involved and this would enhance the participants’ experience, e.g.,
recreational therapy students and health promotion students.
Page 1 of 31
Facilitator’s Guide
Interprofessional Education (IPE) Integration
through Brain Poker and Northern Survival Exercise
Preparation Prior to the Workshop
• Book room for workshop: Allow adequate time for setup prior to workshop (minimum one-
half hour) (T102ABC works well as the floor is all at one level)
• Request room setup: Two long tables for each group of ten will form a square and is an
excellent arrangement for facilitating discussion.
• Determine Workshop Facilitators
Note: 5 facilitators are necessary for this number of students. Select faculty from a
variety of programs.
• Open on-line sign-up for workshops / dates on Blackboard
• Determine pre-workshop activity: All students who will be participating in the workshop are
required to complete an in-class or on-line module introducing them to the IPE
competencies before attending the workshop.
• Prepare slides
• Gather supplies required for workshop:
• Sign up sheets
• Name tags (students write their first name and program (top left))
• Table numbers
• Flip chart paper (2 sheets per table)
• Flip chart markers (2 per table)
• Masking tape
• Brain Poker need 10 decks of cards (1 deck per table) - these are $30 each and can
be purchased through http://www.floworkstraining.com/SIMS/BrainPoker.pdf
• T-shirts for facilitators (optional)
• Send handouts to print
• Determine post workshop reflection activity
Handouts
• Academic Health Council Interprofessional Core Competencies (Appendix I) (one for each
table)
• Sign In Sheet Sample (Appendix II) (one sheet for each program to be left outside door to
classroom for students to sign in). This will also tell students which table they should sit at in
order to ensure that a variety of programs are represented at each table.
Brain Poker
• Brain Poker Slides (Appendix III)
• Brain Poker - Thinking Styles (Appendix IV) (one for each student) (May wish to post this
on Blackboard following the workshop)
Northern Survival Exercise
• Northern Survival - Workshop Facilitator Instructions (Appendix V) (one per faculty
facilitator)
• Northern Survival - The Tasks (Appendix VI) (one per table)
• Northern Survival Scenario (Appendix VII) (one handout per student)
• Northern Survival - Ranking Sheet (Appendix VIII) (one handout per student)
• Northern Survival - Observer Instruction Sheet (Appendis IX) (one handout per table)
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Facilitator’s Guide
Interprofessional Education (IPE) Integration
through Brain Poker and Northern Survival Exercise
Note: Print the Northern Survival Observer Checklist (Appendix X) on the back of this
and place in a separate file folder to keep these instructions discreet until you meet with
the observers.
• Northern Survival - Group Member Checklist (Appendix XI) (one per student)
Note: Print the Northern Survival - Group Debrief page on the back of this checklist
(Appendix XII)
• Brain Poker & Northern Survivor Exercise Evaluation Form (one per student) (Appendix
XIII)
Workshop Slides
Note: Slide notes appear below each slide.
Page 3 of 31
Facilitator’s Guide
Interprofessional Education (IPE) Integration
through Brain Poker and Northern Survival Exercise
Ice Breaker
Time Frame: 10 minutes
Ask students to individually take a moment and list on paper how many ways a tin can could be
used. Ask the students to put up their hands if they had 10 ways to use a tin can? 11 ways etc.?
Then have students go around the table and introduce themselves. Ask them to talk about
where they are in their program and where they hope to work after graduation.
Now ask the students to think about and write down how many ways they can use a tin can if
they are at the beach. Were they able to come up with more ways now? Ask for someone with
the most ways to read them out. Explain to the students that, for some of us, having a little more
structure, like knowing it is at the beach, helps us come up with many more creative ideas.
Some of us will need more time to mull it over, while some of us could naturally think of many
more ways of using the tin can once we hear of someone else's idea. We are all different in the
way we think.
Workshop facilitator to review these 6 competencies with the students. Briefly discuss each
competency and how it might relate to this workshop (communication, teamwork, collaboration
and conflict management are all very relevant). Causes of team conflict include relationship
conflicts related to strong emotions that might get in the way, and value conflicts where we all
have different ways of seeing life and the issues it brings our way. Conflict often happens when
there are conflicting goals or priorities. It can also happen when there is a lack of shared goals.
Today students will have the opportunity to learn about factors that could cause
interprofessional team conflict.
This IP Competency chart can be found in Appendix I - a copy of this should be placed on each
table at the beginning of the workshop.
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Facilitator’s Guide
Interprofessional Education (IPE) Integration
through Brain Poker and Northern Survival Exercise
The card dealer deals five random cards to each player as they would in a card game.
Note: The cards come in four coloured suits, and each card has a word on it, i.e., green
“disciplined” or yellow “creative”. Each card is associated with one of four brain quadrants;
analytical, disciplined, interpersonal or creative.
Participants then trade cards with their tablemates. The purpose is for each student to build a
better “poker hand”, which means getting five cards that accurately describe how they think.
The cards that have not been used are then spread out on the table. Participants can then
decide if they want to trade one more card to end up with the best set of cards that represent
their thinking preferences.
By the end of the exercise, each person will have a card hand that is an accurate description of
their thinking preferences.
Time Frame: 45 minutes
Note: The specific slides used for the Brain Poker Activity can be found in
Appendix III.
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Facilitator’s Guide
Interprofessional Education (IPE) Integration
through Brain Poker and Northern Survival Exercise
Note: A copy of this should be given to each student as a handout. See Appendix IV.
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Facilitator’s Guide
Interprofessional Education (IPE) Integration
through Brain Poker and Northern Survival Exercise
Use on-line stopwatch
Workshop facilitators can use a copy of the Northern Survival Facilitator Instructions (Appendix
V) to assist with small group discussion. The Survival TV Show Theme song (57 seconds) could
be played.
Handout a copy of Northern Survival – The Tasks (Appendix VI) (one copy per table) and the
Northern Survival Scenario (Appendix VII) and the Northern Survival - Ranking Sheet to each
member of the team (Appendix VIII).
Tell the students that as a team you have survived turmoil and are now stranded…as a team
you need to figure out how to survive. The first step will be to identify team member roles.
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Facilitator’s Guide
Interprofessional Education (IPE) Integration
through Brain Poker and Northern Survival Exercise
Ask team to select the roles they will take. Explain that we often assume roles that we feel most
comfortable in. Explain each role briefly. Note that the observer is simply someone who can be
objective. Their task will be to describe their observations of team members so members can
later “see” how they function individually and as a team. (Note: the observer is not a judge.)
One workshop facilitator to ask for hands up for members of each ‘role’ at the tables. When
observers put their hands up, the facilitator then requests that the observers step outside the
room with him/her for further explanation.
Outside the room the facilitator then:
• Distributes instructions inside a folder (to keep this somewhat discreet) to the two
“observers” from each team.
• Instructs the observers to read the instructions and to keep the information as
confidential as possible from the rest of their team upon return to the activity.
• Provides a brief explanation of each conflict management style and checks with the
observer to ensure they understand each style.
• Instructs the observers to write the initials of team members beside various conflict
management style characteristics as they occur. Observers may also make notes about
any identified causes of conflict such as, misunderstanding of information, difference in
opinion/values, personal judgments, or related past experiences. See Northern Survival -
Observer Checklist (Appendix X)
• Suggests that one observer might focus on half of the participants in the team while the
second observer focuses on the other half.
While observers are out of the room with a facilitator, another facilitator informs the other
workshop participants that the observers are going to be keeping track of a variety of normal
team interactions, which will be shared at the end of the teamwork. Explain that there are no
‘right’ or ‘wrong’ ways of interacting and encourage all members to be themselves.
Note: During the 5 -10 minutes that the observers are outside the room, the in-room
facilitators circulate amongst tables to ensure all roles are clear and that the note taker is
set up with paper and marker. At this time a brief exercise could be given to the rest of the
workshop participants to further demonstrate conflict management. If time permits,
facilitators could also encourage team members to share more about their professional
roles and responsibilities with each other.
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Facilitator’s Guide
Interprofessional Education (IPE) Integration
through Brain Poker and Northern Survival Exercise
Ask the team “reader” to read the scenario aloud to the team. (Appendix VII)
Team members then discuss and debate the ranking and potential creative uses of salvaged
items on the Northern Survival - Ranking sheet (Appendix VIII). At the same time, observers
make note of the conflict management style demonstrated by various team members on the
Northern Survival - Observer Checklist (Appendix X), and the note taker records various
suggestions and final ranking.
Time frame: Give students 20 minutes to discuss. Set on-line stopwatch.
Allow 5-10 minutes for the note taker to record these items on a flip chart paper. The students
can then post their flip chart papers on the wall around the room.
At the end of the ranking period, each team member receives a copy of the Northern Survival –
Group Member Checklist (Appendix XI) and is asked to reflect on and self-evaluate his/her style
during the discussion.
Page 9 of 31Facilitator’s Guide
Interprofessional Education (IPE) Integration
through Brain Poker and Northern Survival Exercise
Debrief questions (Appendix XII) are printed on the other side of the self-reflection page. Ask
students to turn over the page and ask the team “reader” to read steps to the team as they work
through them.
• Each individual student can share a personal finding (what they feel they did well,
struggled with, would want to do different or try next time).
• The observers will share their findings using feedback model.
• Ask individual if they would like feedback, offer what they saw in a descriptive, non-
judgmental manner.
• The generated discussion is summarized by the “summarizer” and recorded on flip chart
paper by the “recorder”.
• Team findings can then be taped up around the room and reported on by a team member.
Page 10 of 31Facilitator’s Guide
Interprofessional Education (IPE) Integration
through Brain Poker and Northern Survival Exercise
After the Northern Survival Exercise put up the six Academic Health Council Interprofessional
Core Competencies again (students will also have one copy of this on their table - Appendix I)
and ask the large group how the activities of the workshop relate to the competencies. Ask
which competency stands out more for them after the workshop.
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Interprofessional Education (IPE) Integration
through Brain Poker and Northern Survival Exercise
Thank you for your active participation today.
Brain Poker & Northern Survival Exercise Evaluation Form (Appendix XIII)
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Interprofessional Education (IPE) Integration
through Brain Poker and Northern Survival Exercise
Appendix I
Academic Health Council Interprofessional Core Competencies
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Interprofessional Education (IPE) Integration
through Brain Poker and Northern Survival Exercise
Appendix II
Sign-In Sheet Sample
Last Name First Name Table Program Initials
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Interprofessional Education (IPE) Integration
through Brain Poker and Northern Survival Exercise
Appendix III
Brain Poker Slides
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Interprofessional Education (IPE) Integration
through Brain Poker and Northern Survival Exercise
Appendix III
Brain Poker Slides continued
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Interprofessional Education (IPE) Integration
through Brain Poker and Northern Survival Exercise
Appendix III
Brain Poker Slides continued
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Interprofessional Education (IPE) Integration
through Brain Poker and Northern Survival Exercise
Appendix III
Brain Poker Slides continued
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Interprofessional Education (IPE) Integration
through Brain Poker and Northern Survival Exercise
Appendix III
Brain Poker Slides continued
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Interprofessional Education (IPE) Integration
through Brain Poker and Northern Survival Exercise
Appendix IV
Brain Poker - Thinking Styles
Page 20 of 31Facilitator’s Guide
Interprofessional Education (IPE) Integration
through Brain Poker and Northern Survival Exercise
Appendix V
Northern Survival - Workshop Facilitator Instructions
Instructions Time:
1. Handout copies of the Northern Survival Experience scenario and list of 5 minutes
items salvaged to each member of the team.
2. Teams are asked to select members to perform various functions: 5 minutes
• a “reader” to read the northern survival scenario,
• a “summarizer” to clarify and summarize contributions during the final
debrief discussion,
• a “note taker” to record the team conclusions on flip board paper,
• two (2) “observers”
• One workshop facilitator to ask for hands up for members of each ‘role’ at
the tables. When observers put their hands up, ask them to all follow
facilitator out of the room for further instructions.
3. Workshop facilitator asks the observers to step outside the room for further 5 minutes
explanation.
• The facilitator distributes instructions inside a folder to the two “observers”
in each team.
• Instruct the observers to read the instructions and to keep the information
as confidential as possible from the rest of their team upon return to the
activity.
• Provide brief explanation of each style and check for understanding.
• Instruct the observers to write the initials of team members beside various
conflict style characteristics as they occur. Observers may also make notes
about any identified causes of conflict such as, misunderstanding of
information, difference in opinion/values, personal judgments, or related
past experiences.
• Suggest one observer may focus on half of the participants in the team and
the second observer focuses on the other half.
Page 21 of 31Facilitator’s Guide
Interprofessional Education (IPE) Integration
through Brain Poker and Northern Survival Exercise
Appendix V continued (During the
time that
Northern Survival - Workshop Facilitator Instructions
observers
are out of
4. While observers are out of the room with a facilitator, another facilitator to the room)
inform other team participants that the observers are going to be keeping
track of a variety of normal team interactions which will be shared at the end
of the teamwork. Explain that there are no ‘right’ or ‘wrong’ ways of
interacting; encourage all members to be themselves.
• Facilitators could then circulate amongst tables to ensure roles are
clear and note taker is set up with paper and marker.
• Facilitators also had groups discuss their profession roles and
responsibilities further with each other.
5. The team “reader” then reads the scenario aloud to the team. 3 minutes
6. Team members discuss and debate the rank ordering and potential creative 20 minutes
uses of salvaged items. At the same time, observers make note of the
conflict style demonstrated by various team members, and the recorder
notes various suggestions and final ranking.
7. At the end of the ranking decision making period, each team member 5 minutes
receives a copy of the list of conflict styles and is asked to reflect on and self-
evaluate his/her style during the discussion.
• Facilitator to briefly describe the five styles.
8. Debrief questions are on the other side of the self-reflection page. Ask 20 minutes
students to turn over the page and ask the team “reader” to read steps to the
team as they work through them.
• Each individual student can share a personal findings (what they feel
they did well, struggled with, would want to do different or try next
time).
• The observers will share their findings using feedback model:
• Ask individual if they would like feedback, offer what they saw in a
descriptive, non-judgmental manner.
• The generated discussion is summarized by the “summarizer” and
recorded on flip chart paper by the “recorder”.
9. Team findings are taped up on flip chart paper around the room and reported 15 minutes
by the workshop facilitator.
Page 22 of 31Facilitator’s Guide
Interprofessional Education (IPE) Integration
through Brain Poker and Northern Survival Exercise
Appendix VI
Northern Survival - The Tasks
1. Select team members to perform the following roles:
a. A “reader” to read the northern survival scenario,
b. A “summarizer” to clarify and summarize contributions during the final debrief
discussion,
c. A “note taker” to record the team conclusions on flip board paper,
d. Two (2) “observers”.
2. First, rank the items in the list from most to least important. Then discuss these rankings
as a group, deciding as a group on their order.
3. Decide on your ultimate plan of action or goal:
a. What to do first,
b. What to do second,
c. What to do third.
Page 23 of 31Facilitator’s Guide
Interprofessional Education (IPE) Integration
through Brain Poker and Northern Survival Exercise
Appendix VII
Northern Survival Scenario
Developed by Valerie Ringland, 1998 – some modifications made
On November 15 at 2 p.m. you were in a boat traveling with a group of moose hunters into the
Temagami Lake region. The 200 horsepower inboard motor was moving the group rapidly
through the water when it hit an unmarked rock, punching a large hole in the bow. The boat
sank in the fast moving water and the guide who was not wearing a life jacket, drowned when
he was thrown out of the boat. Everyone else in the group made it to shore but are cold and
wet. There was little time, in the confusion and excitement, to salvage much from the boat and
so much was lost, including the one cell phone.
You had made arrangements to go moose hunting for one week and are not expected to return
or to be heard from until November 22nd. The bush is dense, you have no idea where you are
as this is the first time for this group to travel to this region and all were relying on the guide for
direction. There is 12 inches of snow in the bush and the temperature ranges from –5°C. during
the day to –25°C. at night. There is a wind. Darkness comes at 5 p.m.
You are all dressed for hunting in woolen underwear, socks, boots, wool caps, wool shirts, and
insulated jackets. Before the boat sank, you salvaged the items listed on the following page.
As a group, you have decided to stick together to survive, and now you must plan how to do
that.
Page 24 of 31Facilitator’s Guide
Interprofessional Education (IPE) Integration
through Brain Poker and Northern Survival Exercise
Appendix VIII
Northern Survival - Ranking Sheet
Rank these items in order of importance:
COMPASS
3 PACKAGES OF MATCHES
1 SMALL FLASHLIGHT
1 HUNTING RIFLE
20 ROUNDS OF AMMUNITION
20 BARS OF DARK CHOCOLATE
AN AXE
1 BOTTLE OF WATER PURIFICATION
TABLETS
1 LARGE TARPAULIN
1 SWISS ARM KNIFE
1 RAZOR & MIRROR
A CELESTIAL MAP FOR NOVEMBER
3 WOOL BLANKETS
ROPE
40 OUNCES OF CANADIAN WHISKEY
1 TOOTHBRUSH
Page 25 of 31Facilitator’s Guide
Interprofessional Education (IPE) Integration
through Brain Poker and Northern Survival Exercise
Appendix IX
Northern Survival - Observer Instruction Sheet:
All styles of conflict resolution have a purpose and a useful value at different stages of the
conflict resolution process. Therefore, try to suspend your judgment around your own preferred
conflict resolution style and openly observe members of the group as they move through the
exercise of planning to survive a northern ordeal. As much as you are able, indicate when each
person contributes to the discussion by placing his or her initial beside the appropriate
descriptor. But do not put too much pressure on yourself. You will be able to gather sufficient
data around patterns and preferred conflict resolution styles to offer informative feedback to the
group.
Good Luck! Have Fun!!
Page 26 of 31Appendix X Northern Survival - Observer Checklist - Styles of Conflict Management Collaborating 1. Asking questions 2. Suggesting solutions for all 3. Making creative suggestions 4. Naming differences Accommodating 1. Affirming others 2. Playing down differences 3. Seeking common ground 4. Going along with the group Competing 1. Not listening to others 2. Making suggestions quickly 3. Wanting own suggestions adopted Avoiding 1. Going along with others 2. Avoiding problem solving 3. Withdrawing from discussion 4. Suggesting a cooling off period Compromising 1. Seeking middle ground 2. Trying to bring parties together 3. Seeking consensus 4. Naming common ideas
Facilitator’s Guide
Interprofessional Education (IPE) Integration
through Brain Poker and Northern Survival Exercise
Appendix XI
Northern Survival - Group Member Checklist
Review these five styles of conflict management. Reflect on which style you think you preferred
and/or demonstrated during your team’s discussion. Make brief notes on this page. No style is
better than another and each conflict management style has a value and purpose at differing
stages of the process.
Collaborating
1. Asking questions
2. Suggesting solutions for all
3. Making creative suggestions
4. Naming differences
Accommodating
1. Affirming others
2. Playing down differences
3. Seeking common ground
4. Going along with the group
Competing
1. Not listening to others
2. Making suggestions quickly
3. Wanting own suggestions adopted
Avoiding
1. Going along with others
2. Avoiding problem solving
3. Withdrawing from discussion
4. Suggesting a cooling off period
Compromising
1. Seeking middle ground
2. Trying to bring parties together
3. Seeking consensus
4. Naming common ideas
Page 28 of 31Facilitator’s Guide
Interprofessional Education (IPE) Integration
through Brain Poker and Northern Survival Exercise
Appendix XII
Northern Survival - Group Debrief
Engage in a group debriefing around the process of your survival planning.
1. Refer to the list of conflict resolution styles to reflect on which conflict resolution style you
seemed to prefer in this experience.
2. Hear from the participants, then observer, how the group approached the problems.
3. Consider what styles of conflict resolution appeared from different members at different
times.
4. In a spirit of good humour and fun, offer feedback to others around the conflict resolution
styles that they seemed to prefer in this exercise.
As a group, reflect on this “traumatic” Northern ordeal and how you functioned.
Briefly comment on the following questions and record team conclusions on flip board paper:
1. Would your group have survived or succumbed to the harsh ‘environment’?
2. What helped your group function well/or not so well as a team?
3. What was the level of enthusiasm and participation?
4. What were some interesting suggested ideas?
Page 29 of 31Facilitator’s Guide
Interprofessional Education (IPE) Integration
through Brain Poker and Northern Survival Exercise
Appendix XIII
Brain Poker & Northern Survival Exercise Evaluation Form
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