Behavioural Education and Training Supports Inventory (BETSI)
Transcript of Behavioural Education and Training Supports Inventory (BETSI)
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BehaviouralEducationandTrainingSupportsInventory(BETSI)-V.2.0March2019 �
Behavioural Education and Training Supports Inventory
(BETSI)v. 2.0 | March 20�9
Behavioural Supports OntarioSoutien en cas de troubles du comportement en Ontario
www.behaviouralsupportsontario.ca
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BehaviouralEducationandTrainingSupportsInventory(BETSI)-V.2.0March2019 2
Contact Details:Behavioural Supports Ontario Provincial Coordinating Office NorthBayRegionalHealthCentre-KirkwoodPlace680KirkwoodDrive,Cottage#3Sudbury,[email protected](855)276-6313
Suggested Citation:BETSIWorkingGroup(2019).BehaviouralEducationandTrainingSupportInventory(BETSI)Version2.0BehaviouralSupportsOntarioProvincialCoordinatingOffice,NorthBayRegionalHealthCentre,Ontario,Canada.
Permissions: NopartofthisdocumentmaybereproducedwithoutthewrittenpermissionoftheBehaviouralSupportsOntarioProvincialCoordinatingOffice.
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BehaviouralEducationandTrainingSupportsInventory(BETSI)-V.2.0March2019 �
TaBlE Of COnTEnTSaCknOwlEDgEmEnTS ________________________________________________________ 5
2017-19BETSIWorkingGroupMembers_____________________________________ 5
InTrODuCTIOn & OvErvIEw ____________________________________________________ 7
UpdatingtheBETSI(version2.0;Mar.2019)___________________________________ 8
PurposeoftheBETSI_____________________________________________________ 8
TheKnowledgetoPracticeProcessFramework________________________________ 9
TargetLearnersforProgramslistedintheBETSI ______________________________ 10
aSSESSmEnT Of EDuCaTIOn nEEDS _______________________________________________ 12
OrganizationalIssues: ___________________________________________________ 12
EmployeeDevelopment:_________________________________________________ 12
OtherOptionsforCapacityBuilding________________________________________ 16
ConsiderationsforSelectingaProgram(s)intheBETSI_________________________ 17
PrOgram COrE COmPETEnCy maTrIx _____________________________________________ 19
TargetPopulationofEducationProgramContent_____________________________ 19
CORECOMPETENCIES:Person&Family-CentredCare_________________________ 20
CORECOMPETENCIES:Knowledge________________________________________ 21
CORECOMPETENCIES:Assessment,CareApproaches&CapacityBuilding ________ 22
PrOgram InvEnTOry _______________________________________________________ 24
CORECURRICULA:ClinicalTrainingPrograms ________________________________ 24
BehaviouralSupportResourceTeam(BSRT)Lead ______________________ 24
Delirium,Dementia,andDepressioninOlderAdults(eLearningcourse)____ 26
DementiAbilityMethods__________________________________________ 28
DementiaCareTrainingProgram ___________________________________ 31
FrailtyE-LearningModules________________________________________ 34
GentlePersuasiveApproaches(GPA)Basics:SupportingPersonswithResponsiveBehaviours_________________ 36
GentlePersuasiveApproaches(GPA)eLearning________________________ 41
IntegratedGentlePersuasiveApproaches(iGPA)_______________________ 44
GentlePersuasiveApproaches(GPA):Recharged_______________________ 47
LIVINGtheDementiaJourney______________________________________ 51
MentalHealthFirstAidforSeniors __________________________________ 56
P.I.E.C.E.S.™16HrLearningandDevelopmentProgram__________________ 58
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P.I.E.C.E.S.™LeadershipPerformanceImprovementProgram _____________ 65
TeamEssentialsforCoordinatingCareforResponsiveBehaviours _________ 69
U-First!Workshop________________________________________________ 72
U-First!OnlineCourse_____________________________________________ 75
ValidationCommunication ________________________________________ 78
CORECURRICULA:Train-The-TrainerPrograms _______________________________ 81
GPACertifiedCoachWorkshop(Train-the-Trainer)______________________ 81
LIVINGtheDementiaJourney(Train-the-Trainer)_______________________ 83
MentalHealthFirstAid(MHFA)forSeniors(Train-the-Trainer)_____________ 85
P.I.E.C.E.S.EducatorDevelopmentProgram ___________________________ 86
U-First!(Train-the-Trainer) _________________________________________ 88
ADDITIONALCURRICULA ________________________________________________ 89
AppliedSuicideInterventionSkillsTraining(ASIST)_____________________ 89
BrainBasics_____________________________________________________ 90
CanadianFallPreventionCurriculum ________________________________ 91
CognitiveAssessmentToolsWorkshop_______________________________ 92
DeliriumPrevention&Management ________________________________ 93
ExcellenceinResident-CentredCare(ERCC)_________________________ 94
PositiveApproachtoCare(PAC)Workshops___________________________ 95
safeTALK_______________________________________________________ 96
APPENDIXA:ACKNOWLEDGEMENTOFORIGINALBETSICREATORS ______________ 98
APPENDIXB:PROGRAMDESCRIPTIONFORM ________________________________ 99
APPENDIXC:BETSIAPPLICATIONSEVALUATIONFORM________________________ 100
APPENDIXD:BSOCORECOMPETENCIES___________________________________ 101
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BehaviouralEducationandTrainingSupportsInventory(BETSI)-V.2.0March2019 �
aCknOwlEDgEmEnTS Thisdocumentwasdevelopedbythe2017-19BehaviouralEducationandTrainingSupportInventory(BETSI)WorkingGroup,incollaborationwiththeBehaviouralSupportsOntario(BSO)ProvincialCoordinatingOffice(PCO).TheBETSIWorkingGroupischairedbyPattiBoucher,ExecutiveDirector-AdvancedGerontologicalEducation.ThisupdatedversionoftheBETSIwasdevelopedbasedonthepreviousworkoftheDementiaEducationNeedsAssessment(DENA)Committee(2011),theBETSISubCommitteeoftheBSOEducationandTrainingConsortiumCommittee(2012)andtheBSOEducationandTrainingConsortiumCommittee(2012).ThecurrentBETSIWorkingGroupwishestoacknowledgethecontributionsoftheoriginalBETSIcreators(in Appendix A).
2017-19 BETSI working group membersBoucher, Patti RN BHSc (N), MHSM, CRSP, CCOHN, CDMP–ExecutiveDirector-AdvancedGerontologicalEducation(WorkingGroupChair)
Bretzlaff, Monica BA, TRS–Manager-BehaviouralSupportsOntarioProvincialCoordinatingOffice;NorthEastBehaviouralSupportsOntario;SeniorsMentalHealthConsultationService–Devonshire;RegionalAboriginalMentalHealthServices;andSeniorsMentalHealthIntegratedService,NorthBayRegionalHealthCentre
Malach, Faith MHSc, MSW, RSW–ExecutiveDirector,BehaviourSupportsandMemoryCarePrograms,BaycrestHealthSciences
O’Connell, Maureen PT, BHSc (PT)–PsychogeriatricResourceConsultant,NorthSimcoeMuskokaSpecializedGeriatricServices
Reed, Patti EdD, MEd, BSc–ProgramManager,BehaviouralSupportsOntario,CentralLHIN
Symes, Tiffany MA–WaterlooWellingtonVulnerableSeniorsCommunityServiceLead,CanadianMentalHealthAssociation(WorkingGroupMemberuntilMay2018)
Viau, Katelynn MSc–ProjectCoordinator,BehaviouralSupportsOntarioProvincialCoordinatingOffice(BSOPCOLeadCollaborator)
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Introduction & Overview
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InTrODuCTIOn & OvErvIEwTheBehaviouralSupportsOntario(BSO)InitiativesupportsolderOntarianswith,oratriskof,responsivebehavioursassociatedwithdementia,complexmentalhealth,substanceuseand/orotherneurologicalconditionsacrossallsectors.Theinitiativealsosupportsbothprofessionalandfamilycarepartnersthroughtheprovisionofbothformalandinformalcapacitybuildingactivities.
TheBSOProvincialCoordinatingOffice(PCO)advancestheBSOinitiativebybothleadingandsupportingactivitiesthatmeasuretheimpactoftheinitiative,spreadinnovativepracticesandenhanceoverallsystemintegrationacrosstheprovince.
TheBSOFramework(illustratedbelow)ismadeupoffoundationalpillars,including:1)systemcoordinationandmanagement;2)integratedservicedelivery:intersectoralandinterdisciplinary;and3)knowledgeablecareteamsandcapacitybuilding.InherentinBSO’sthirdpillaristhestrengtheningofcapacityofcurrentandfuturehealthprofessionalsthrougheducationandfocusedtrainingtotransfernewknowledgeandbestpractice.Inaddition,thispillaralsoemphasizesthedevelopmentofskillsandeffectiveuseofqualityimprovementtoolsandprocessesforcontinuousserviceimprovementwithinandacrosssectors.
TheoriginalBehaviouralEducationandTrainingInventory(BETSI)wasreleasedin2012tosupportthosemakingdecisionsrelatedtostaffeducationandtraininginassessingreadinessforeducationandassistingintheselectionofrelevanteducationprograms.Alsoembeddedinthedocumentwerestrategiestosupportthetranslationofknowledgeintosustainablepracticechange.
•Introduction&Overview
System Coordination
and Management
Integrated service delivery: intersectoral and interdisciplinary
Knowledgeable care teams and capacity
building
Mechanisms to measure, implement and evaluate service
changes
Integration Processes
Roles and Accountabilities
Continuous quality improvement
methodologies
Older adults with complex
behavioural health needs and their care partners
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updating the BETSI (version 2.0; mar. 2019)InJuly2017,theBETSIWorkingGroupwasstrucktoupdatetheBETSI(2012v.)astheoriginallistofrecommendededucationprogramshadbecomeoutdated.TheBETSIWorkingGroupalso recognizedthatdueto theshift indemographicsandpopulationaging,anumberofnewcourseshavebeendevelopedinthepastsixyearsthatshouldbeconsideredforinclusionintheupdateddocument.
InanefforttobestinformtherevisionoftheBETSI,theBETSIWorkingGrouplaunchedaprovincialBETSIUserSurveyinAugust2017withthepurposetoidentifyprovince-wideeducationprogramsmostrelevanttotheBSOtargetpopulation.
Using the feedback collected in the survey responses (n=106), the BETSIWorking Group developed a revisedProgramDescriptionForm(SeeAppendixB)alongwithalistof55educationprogramstoinvitetoapplyforinclusioninthenewBETSI.ThislistincludedallprogramspreviouslyincludedintheBETSI;theprogramsrecommendedintheBETSIUserSurvey;andotherprogramsthatmembersoftheBETSIWorkingGroupwerefamiliarwith.
Atotalof33ProgramDescriptionFormswerecompletedduringthetimeframeofJunetoOctober2018.BETSIWorkingGroupmembersusedtheBETSIEvaluationForm(SeeAppendixC)todeterminewhetherornottoincludeeachprogramintherevisedBETSI.ProgramsthatmettheevaluationcriteriaareincludedintheBETSI’slistingofCoreCurricula.Programsmeetingthemajorityofevaluationcriteriabutnotall,forexample,programsonlyofferedincertainareasoftheprovinceandprogramsnotspecificallyfocusedontheBSOtargetpopulation,areincludedin‘AdditionalCurricula’.
Purpose of the BETSIThepurposeoftheBETSIistoassistusersinthedeterminationof:
(1)EducationneedsforstaffworkingacrosssectorswiththeBSOtargetpopulation;
(2)EducationalopportunitiesavailableandrecommendedacrossOntario;and
(3)ProgramalignmentwiththeBSOtargetpopulationandBSOCoreCompetencies.
TheBETSIcanbeusedtosupportplanningduringtheinfluxofnewhiringandalsotoadapttochanginglearningneedsascapacityisbuiltwithinteamsovertime.ThemainfocusoftheBETSIisonitsrecommendationsofformaleducationopportunities;however,itisimportanttonotethatcapacitybuildingactivitiestakeplaceinanumberofwaysbothinandoutofthe‘classroom’setting.TheBETSIWorkingGrouprecommendsthattheselectionofalleducationalprogrammingforstaffbepartofabroaderandcomprehensivecapacitybuildingplan.
TheBETSIisdividedintothefollowingsectionstofacilitateandpromotethetranslationof‘KnowledgetoPractice’.
Section1:Introduction & Overview
Section2:Assessment of Education Needs
Section3:Program Core Competency Matrix
Section4:Program Inventory – Core Curricula: Clinical Training Programs
Section5:Program Inventory – Core Curricula: Train-the-Trainer Programs
Section6:Program Inventory – Additional Curricula
•Introduction&Overview
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The knowledge to Practice Process frameworkTheKnowledgetoPracticeProcessFramework(Ryanetal.,2013)wasadoptedprovinciallybyBehaviouralSupportsOntarioin2017. Knowledge to Practice Process Framework
(adapted courtesy of Dr. Ryan et al., 2013)
TRANSLATIONUsers are helped to
understand and use the evidence to support
practice change.
CREATIONThe best evidence needed to
meet a knowledge/practice gapis created or compiled.
TRANSFERThe evidence is presented invarious ways to optimize its
availability to users.
IMPLEMENTATIONThe resources, environment,culture, and processes are in
place that enable practice change.
Thestagesintheframeworkincludeknowledgecreation,transfer,translationandimplementation.InthecontextoftheBETSI,thisframeworkdemonstratesthefulljourneyofcapacitybuildingfromthecreationofaneducationprogramtotheimplementationandsustainabilityofthelearningintopractice.ThestagesoftheframeworkwereconsideredinthedevelopmentoftheBETSIProgramDescriptionFormquestionstoensurethatprogramsincludedintheBETSIhadmechanismsinplacetosupporteffectiveknowledgetopractice.Thealignmentoftheframeworkwiththeformisdemonstratedbelow.
knowledge to Practice Process framework Stages
Creation: transfer: translation: implementation:
BETS
I Pro
gram
Des
cript
ion
form
Com
pone
nts
Goals/ObjectivesofProgramandCoreCompetencies
TheoreticalFrameworks
CurriculumUpdateCycle&Method
ProgramEvaluation&Results
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MethodofDelivery
AvailabilityofProgramacrossOntario
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CoreCompetenciestobecomeaTrainer
QualityAssuranceProcessestoensureTrainerCompetencies
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Productsand/orServicesthatpromotetheIntegrationandSustainabilityoftheProgram
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•Introduction&Overview
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Target learners for Programs listed in the BETSITheBETSIcanbeusedbyanyonewhoisinthepositionofmakingdecisionsrelatedtocapacitybuildingamongststaffsupportingtheBSOtargetpopulation,includingBSOStaffandnon-BSOStaffwhosupporttheBSOtargetpopulation.Thisincludesbutisnotlimitedtothoseworkingin:
• Long-TermCareHomes
• AcuteCare&TertiaryCare
• AdultDayPrograms(or‘CommunityDementiaPrograms’)
• Home&CommunityCare
• RetirementHomes&SupportiveHousing/AssistedLiving
• PrimaryCare&SpecialtyCare
TheBETSIcanalsobeusedtoassistintheselectionofrelevantcapacitybuildingactivitiesforthosewhomaycollaborateinsupportingtheBSOtargetpopulationbutwhoseprimaryfunctionsarenottoprovidedirecthealthcareservices.ThisincludesPoliceOfficers,Paramedics,PublicTransit,PublicEducationandotherPublicServices.
•Introduction&Overview
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Assessment of Education Needs
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assessment of Education needs TherearemanyreasonstousetheBETSI;manyofwhichareinter-related.Youmayhaveturnedtothistoolbecauseyouarefacedwithorganizationalchallenges,needtomakedecisionsaboutemployeedevelopmentoraretryingtomakesenseofavailableeducationprogramsrelatedtotheBSOtargetpopulation.Examplesofchallengesorconcernsyoumaybefacingcouldinclude:
Organizational Considerations:• Employeeorientation;
• Resolvingissuesrelatedtoabehaviouralincident(s)involvingresident(s)/client(s),family,volunteers,oremployees;
• Policyplanning;
• MinistryofLabourcomplianceissues;
• MinistryofHealthandLongTermCarecomplianceissues;and/or
• Preparingforaccreditation.
Employee Development:• Budgetingandplanningformulti-yearstaffingandeducation;
• Makingdecisionsregardingspecificeducationprograms;
• MakingContinuousQualityImprovementdecisionssuchasthoserelatedtoprevention,riskmanagementand/orenhancingqualityoflife;
• Enhancingemployeeandclientsafety;and/or
• Wantingtosupportandsustainbestpractices.
TheBSOCoreCompetencies (See Appendix D)mayalsobehelpfulinassistingintheselectionofrelevanteducationprograms.Whataretheskillsorknowledgethatyouwouldlikeemployeestohave?Whatchangesinperformancewouldyoulike?Whatdoyouhopetoachieve?Whatcommitmenttoeducationhaveyoualreadymadeinthisareaandwhathascomeofit?Whatremainstobeaccomplished?
TheKnowledgetoPracticePlanningWorksheetisapracticaltoolthathasbeencreatedtoguideandsupporteducators(e.g.,PsychogeriatricResourceConsultants)inrespondingtoeducationrequestsfromindividualsandorganizations.ThisworksheetisguidedbytheKnowledgetoPracticeProcessFrameworkandwillhelpeducatorsandleadersplanforthedeliveryandimplementationofoneormoreeducationprograms.
TolearnmoreabouttheKnowledgetoPracticePlanningWorksheet,pleasevisitwww.behaviouralsupportsontario.ca/49/knowledge_to_Practice/screenshotsoftheworksheetarealsoincludedonpp13-15.
•AssessmentofEducationNeeds
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Knowledge to Practice Planning Worksheet
Knowledge to Practice Plan (Cycle # )
Steps/Stages to Consider What Exists What We Need & Next steps
The best evidence needed to meet a knowledge/practice gap is created or compiled.
Questions to consider: What is the research/best practice around this topic?Are tools/resources already available?
The evidence is presented in various ways to optimize its availability to users.
Questions to consider: Who needs to know this information? Are materials formatted for easy use & user diversity? Do they need to be adapted? Are multiple methods being used to transfer information?
Knowledge to Practice Lead: Date: Organization: Name/Contact Info: Request/Need/Goal/Background:
Transfer
Creation
•AssessmentofEducationNeeds
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Steps/Stages to Consider What Exists What We Need & Next steps
Users are helped to understand and use the evidence to support practice change.
Questions to consider: What internal procedures/resources are in place to support? Who are the formal educators/coaches?How can they be utilized to ensure that users understand transferred information as intended?Who are the informal influencers? How can they be engaged to support accurate understanding?
The resources, environment, culture, and processes are in place that enable practice change.
Questions to consider: Are administrators/managers actively engaged in supporting & validating this practice change? What implementation barriers exist? Possible solutions? Have unintended consequences been considered?What are the sustainability challenges? Possible solutions? What additional supportive strategies will enable greater success?
Implementation
Translation
•AssessmentofEducationNeeds
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Evaluation/Reflection/SustainabilityCollaboration Contact: Date:Outcomes (e.g. feedback from staff, examples of application, outcome measures, unintended consequences):
Lessons Learned (e.g. What worked well & what do we need to change?):
Identified Opportunities to Change the Process:
Revisions/Adaptations Needed:
The Knowledge to Practice Process Framework is a cycle rather than a one-time event (more cycles may be required). It is also not linear as you may need to shift back to an earlier stage at any point in the process. Is an additional cycle needed or is there a need to revisit the Knowledge to Practice Process Framework? No YesIf yes, consider completing a full/part Knowledge to Practice cycle.
November 2018 - Created by Behavioural Supports Ontario’s (BSO’s) Knowledge to Practice Community of Practice (CoP) based on the work of Dr. Ryan, et al. (2013). Ryan, D. et al., (2013). Geriatrics, Inter-professional Practice, and Inter-organizational Collaboration: A Knowledge-to-Practice Intervention for Primary Care Teams. Journal of Continuing Education in the Health Professions, 33: 180–189.
•AssessmentofEducationNeeds
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InusingtheBSOKnowledgetoPracticePlanningWorksheet,youmayconsultwithbothinternalandexternalresourcesintheprocessofdecisionmakingrelatedtocapacitybuilding.Potentialresourcesinclude:
• PointofCareTeamMembers
• EmployeestrainedinoneormoreeducationprogramslistedintheBETSI
• BSOEmbedded,Mobile,Communityand/orAcuteCareTeamMembers
• ClinicalLeadershipStaff/Teams
• OtherHealthCareProfessionals(e.g.,SocialWorkers,RegisteredNurses,Occupational/PhysicalTherapists,Physicians)
• Residents/Clients&Familymembers
• FamilyandResident/Clientcouncils
• PsychogeriatricResourceConsultants&PublicEducationCoordinators
• LTCBestPracticeCoordinators (affiliated with the Registered Nurses Association of Ontario)
• ProvincialAssociationsorOrganizations
• SpecialtyGeriatricOutreachPrograms
• AlzheimerSocietyChapters
• LocalDementiaNetwork(s)
• RegionalGeriatricPrograms(RGPs)
• CommunitiesofPractice
Other Options for Capacity BuildingWhiletheBETSIisfocusedonformaleducationalopportunities,learningtakesplaceinmanyforms,bothinandoutofthetraditionalclassroomsetting.FormaleducationisonlyoneaspectoftheoverallprocessofbuildingknowledgeablecareteamstosupporttheBSOtargetpopulation.Insomecases,organizationsalreadyhavetheexpertise,butmayneedtoconsiderhowbesttosupportandusethatexpertise,orhowtoensureemployeesapplywhattheyhavelearnedfrompreviouseducationalinitiatives.*Inadditiontofacilitatedlearningprograms,theworksheetconsidersotherapproachestosupportcapacitybuildingincluding:
• Regularreflectivepractice
• Qualityimprovementprocesses
• Self-directedlearning
• Continuousteamengagementforcollaborativelearning
• Mentorshipandjobshadowing
• Communitiesofpractice(CoPs)orCollaboratives
• Casebaseddiscussion
• Organizationalorientation
• Knowledgeexchangeevents(e.g.,webinars,workshops)
*TheKnowledgetoPracticePlanningWorksheetcanassistintheplanningandexecutionofmanydifferenttypesofcapacitybuildingopportunities.
•AssessmentofEducationNeeds
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Considerations for Selecting a Program(s) in the BETSIThisnextsectionwillassistyouintheselectionofthemostappropriateeducationprogramsforyourorganizationatthistime.AnswerthequestionsbelowandmatchyouranswerstotheinformationprovidedintheProgramCoreCompetencyMatrixandProgramInventory.
Whatoutcomesdoyouhopetoachievewiththeeducation?
Whichgroup(s)doyouwanttotargetforeducation?
Canyousupporttheprogramrequirements?
Whatformat(s)doyoupreferfortheeducationprogram?
Improvedcapacityand/orconfidenceinsupportingolderadultsintheBSOtargetpopulation
CompliancewithMinistryorders
Policy/programdevelopment
Enhancementofemployeeandclientsafety
Comprehensivetrainingofnewemployees
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Registeredstaff(e.g.,Nurses,AlliedHealth)
UnregulatedStaff(e.g.,PersonalSupportWorkers,HealthCareAides)
Management
Allemployees
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Consider:
Timecommitment
Tuitioncosts
Travelcosts
Employeescoverage
Equipmentrequirements
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In-Person
Online
BlendedLearning
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•AssessmentofEducationNeeds
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Program Core Competency Matrix
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PrOgram COrE COmPETEnCy maTrIxThefollowingprogrammatrixmapseachoftheeducationandtrainingprogramstotheBSOtargetpopulationandtheBSOcorecompetencies.Youmayusethismatrixasageneraloverviewtoassistintheidentificationofwhichprogramsmaybetherightfittomeetyoureducationneeds.Tolearnmoreabouteachprogram,pleaseseetheProgramInventory.
Target Population of Education Program ContentDementia geriatric mental Health Substance use neurological Conditions
Behavioural Support resource Team (BSrT) lead Training (pp.24-25)
X X X X
Delirium, Dementia, and Depression in Older adults (elearning course) (pp.26-27)
X X
Dementiability methods (pp.28-30) XDementia Care Training Program (pp.31-33)
X
frailty E-learning modules (pp.34-35) X X X XgPa Basics, gPa elearning, Integrated gPa & gPa-recharged (pp.36-50)
X
lIvIng the Dementia Journey (pp.51-55) X X Xmental Health first aid for Seniors (pp.56-57)
X X X
P.I.E.C.E.S. 16Hr learning and Development Program (pp.58-68)
X X X X
Team Essentials for Coordinating Care for responsive Behaviours (pp.69-71)
X
u-first! workshop & u-first! Online (pp.72-77)
X X X
validation Communication (pp.78-80) X
•ProgramCoreCompetencyMatrix
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COrE COmPETEnCIES: Person & family-Centred Care
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X X X X X X
DementiAbilityMethods X X X X X X X X X
DementiaCareTrainingProgram X X X X X X X X X
FrailtyE-LearningModules X X X X X X X X X
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X X X X X X X X X
LIVINGtheDementiaJourney X X X X X X X X
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P.I.E.C.E.S.16HrLearningandDevelopmentProgram X X X X X X X X X
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U-First!Workshop&U-First!Online X X X X X X X X X
ValidationCommunication X X X X X X
•ProgramCoreCompetencyMatrix
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BehaviouralEducationandTrainingSupportsInventory(BETSI)-V.2.0March2019 2�
COrE COmPETEnCIES: knowledge
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X X X X X X X
DementiAbilityMethods X X X X X XDementiaCareTrainingProgram X X X X
FrailtyE-LearningModules X X X X X X X X X X X XGPABasics,GPAeLearning,IntegratedGPA&GPA-Recharged
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X X X X X X X X X X
TeamEssentialsforCoordinatingCareforResponsiveBehaviours
X X X X
U-First!Workshop&U-First!Online X X X X X X
ValidationCommunication X X X
•ProgramCoreCompetencyMatrix
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BehaviouralEducationandTrainingSupportsInventory(BETSI)-V.2.0March2019 22
COrE COmPETEnCIES: assessment, Care approaches & Capacity Building
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U-First!Workshop&U-First!Online X X X X X X X
ValidationCommunication X X X X
•ProgramCoreCompetencyMatrix
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BehaviouralEducationandTrainingSupportsInventory(BETSI)-V.2.0March2019 2�
Program Inventory
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BehaviouralEducationandTrainingSupportsInventory(BETSI)-V.2.0March2019 2�
PrOgram InvEnTOry
COrE CurrICula: Clinical Training ProgramsThefollowingprogramswereselectedforinclusionintotheBETSI;havingmettheBETSIevaluationcriteria.Detailedprogramdescriptionsareprovidedforeachprogramalongwithcontactinformationformoreinformation.Theprogramsarelistedinalphabeticalorder.AllinformationwasprovidedbyProgramRepresentatives.
Behavioural Support resource Team (BSrT) leadtarget population in program Content:
AdultPopulationwithAge-RelatedConditionsOlderAdultPopulationDementia
MentalHealth/MentalIllnessSubstanceUseNeurologicalConditionsOther:Delirium
Brief Description: This4+1dayknowledgetopracticeprogrambuildstheskillsofalong-termcarehomestaffmemberwhohasbeenidentifiedasorganizationalleadforthemanagementofresponsivebehaviours.Theleadroleisa‘net-new’humanresourcetolong-termcarethatissupportedbyBSOinvestmentsinseveralLHINs.TheBehavioralSupportResourceTeamLeadstrainingprogramprovidesaninteractivesmallgroup,scaffoldedlearningtrainingenvironmentadaptedtospecificgeographicandservicecontextsthatisalignedwithBSOstandardizedcurriculum,teamdevelopmentandchangemanagementprinciples.
Demonstratedoutcomesoftheprogramareincreasedknowledge,understandingofthelead’srole,andconfidenceinitsimplementation.Narrativeevaluationsdescribebettercareplanningandefficienciesinsupportingconsultationservicesarisingfromroleimplementation.Alead’scommunityofpractice,peertopeermentoringandcoachingprocesseshelpsustainprogramimplementation.Acompanionone-dayBehaviouralSupportResourceTeamtrainingprogramcomplementsthelead’strainingrole.Developedinthelong-termcareenvironment,theprogramisadaptabletomeettheneedsofanyorganizationinwhichresponsivebehavioursemerge.
Goals/objectives of the program:
IncreasedknowledgeofresponsivebehavioursIncreasedknowledgeofBSOtoolsandframeworksIncreasedunderstandingoftheLeadrole;andConfidenceintheabilitytoimplementtherole.
••••
•ProgramInventory-ClinicalTrainingPrograms-BehaviouralSupportResourceTeam(BSRT)Lead
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BehaviouralEducationandTrainingSupportsInventory(BETSI)-V.2.0March2019 2�
target learner(s): GeneralPublicPersonswithLivedExperienceFamilyCarePartners(or“caregivers”)VolunteersPersonalSupportWorkers(PSW)OtherFront-LineStaff(e.g.,Dietary,EnvironmentalAid,Administration,Maintenance)Nursing(RN&RPN)AlliedHealthProfessionals(e.g.,OccupationalTherapists,SocialWorkers,Physiotherapists,RecreationTherapists,BehaviouralTherapists,etc.)
OtherHealth-relatedDisciplines(e.g.,Sociology,Gerontology,Nutritionist)PrimaryCare(i.e.,Physicians,NursePractitioners)Management(e.g.,Managers,DirectorsofCare,ExecutiveDirectors,Administrators)University/CollegeStudentsOther:
method of Delivery: In-Person Online
length of training: 5dayswithongoingmentorshipandcoaching
frequency of re-training: Noformalretraining;trainingissupportedbyongoingcoaching,mentorship,avirtualandface-to-facemeetingschedule,alead’semaillistserviceandaCommunityofLeadsPractice
sector applicability: Long-TermCareCommunity(includingprivatedwellings,retirementhomes)AcuteCare
TertiaryCarePrimaryCareOther:
Curriculum Update Cycle & method:
ThecurriculumisregularlyrefreshedbythedevelopmentteamfromthePsychogeriatricResourceConsultationProgramofToronto
program evaluation & results:
Theresultsofformativepre-posttrainingeffectsindicatestatisticallysignificantincreasesinparticipantknowledge,understandingoftheroleandconfidenceinroleimplementation.Stakeholdernarrativeevaluationsindicatedimprovedcareplanning,reductionsinLTCH-EDtransfersandefficienciesintheengagementofconsultingspecialists.
How does the program elicit practice Change?
ALeads’CommunityofPractice,leadsemaillistservice,avirtualandface-to-facemeetingschedule,peer-to-peermentoringandcoachingsupportthesustainabilityoftheleadsroleimplementation.
Quality assurance process(es) for trainers:
FormalrecertificationprocessMinimumnumberofhoursorcoursesrequiredtobedeliveredeachyearEvaluationoftrainerviastudentsurveypostcompletionofthecourse
affiliation with other education programs, certificates and/or degrees:
(None)
program Cost: $750.00perparticipant,plusexpensesfortrainingteamaccommodation,travel,etc.
Contact information & Website:
[email protected]@sunnybrook.cahttps://www.rgptoronto.ca
•ProgramInventory-ClinicalTrainingPrograms-BehaviouralSupportResourceTeam(BSRT)Lead
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BehaviouralEducationandTrainingSupportsInventory(BETSI)-V.2.0March2019 2�
Delirium, Dementia, and Depression in Older adults (elearning course)
target population in program Content:
AdultPopulationwithAge-RelatedConditionsOlderAdultPopulationDementia
MentalHealth/MentalIllness(Depression)SubstanceUseNeurologicalConditionsOther:Delirium
Brief Description: Thisfivemodulecourseisdesignedtoenhanceyourknowledgeandabilitiesasyouassessandcareforolderadultswithdelirium,dementiaand/ordepression(the“3Ds”).Eachmodulewilltakeyouthroughthemostup-to-dateevidenceonthe3Dsandfinishwithacasestudyandquizhelpingyouapplywhatyou’velearned.Attheendofeachmodule,you’llfinddownloadablePDFs,self-reflections/discussionguidesandotherresourcesthatwillenhanceyourlearning.
Goals/objectives of the program:
Aftercompletingallthemodulesinthiscourseyouwillbeableto:Differentiatebetweendelirium,dementiaanddepression(3Ds);Identifyhowthethreeconditionsoverlapandareinterrelated;Takeapersonandfamily-centredcareapproachtocaringforolderadultswiththe3Ds;Explorearangeofinterventionsuniquelysuitedtoeachindividual’scondition,preferences,needsandabilities;andIdentifywaystosupportaperson’shealth,safetyandqualityoflifewhentheyhaveoneormoreofthe3Ds.
•••
•
•
target learner(s): GeneralPublicPersonswithLivedExperienceFamilyCarePartners(or“caregivers”)VolunteersPersonalSupportWorkers(PSW)OtherFront-LineStaff(e.g.,Dietary,EnvironmentalAid,Administration,Maintenance)Nursing(RN&RPN)AlliedHealthProfessionals(e.g.,OccupationalTherapists,SocialWorkers,Physiotherapists,RecreationTherapists,BehaviouralTherapists,etc.)
OtherHealth-relatedDisciplines(e.g.,Sociology,Gerontology,Nutritionist)PrimaryCare(i.e.,Physicians,NursePractitioners)Management(e.g.,Managers,DirectorsofCare,ExecutiveDirectors,Administrators)University/CollegeStudentsOther:
method of Delivery: In-Person Online
length of training: ~2.5hrs(5modulesatapprox.30minseach)
Thisisaflexiblefivemodulecoursethatcanbetakenindependentlyoringroups.Learnerscantakeportionsofthecourseorthefullcourse,dependingonlearningneeds.Eachmoduleisestimatedtotakeapproximately30minutes.
frequency of re-training: Notrequired.Learnersmayrevisitthecoursewheneverdesired.
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BehaviouralEducationandTrainingSupportsInventory(BETSI)-V.2.0March2019 2�
sector applicability: Long-TermCareCommunity(includingprivatedwellings,retirementhomes)AcuteCare
TertiaryCarePrimaryCareOther:
Curriculum Update Cycle & method:
Every5years
program evaluation & results: Formativeevaluationcompletedwithusertestingandpreandpost-tests.How does the program elicit practice Change?
BestPracticeSpotlightOrganization©program:Organizationsthatareimplementingthebestpracticeguideline,Delirium,Dementia,andDepressioninOlderAdults:AssessmentandCare,SecondEditionaresupportedinaformalarrangementwithRNAOtosystematicallyimplementtheguidelineusingimplementationscienceapproaches.TheeLearningcourseisoneapproachtosupportcapacitybuildingwithintheorganization.
TheRNAOLong-TermCareBestPracticesprogram:Long-TermCareBestPracticesCoordinatorsworkineachLIHNthroughoutOntarioandsupportorganizationstoimplementbestpracticeguidelinesinthecareofresidents.Thisincludescollaboratingwithstaffandotherpartners(e.g.,BSO)tosupportqualityimprovementonthetopicofdementia.
Quality assurance process(es) for trainers:
NotApplicable
affiliation with other education programs, certificates and/or degrees:
ThiseLearningcoursesupportstheimplementationofabestpracticeguideline:Delirium,Dementia,andDepressioninOlderAdults:AssessmentandCare,SecondEdition’.Thecourselinkswith:
Delirium,Dementia,andDepressioninOlderAdults:AssessmentandCare:Long-TermCareCaseStudyandDiscussionGuide
•
program Cost: FreeContact information & Website: https://rnao.ca/bpg/courses/delirium-dementia-and-depression-older-
adults
•ProgramInventory-ClinicalTrainingPrograms-Delirium,Dementia,andDepressioninOlderAdults(eLearningcourse)
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BehaviouralEducationandTrainingSupportsInventory(BETSI)-V.2.0March2019 2�
Dementiability methods
target population in program Content:
AdultPopulationwithAge-RelatedConditionsOlderAdultPopulationDementia
MentalHealth/MentalIllnessSubstanceUseNeurologicalConditionsOther:
Brief Description: TheDementiAbilityMethodsprovideaperson-centred,non-pharmacological,multidisciplinaryapproachtounderstandingtheconnectionsbetweenbrainandbehaviour.Thesemethodsprovideaframeworkforimplementingapreparedenvironmentthataimstoseteachpersonupforsuccess,withthegoalofhelpingindividualstolivewithmeaning,purpose,dignity,choice,enhancedself-esteemandjoy.Theaimistomoveresearchevidenceintothepracticesettingthrougheducationandthesubsequentimplementationofideasandresourcesthathavebeencreatedtoenhancepracticeandultimatelyaddqualityoflifetothoselivingwithdementiaandotherformsofcognitiveloss.
Goals/objectives of the program:
DementiAbilityMethodsfocusonsupportingthepersoninapreparedenvironment.Thegoalistoprovideaframeworkforaddressingtheneedsofindividualslivingwithdementia(andotherformsofcognitiveloss)basedonbrain(pastandpresent),behaviour,interestsandabilitiesofeachpersonwhoisinourcare.
Objectivesoftheeducation:
Todiscusstheimportanceofcreatingfamiliarenvironmentsthatlook,feelandsmelllikehome,whileplacingthepersonatthecenterofallinterventions.Tounderstandhowtosupportdeclarativememorylossbyusingmemorypromptsandcuesandcreatinganenvironmentthatisfamiliarandsetupforsuccess.Tounderstandthatproceduralmemoryissparedindementiaandlearnhowtoworkwithsparedcapacitywhenunderstandingbehaviours(includingobservations)andcreatingandimplementinginterventions.Todiscusshowallbehaviourhasmeaningandlearnhowtoaddressneedsaccordingtointerestsandabilities.Toexploretheprofoundimpactthatboredom,loneliness,lackofsuccessandlackofcareandcompassionhasonbehavioursindementia.Tounderstandhowtocombattheexcessdisabilitythatresultsfromdisuse.TodescribetheDementiAbilityWOWModelandlearnhowtoputthismodelintopracticethroughcaseexamples.Tolearnhowtocreateactivities,rolesandroutinesaccordingtoneeds,skills,interestsandabilities.
•
•
•
•
•
•
•
•
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BehaviouralEducationandTrainingSupportsInventory(BETSI)-V.2.0March2019 29
Toexplorehowmeaning,purposeandjoycontributestosuccessfuloutcomesindementiacareandlearnhowtocreateinterventionsthataregearedtowardstheseoutcomes.Toexaminehowthephysicalenvironmentcaninfluencebehavioursandlearnhowtocreateroomsthatlookliketheirpurposeanddevelopthemedareasthatprovideopportunitiesforindividualstoengageinworkandleisurepursuitsaccordingtoabilitiesandinterests.Tounderstandthatmultidisciplinaryteamsmustworktogether,withthesupportofmanagement,tocreateenvironmentsthatarefamiliarandsetupforsuccess.Theaimistohaveteamsrespecteachotherandtoworktogethertomeettheneedsofthoseintheircare.Toestablishalistofprioritiestoexploreandimplementfollowingtheworkshop.
•
•
•
•
target learner(s): GeneralPublicPersonswithLivedExperienceFamilyCarePartners(or“caregivers”)VolunteersPersonalSupportWorkers(PSW)OtherFront-LineStaff(e.g.,Dietary,EnvironmentalAid,Administration,Maintenance)Nursing(RN&RPN)AlliedHealthProfessionals(e.g.,OccupationalTherapists,SocialWorkers,Physiotherapists,RecreationTherapists,BehaviouralTherapists,etc.)
OtherHealth-relatedDisciplines(e.g.,Sociology,Gerontology,Nutritionist)PrimaryCare(i.e.,Physicians,NursePractitioners)Management(e.g.,Managers,DirectorsofCare,ExecutiveDirectors,Administrators)University/CollegeStudentsOther:
method of Delivery In-Person Online
length of training: 2days(16hrs)frequency of re-training: Nonesector applicability: Long-TermCare
Community(includingprivatedwellings,retirementhomes)AcuteCare
TertiaryCarePrimaryCareOther
Curriculum Update Cycle & method:
Quarterly.Thecurriculumchangesasnewresearchisidentifiedandreflectedinthecontentoftheworkshopandresources.
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BehaviouralEducationandTrainingSupportsInventory(BETSI)-V.2.0March2019 �0
program evaluation & results: Thecomponentpartsofthecurriculumarebasedonresearchfromdiversedisciplines.Multiplebibliographiesareavailableuponrequest.OutcomesofDementiAbilityMethodsaredocumentedbydiverseorganizationsandsharedwithusasconfidentialreportsorasevidencewesharewidely.
How does the program elicit practice Change?
DementiAbilityEnterprisesprovidesresourcesforparticipantswhoattendtheworkshopandalsoprovidesadditionalresourcesthatareavailableforpurchasefollowingthetraining.Theseresourcesareaimedatsupportingtheprofessional,thecaregiverandthoselivingwithdementia.DementiAbilitystaffareavailabletoassistwithfollow-upaftertheworkshop,upontherequestoftheindividualororganization.Apost-workshopconsultingserviceisalsoavailableuponrequest.WorkshopparticipantsarealsoencouragedtobecomecertifiedintheDementiAbilityMethods.
•
•
•
Quality assurance process(es) for trainers:
FormalrecertificationprocessMinimumnumberofhoursorcoursesrequiredtobedeliveredeachyearEvaluationoftrainerviastudentsurveypostcompletionofthecourse
affiliation with other education programs, certificates and/or degrees:
GeriatricCertificateProgram(RegionalGeriatricProgram–Central/McMasterUniversity)
program Cost: $450perperson(regularrate)plusprovincialtax.
$400perperson(earlybirdrate)plusprovincialtax.
Bulkpricingmaybeavailablebasedondiscussionswithorganizations.
Contact information & Website: GailElliot,Founder,Gerontologist,EducatorandDementiaSpecialistwww.dementiability.comgail.elliot@[email protected]@dementiability.com
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BehaviouralEducationandTrainingSupportsInventory(BETSI)-V.2.0March2019 ��
Dementia Care Training Program
target population in program Content:
AdultPopulationwithAge-RelatedConditionsOlderAdultPopulationDementia
MentalHealth/MentalIllnessSubstanceUseNeurologicalConditionsOther:
Brief Description: Thisprogramisforpersonalsupportworkersandotherfront-linehealthcareworkers(includingdietary,rehabilitationandsocialservicestaff,activationists,nurses,andhealthcarestudents).Thiscoursewillprovideandenhancetheknowledgeandawarenessofdementiatofront-lineworkers,enablingthemtoprovidequalitycareforpersonswithdementia.LearnerswillactivelyusetheU-Firstapproachtounderstandthepersonlivingwithdementiaandtheirbehaviourwhileengaginginmeaningfuldialoguewiththecareteamtoensureindividualizedsupportforthepersonwithdementia.Learnerswillalsopracticeperson-centredcareandeffectivecommunicationstrategiestoenhancethequalityoflifeforpeoplewithdementia.
Goals/objectives of the program: LearningObjectives:Attheendofthis6-weekcourse,participantswillbeableto:
DescribePerson-CentredCareDescribegeneralaspectsofaging,Alzheimer’sdiseaseanddementiaInterprethowchangesinthebrainassociatedwithAlzheimer’sdiseasewillaffectallaspectsofanindividual’slifeRecognizethatchallengingbehaviourisresponsivebehaviourApplyU-First!™approachandpracticehowitcanbeusedtoexplorethepossiblecausesofresponsivebehavioursandidentifysupportivecarestrategiesEmployyournewunderstandinganddevelopstrategiestopreventordiffuseresponsivebehaviourPracticecommunicationstrategieswhenworkingwithsomeonewithdementia
Participant Expectations:
Eachsetofweeklyactivitiesmustbecompletedbytheendofeachweek.Eachweekofthecoursemustbecompletedinsequenceinordertoreceiveacertificate.Learnersarerequiredtocompleteallassignedactivitiesontimeandindependently.Learnersareexpectedtoparticipateinonlinediscussions.
•••
••
•
•
•
•
•
•
•ProgramInventory-ClinicalTrainingPrograms-DementiaCareTrainingProgram
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BehaviouralEducationandTrainingSupportsInventory(BETSI)-V.2.0March2019 �2
target learner(s): GeneralPublicPersonswithLivedExperienceFamilyCarePartners(or“caregivers”)VolunteersPersonalSupportWorkers(PSW)OtherFront-LineStaff(e.g.,Dietary,EnvironmentalAid,Administration,Maintenance)Nursing(RN&RPN)AlliedHealthProfessionals(e.g.,OccupationalTherapists,SocialWorkers,Physiotherapists,RecreationTherapists,BehaviouralTherapists,etc.)
OtherHealth-relatedDisciplines(e.g.,Sociology,Gerontology,Nutritionist)PrimaryCare(i.e.,Physicians,NursePractitioners)Management(e.g.,Managers,DirectorsofCare,ExecutiveDirectors,Administrators)University/CollegeStudentsOther:
method of Delivery: In-Person:TorontoOnly(12hrs) Online
length of training: 6Weeksfrequency of re-training: NotApplicablesector applicability: Long-TermCare
Community(includingprivatedwellings,retirementhomes)AcuteCare
TertiaryCarePrimaryCareOther:
Curriculum Update Cycle & method:
Thecurriculumisreviewedregularlyandminoradjustmentstotheassignmentshavebeenmade;howeverwearecurrentlystartinganeedsassessmentwhichwillleadtoareviewandrevampofthecurrentprogramwithinthenext2years(~2020)
program evaluation & results: U-First!,whichisamajorcomponentofODCTPhasbeenevaluatedformally,in-person.Itwasadaptedforonlineuse.ThisisalinktoanarticlethatwaspublishedabouttheeffectivenessofdementiacaretrainingbytheAlzheimerSocietyofToronto,includingODCTP:AnEvaluationofAlzheimerSocietyofToronto’sDementiaCareTrainingProgramandBehaviouralSupportTrainingProgram.Chiu,MaryandPeterMarczyk.2013.https://alz.to/wp-content/uploads/2014/12/ast_dctp_bstp_report.pdf
How does the program elicit practice Change?
ParticipantsareinvitedtostayconnectedtotheAlzheimerSocietyofTorontoviacontinuousparticipationinwebinarshostedbytheAlzheimerSocietyofTorontoatwww.alzeducate.ca.TheyarealsowelcometostayconnectedtotheU-First!learningcommunitybyvisitingwww.u-first.ca,wheretoolsandresourcesareavailablefordownload,andcoaching/mentorshipisavailable.ParticipantsareencouragedtousetheirU-First!workbookandwheelwhenpracticing;theycanuseit1:1whenworkingwithclientswhoareexhibitingresponsivebehaviours,itcanbeusedinteammeetings,orasatoolforclientintake,etc.
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Quality assurance process(es) for trainers:
FormalrecertificationprocessMinimumnumberofhoursorcoursesrequiredtobedeliveredeachyearEvaluationoftrainerviastudentsurveypostcompletionofthecourse
affiliation with other education programs, certificates and/or degrees:
Yes.ThisprogramincludesU-First!certification.InToronto,thisprogramisalsoofferedin-person,titledtheDementiaCareTrainingProgram.
program Cost: Currentcostoftheprogramis$75perparticipant.ThisincludesaU-First!participantworkbookandU-First!Wheel.
Contact information & Website: Forinformationabout,ortoregisterforODCTPpleasevisitwww.alzeducate.ca
Youcanalsoreachusbyphoneat416-640-6317,[email protected]
PatriciaLazarakis,[email protected]
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frailty E-learning modules
target population in program Content:
AdultPopulationwithAge-RelatedConditionsOlderAdultPopulationDementia
MentalHealth/MentalIllnessSubstanceUseNeurologicalConditionsOther:Delirium
Brief Description: Theseopen-accessinteractivegeriatriclearninge-ModulesarebasedontheGeriatricsinterprofessionalinterorganizationalCollaboration(GiiC)toolkitdevelopedbytheRegionalGeriatricProgramsofOntario.Healthcareproviderstakeonaseniorcharacterandfollowtheirjourneythroughthehealthsystem.Theprogramisdesignedforserviceprovidersacrossthecontinuuminthecommunity;primarycare,community,acutecare,andlongtermcare.
Care-basedonlineeLearningmodules.Thereisaknowledgetransfer/testingthroughoutthemodulewithaquizattheendofeache-module.Thereisasummarytestingtooltobecompletedatthecompletionofalle-modules.CoveringcomplexgeriatrictopicsincludingFrailty,Falls,Incontinence,Medicationreview,Pain,Cognition,HeartFailure,Addictions,Nutrition,DeliriumandDepression.
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Goals/objectives of the program: EnhanceknowledgeandpracticalskillsinthefieldoffrailtyProvideanaccessibleinteractiveplatformforknowledgetransferEnhanceknowledgeinthefieldofinterprofessionalcareplanningProvideaperson-centredapproachtocarethroughinteractivetrainingandknowledgetransferProvideafoundationandunderstandingintheareaofgeriatriccomplexitiesforallhealthcareprovidersacrossthecontinuum
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target learner(s): GeneralPublicPersonswithLivedExperienceFamilyCarePartners(or“caregivers”)VolunteersPersonalSupportWorkers(PSW)OtherFront-LineStaff(e.g.,Dietary,EnvironmentalAid,Administration,Maintenance)Nursing(RN&RPN)AlliedHealthProfessionals(e.g.,OccupationalTherapists,SocialWorkers,Physiotherapists,RecreationTherapists,BehaviouralTherapists,etc.)
OtherHealth-relatedDisciplines(e.g.,Sociology,Gerontology,Nutritionist)PrimaryCare(i.e.,Physicians,NursePractitioners)Management(e.g.,Managers,DirectorsofCare,ExecutiveDirectors,Administrators)University/CollegeStudentsOther:
method of Delivery: In-Person Online
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length of training: 4hours(12modules;20minuteseach)frequency of re-training: Notrequiredsector applicability: Long-TermCare
Community(includingprivatedwellings,retirementhomes)AcuteCare
TertiaryCarePrimaryCareOther:AdultDayPrograms
Curriculum Update Cycle & method:
Updatedannually
Method:viasubjectmatterexpertsspecifictomoduleande-learning.(Example:Geriatricpsychiatry,primarycarephysician,andcommunityteamdevelopeddepressionmodule;involvesdesignteammadeupofIT,clinical,olderadult,andacademics.)
program evaluation & results: Evaluatedin2014;secondevaluationtotakeplacein2019.
How does the program elicit practice Change?
Programdemonstratesinterprofessionalcollaborationandpersoncentredcare.DemonstratesdiversityinclusiveofLGBTQ;ethnicity;culture/religion.Isaccessibleforongoingcoachingandmentoring.Allmodulesaredevelopedutilizingevidenceinformedandbestpractices.
Quality assurance process(es) for trainers:
NotApplicable.
affiliation with other education programs, certificates and/or degrees:
GeriatricCertificateProgram(RegionalGeriatricProgram–Central/McMasterUniversity)
program Cost: $75.00/learnerContact information & Website: [email protected]
http://www.regionalhealthprogramsww.com/frailtymodules/
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gentle Persuasive approaches (gPa) Basics: Supporting Persons with responsive Behaviours
target population in program Content:
AdultPopulationwithAge-RelatedConditionsOlderAdultPopulationDementiaMentalHealth/MentalIllness
SubstanceUseNeurologicalConditionsOther:Anyconditionthatresultsinimpairedcognitionorperception
Brief Description: GPABasicsisapracticalandeffectiveevidence-basedprogramthatequipsstaffwiththeknowledge,skillsandconfidencetointeracteffectivelyandcompassionatelywitholderadultsandpersonslivingwithdementia.GPABasicsisfacilitatedbyGPACertifiedCoach(es)inafullday,multidisciplinary,team-basedinteractivesessionfoundedonadultlearningprinciples.GPAtrainingenablesstafftouseaperson-centered,gentlepersuasiveapproach,topreventandrespondtobehavioursassociatedwithdementiathatcanbephysicalinnatureandpotentiallycatastrophic.Learnersdiscussandapplystrategiesusinginterpersonalcommunicationandphysicaltechniquestorecognizeandminimizeresponsivebehavioursandchooseeffectivestrategiesinsituationsofrisk.
Goals/objectives of the program:
TheoverallgoalofGPAistoequipstaffwiththeknowledgeandskillstouseaperson-centred,compassionateandgentlepersuasiveapproachtorespondrespectfullywithconfidenceandskilltobehavioursassociatedwithdementia.Attheendof4modules,thelearnerwillbeableto:
Understandthatapersonwithdementiaisauniquehumanbeingcapableofinteractingwiththeoutsideworld;Explaintherelationshipbetweenthediseaseprocessandaperson’sbehaviouralresponse;Applyemotional,environmental,andinterpersonalcommunicationstrategiestopreventanddefuseresponsivebehaviours;andDemonstratesuitableandrespectfulphysicaltechniquestouseinsituationsofrisk.
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target learner(s): GeneralPublicPersonswithLivedExperienceFamilyCarePartners(or“caregivers”)VolunteersPersonalSupportWorkers(PSW)OtherFront-LineStaff(e.g.,Dietary,EnvironmentalAid,Administration,Maintenance)Nursing(RN&RPN)AlliedHealthProfessionals(e.g.,OccupationalTherapists,SocialWorkers,Physiotherapists,RecreationTherapists,BehaviouralTherapists,etc.)
OtherHealth-relatedDisciplines(e.g.,Sociology,Gerontology,Nutritionist)PrimaryCare(i.e.,Physicians,NursePractitioners)Management(e.g.,Managers,DirectorsofCare,ExecutiveDirectors,Administrators)University/CollegeStudentsOther:Security&CorrectionsStaff;Paramedics
method of Delivery: In-Person Online
length of training: 1Day
frequency of re-training: AnnualRefresherRecommended:SeeGPA-Refresher
sector applicability: Long-TermCareCommunity(includingprivatedwellings,retirementhomes)AcuteCare
TertiaryCarePrimaryCareOther:CorrectionalFacilities
Curriculum Update Cycle & method:
Sinceitsinceptionin2004,theGPABasicscurriculumhasbeenrevisedseveraltimes(2007,2010,andmostrecently2014),resultingina3rdedition,nowavailableinbothEnglishandFrench.Thecurriculumissubjectedtoformalreviewusinga4-5yearrenewalcyclebaseduponthemodelofcurriculumdevelopmentbyIwasiw,AndrysyszynandGoldenberg(2009)andIwasiwandGoldenberg(2013).
The3rdeditionrevisionsfollowedarigorous,systematicprocess.Fourteamsofcontent,practiceandfacilitationexperts,oneteamforeachofthefourcurriculummodules,metundertheguidanceoftwoleadcurriculumdeveloperstocriticallyreview,analyzeandrevisethecontent.Updatesweremadetothecurriculumaccordingtobestpracticeguidelinesandascopingreviewofthecurrent,evidence-informedliterature.RecommendationsforcurriculumchangewereconsideredbytheCROC,acommitteeprovidingoversighttoensuretherevisionswereinalignmentwiththeintent,purpose,andlearningobjectivesoftheoriginalGPAprogram,andthatthesubstantivecontentmaintainedalogical,sequentialflow.Subsequently,over70knowledgeusersandstakeholdersfromacrossCanadaprovidedfeedbackthatwasincorporatedintothefinaldraft.Finally,agroupofGPACertifiedCoaches,representing11organizationsfromOntario,participatedinaworkshopduringwhichtheyprovidedadditionalfeedbacktostrengthencontentandlanguageusedinteachingmaterials,e.g.coach/participantmanuals,slidedecksandcasestudies.TheGPACertifiedCoachesalsoprovidedevaluationwithrespect
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totheirself-efficacytodelivertheupdatedcurriculumtostafflearners.Eachofthe11organizationsthendeliveredtherevisedcurriculumtoacohortofstaffwithintheirownworkplaces,andprovidedquantitativeandqualitativeevaluationfeedback.Staffreportedthatthenewcurriculumwassatisfactoryandprovidedthemwiththeknowledgeandskilltodeliverperson-centreddementiacaretotheolderpeopleintheirfacilities.
program evaluation & results: GPABasicshasundergonebothprogramevaluationandformal,externally-fundedresearchevaluation.ThefirstevaluationprojectwasfundedbyRegionalGeriatricProgramcentral(2004-2005)andwasthepilottoevaluatethefirsteditionofGPABasics.Afinalreportwaswrittenin2005(SchindelMartin&Dupuis,2005).
Sincethe2005pilot,therehavebeenfourformalresearchreportswrittenforGPAimplementationprojectsundertakeninbothlong-termcareandacutecareorganizations,usingincreasinglycomplexresearchdesign(GoldenPloughLTC,2013;Qu’Appelle/ReginaLTC,2014;SafeCareBCandReveraBCLTC,2016;andLondonHealthSciencesCorporation,2016-17).Inaddition,therehavebeenotherprojectsthatareconsideredthirdpartyevaluations,e.g.AGEprovidedsomeoftheevaluationmeasures,buttheorganizationsconductedtheirownevaluationsincludingdataanalysisandreportwriting.TheseincludeGPABasicsimplementationevaluationsundertakenbyorganizationssuchasthebehaviouralunitsofProvidenceHealthCare,Vancouver,BC;theGeriatricPsychiatryInpatientProgram(GPP)atRegionalMentalHealthProgramLondon(Spezialeetal.,2009);andtheLTCHsassociatedwithSaskatoonHealthAuthority,Saskatchewan.
Allprogramevaluationandresearchprojectstodateusedarepeatedmeasures,mixedmethodsapproach.Theevaluationoutcomesarecapturedusingstandardized,validatedquantitativeLikert-typemeasuresforconfidence(SBMSEP:10-item,7-pointscale),competence(SCIDS:18-item,4-pointscale),aswellasadditionalmeasuresforknowledge(DKQ:8-itemmultiplechoicequestionnaire)andcaring(CES:16-item,5-pointscale).
Qualitativeapproachesincludestandardizedopen-endedquestionsattachedtotheSBMSEPandsemi-structuredindividualandfocusgroupinterviewguides.OriginallyGPABasicsprojectsusedadescriptivedesign,however,themostrecentprojectsareofexperimentaldesign.Forexample,GPABasicswasevaluatedinalarge,non-randomizedcontrolledtrialatHamiltonHealthSciences,(SchindelMartin,Gillies,etal.,2016).
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ThequantitativefindingsofallprogramevaluationandresearchstudiesprovideagrowingbodyofsupportthatGPABasicsimplementationwithinacutecare,continuingchroniccareandlongtermcareorganizationsbuildscaregiverconfidence,competence,knowledgeandcaringforthedeliveryofperson-centreddementiainterventionstomitigatethebehaviouralandpsychologicalsymptomsofdementia.Allmeasuresanalyzedrevealimpactsofhighstatisticalsignificance.Importantly,thequalitativefindingssupportthatpoint-of-carestaffwhohaveparticipatedintheGPABasicsprogramarebetterabletorecognizetheenvironmental,physicalandpsychologicalfactorsthattriggerBPSD,andaresafelyabletoprovideperson-centredinterventionstomitigatetriggers.Staffresponsesalsoincludemanyexamplesofsituationsduringwhichtheyareabletorespectfully,effectivelyandsafelydistractandthenremoveapersonwithdementiafromaltercations.
Forthemostuptodateinformationandaccesstoreferencesandpublications,seeAGEResearchHubhttps://ageinc.ca/research-hub/research-2/
Forthemostuptodateinformationandaccesstoreferencesandpublications,seeAGEResearchHubhttps://ageinc.ca/research-hub/research-2/
How does the program elicit practice Change?
BasedonthePARiHSframework,theimplementationandsustainabilityofGPAknowledgeandpracticeispromotedthroughadeliverymodelinvolvinganin-housecoach.GPACertifiedCoaches(CC)mustcompleteandtrack40hoursofcoachingover2years.InadditiontofacilitatingGPA,CCcanclaimmaintenancehoursforInformalCoachingatthepointofcare,reinforcingtheimportanceofjust-in-timelearning,andthedirectapplicationandrefinementofskills.GPACoachinggoesbeyondtheclassroomsetting.GPACCresourcesandtoolsassistthemwithon-the-spotcoachingandmentorshipatthepointofcare.CoachtoolshavebeendevelopedtoapplyGPAstrategiesinreal-timeincase-baseddiscussions,suchastheIndividualBehaviouralEscalationPreventionPlan(IBEPP).
AcoachnewsletterissharedquarterlythatincludesstoriesandexamplesfromcoachesacrossCanada,sharingwaystheysustainGPAandpromotepracticechange.AGEalsofeaturesorganizationsandtheirstoriesthroughtheGPALeadershipExcellenceinPerson-CentredCareAwardsProgram.Throughtheseorganizations,wecanalllearnandsharestrategiestointegrateGPAprinciplesandstrategiesintopractice.
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How does the program elicit practice Change?
Someexamplesofintegrationinclude:
GPAaspartofstafforientationGPACertifiedCoachespresentinthecaresettingasmentorsGPACertifiedCoachesfacilitate‘behaviouralrounds’GPACertifiedCoachesfacilitate/participatein“behaviouralsupportresourceteams”GPAstrategiesintegratedintocomputerizeddocumentation(pointclickcareprompts,careplans)GPAlanguageandstrategiesintegratedintopolicies(workplaceviolenceprevention,responsivebehaviours)GPACertifiedCoachessupportinformalpre-carediscussions(huddles)GPACertifiedCoachesuseActivityLearningPackages(ALPs)GPAmodulesummarypages,GPA-RBooklets,GPA-Rtear-awaycards,toguidediscussionswithstaffinthemomentGPAMasterCoachesarerecruited,mentoredandsupportedgeographicallyGPACertifiedCoacheshaveaccesstoaClinicalEducationSpecialistastheircoachsupportWebinarsaredevelopedandarchivedforCertifiedCoachesviathecoachintranet.Coachescanalsoclaimmaintenancehoursforreviewingwebinars,thusreinforcingtheimportanceofongoinglearningforsustainability
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Quality assurance process(es) for trainers:
FormalrecertificationprocessMinimumnumberofhoursorcoursesrequiredtobedeliveredeachyearEvaluationoftrainerviastudentsurveypostcompletionofthecourseOther:CoachDatabasetomonitorcoachingmaintenancehoursforrenewal;ongoingcoacheducationalresources(webinars,newsletters,tools);accesstoaClinicalEducationSpecialistforconsultation
affiliation with other education programs, certificates and/or degrees:
GeriatricCertificateProgram(RegionalGeriatricProgram–Central/McMasterUniversity)
program Cost: Beyondtheinitialinvestmentofcertifyinganin-housecoach(seeGPACertifiedCoachWorkshop),theonlycostoftheGPAprogramitselfisthemanualsrequiredforeachparticipant($21.00plustaxperperson).
GPABasicssessionscanbeaccessedthroughselectlocalAlzheimer’sSocietiesorBSOOrganizationsinOntarioforasetfee.GPAeLearningPart1isavailablethroughAGEwebsite.SeeGPAeLearning.
Contact information & Website: FormoreinformationonhowtoaccesscomponentsoftheGPAProgram:VisittheAGEwebsite:www.ageinc.ca
Call905-777-3837ext.12277or
Email:[email protected]
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gentle Persuasive approaches (gPa) elearningtarget population in program Content:
AdultPopulationwithAge-RelatedConditionsOlderAdultPopulationDementiaMentalHealth/MentalIllness
SubstanceUseNeurologicalConditionsOther:Anyconditionthatresultsinimpairedcognitionorperception
Brief Description: GPAeLearningisanadaptedversionofAGE’sGPABasics(fullday)dementiaeducationcurriculumdeliveredonline.Itguidesparticipantstobetterunderstanddementiaandresponsivebehavioursinordertorespondrespectfullyandsafelytopatients,residentsorclientsincommunity/healthcaresettings.Theonlineformatallowsparticipantstolearnattheirownpace.
GPAeLearningincludeskeycontentfromtheGPABasicscurriculumdeliveredviashortvideotutorialsfromthefourmodulesinGPABasics,aswellasdemonstrationvideosonrespectfulself-protectionandgentleredirectionwhenfacedwithsituationsofrisk.Itisanengaginglearningexperiencebasedonadultlearningprinciples,enrichedthroughvibrantgraphicsandprofessionalnarration.
FollowingalongintheGPAeManual,(availablefordownloadatthestartoftheprogram)participantsreviewvideosegmentsandcompleteonlinematchingactivitiesattheendofmodules1,2and3.Module4isdeliveredinthesamevideoformatanddemonstratesrespectfulself-protectionandgentleredirectiontechniques.
Goals/objectives of the program: Throughviewingandcompletingonlineinteractiveexercises,thelearnerwill:
Recognizethatpersonslivingwithdementiaareuniquehumanbeingswhocandisplayanemotionalresponsetostimuli;Understandtherelationshipbetweenthechangesinthebrainandthebehaviourofpersonslivingwithdementia;Identifychangesinbrainfunctionandtherelatedbehaviouralandcareimplications;Choosecaregivingstrategiesthatsupportpersonsatriskfordelirium;Choosestrategiesthatservetopreventanddefuseresponsivebehavioursratherthanescalatethem;Choosesuitableandrespectfulphysicalself-protectivetechniquestouseinresponsetoepisodesofescalatingbehaviour.
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target learner(s): GeneralPublicPersonswithLivedExperienceFamilyCarePartners(or“caregivers”)VolunteersPersonalSupportWorkers(PSW)OtherFront-LineStaff(e.g.,Dietary,EnvironmentalAid,Administration,Maintenance)Nursing(RN&RPN)AlliedHealthProfessionals(e.g.,OccupationalTherapists,SocialWorkers,Physiotherapists,RecreationTherapists,BehaviouralTherapists,etc.)
OtherHealth-relatedDisciplines(e.g.,Sociology,Gerontology,Nutritionist)PrimaryCare(i.e.,Physicians,NursePractitioners)Management(e.g.,Managers,DirectorsofCare,ExecutiveDirectors,Administrators)University/CollegeStudentsOther:Security&CorrectionsStaff;Paramedics
method of Delivery: In-Person Online
length of training: 2.5–3hours
frequency of re-training: AnnualRefresherRecommended:SeeGPA-Refresher
sector applicability: Long-TermCareCommunity(includingprivatedwellings,retirementhomes)AcuteCare
TertiaryCarePrimaryCareOther:CorrectionalFacilities
Curriculum Update Cycle & method:
Sinceitsinceptionin2004,theGPABasicscurriculumhasbeenrevisedseveraltimes(2007,2010,andmostrecently2014),resultingina3rdedition,nowavailableinbothEnglishandFrench.Thecurriculumissubjectedtoformalreviewusinga4-5yearrenewalcyclebaseduponthemodelofcurriculumdevelopmentbyIwasiw,AndrysyszynandGoldenberg(2009)andIwasiwandGoldenberg(2013).
The3rdeditionrevisionsfollowedarigorous,systematicprocess.Fourteamsofcontent,practiceandfacilitationexperts,oneteamforeachofthefourcurriculummodules,metundertheguidanceoftwoleadcurriculumdeveloperstocriticallyreview,analyzeandrevisethecontent.Updatesweremadetothecurriculumaccordingtobestpracticeguidelinesandascopingreviewofthecurrent,evidence-informedliterature.RecommendationsforcurriculumchangewereconsideredbytheCROC,acommitteeprovidingoversighttoensuretherevisionswereinalignmentwiththeintent,purpose,andlearningobjectivesoftheoriginalGPAprogram,andthatthesubstantivecontentmaintainedalogical,sequentialflow.Subsequently,over70knowledgeusersandstakeholdersfromacrossCanadaprovidedfeedbackthatwasincorporatedtothefinaldraft.
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Finally,agroupofGPACertifiedCoaches,representing11organizationsfromOntario,participatedinaworkshopduringwhichtheyprovidedadditionalfeedbacktostrengthencontentandlanguageusedinteachingmaterials,e.g.coach/participantmanuals,slidedecksandcasestudies.TheGPACertifiedCoachesalsoprovidedevaluationwithrespecttotheirself-efficacytodelivertheupdatedcurriculumtostafflearners.Eachofthe11organizationsthendeliveredtherevisedcurriculumtoacohortofstaffwithintheirownworkplaces,andprovidedquantitativeandqualitativeevaluationfeedback.Staffreportedthatthenewcurriculumwassatisfactoryandprovidedthemwiththeknowledgeandskilltodeliverperson-centreddementiacaretotheolderpeopleintheirfacilities.
program evaluation & results: Yes,GPAeLearninghasbeenevaluatedatvariousstagesinmultiplesectors.PleaserefertoAGEwebsite,ResearchHubforuptodateinformationandaccesstoreferencesandpublications.www.ageinc.ca
How does the program elicit practice Change?
GPAeLearningprovidesanefficientoptiontoacquirekeyfoundationalknowledgeandskillscoveredinthefulldayGPABasics.SuccessfulparticipantsofGPAeLearningcanbesupportedinplacebyanin-houseGPACertifiedCoach(CC).AnotheroptionforadditionalknowledgeintegrationandapplicationisdescribedintheiGPAoutline(IntegratedGPA).IntegratedGPAinvolvesafollow-upteam-based,interactivesessionfacilitatedbyaGPACC.
Quality assurance process(es) for trainers:
NotApplicable
affiliation with other education programs, certificates and/or degrees:
GeriatricCertificateProgram(RegionalGeriatricProgram–Central/McMasterUniversity)
program Cost: IndividualLearner-$90.00(+applicabletaxes)includesGPAeManualdownload,certificateandpin.Grouppricingavailable.Seewww.ageinc.ca
Contact information & Website: FormoreinformationonhowtoaccesscomponentsoftheGPAprogram:VisittheAGEwebsitewww.ageinc.ca
Call905-777-3837ext.12277or
Email:[email protected]
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Integrated gentle Persuasive approaches (igPa)
target population in program Content:
AdultPopulationwithAge-RelatedConditionsOlderAdultPopulationDementiaMentalHealth/MentalIllness
SubstanceUseNeurologicalConditionsOther:Anyconditionthatresultsinimpairedcognitionorperception
Brief Description: iGPAisauniqueandinnovative,2-partdementiacareeducationprogramthatintegratesanindividualeLearningplatformwithaguidedclassroomsession.iGPAmakesitconvenientandcost-effectiveforlargeorganizationsandpost-secondaryinstitutionstotrainmorepeople,morequicklywithswifttransferofcrucialknowledgeintoeverydaypracticeatthepointofcare.iGPAPart1involvesindividualGPAeLearning;iGPAPart2consistsofa3-hourGPACertifiedCoachfacilitatedclassroomsessionwithin4monthsofGPAeLearningcompletion.
Goals/objectives of the program: Attheendofthesession,iGPAparticipantswillbeableto:IntegrateGPAprinciples,strategiesandtechniquesintotheircareplansforpatients/clients;EffectivelyapplytheknowledgegainedinPart1(GPAeLearning)tothedirectcareoftheirpatients/clients;Usecommunicationandcollaborationskillstoenhancetheircontributionsasleadersandteamplayers;Facilitateaculturalshifttoperson-centredcarestrategies.
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•target learner(s): GeneralPublic
PersonswithLivedExperienceFamilyCarePartners(or“caregivers”)VolunteersPersonalSupportWorkers(PSW)OtherFront-LineStaff(e.g.,Dietary,EnvironmentalAid,Administration,Maintenance)Nursing(RN&RPN)AlliedHealthProfessionals(e.g.,OccupationalTherapists,SocialWorkers,Physiotherapists,RecreationTherapists,BehaviouralTherapists,etc.)
OtherHealth-relatedDisciplines(e.g.,Sociology,Gerontology,Nutritionist)PrimaryCare(i.e.,Physicians,NursePractitioners)Management(e.g.,Managers,DirectorsofCare,ExecutiveDirectors,Administrators)University/CollegeStudentsOther:Security&CorrectionsStaff;Paramedics
method of Delivery: In-Person Online
*This course consists of an independent online session followed by a coach-facilitated session no more than 4 months apart.
length of training: GPAeLearning-2.5to3hoursdependingonlearner;iGPAPart2-3hours;nomorethan4monthsapart.
frequency of re-training: AnnualRefresherRecommended:SeeGPA-Refresher
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sector applicability: Long-TermCareCommunity(includingprivatedwellings,retirementhomes)AcuteCare
TertiaryCarePrimaryCareOther:CorrectionalFacilities
Curriculum Update Cycle & method:
Sinceitsinceptionin2004,theGPABasicscurriculumhasbeenrevisedseveraltimes(2007,2010,andmostrecently2014),resultingina3rdedition,nowavailableinbothEnglishandFrench.Thecurriculumissubjectedtoformalreviewusinga4-5yearrenewalcyclebaseduponthemodelofcurriculumdevelopmentbyIwasiw,AndrysyszynandGoldenberg(2009)andIwasiwandGoldenberg(2013).The3rdeditionrevisionsfollowedarigorous,systematicprocess.Fourteamsofcontent,practiceandfacilitationexperts,oneteamforeachofthefourcurriculummodules,metundertheguidanceoftwoleadcurriculumdeveloperstocriticallyreview,analyzeandrevisethecontent.Updatesweremadetothecurriculumaccordingtobestpracticeguidelinesandascopingreviewofthecurrent,evidence-informedliterature.RecommendationsforcurriculumchangewereconsideredbytheCROC,acommitteeprovidingoversighttoensuretherevisionswereinalignmentwiththeintent,purpose,andlearningobjectivesoftheoriginalGPAprogram,andthatthesubstantivecontentmaintainedalogical,sequentialflow.Subsequently,over70knowledgeusersandstakeholdersfromacrossCanadaprovidedfeedbackthatwasincorporatedtothefinaldraft.Finally,agroupofGPACertifiedCoaches,representing11organizationsfromOntario,participatedinaworkshopduringwhichtheyprovidedadditionalfeedbacktostrengthencontentandlanguageusedinteachingmaterials,e.g.coach/participantmanuals,slidedecksandcasestudies.TheGPACertifiedCoachesalsoprovidedevaluationwithrespecttotheirself-efficacytodelivertheupdatedcurriculumtostafflearners.Eachofthe11organizationsthendeliveredtherevisedcurriculumtoacohortofstaffwithintheirownworkplaces,andprovidedquantitativeandqualitativeevaluationfeedback.Staffreportedthatthenewcurriculumwassatisfactoryandprovidedthemwiththeknowledgeandskilltodeliverperson-centreddementiacaretotheolderpeopleintheirfacilities.
program evaluation & results: Yes,iGPAhasbeenevaluatedandisinearlystagesofimplementation.PleaserefertoAGEwebsite,ResearchHubforuptodateinformationandaccesstoreferencesandpublicationspending:www.ageinc.ca
How does the program elicit practice Change?
iGPAisaninnovativewaytodeliverthefoundationalknowledgeinherentinthetraditionalGPABasicsfulldaysession.BasedonthePARiHSframework,theimplementationandsustainabilityofGPAknowledgeandpracticeispromotedthroughthedeliverymodelinvolvinganin-housecoach.
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Coachresourcesandtoolshavebeenenhancedtoassistthemwithon-the-spotcoachingandmentorshipatthepointofcare.CoachtoolshavebeendevelopedtoapplyGPAstrategiesinreal-timeincase-baseddiscussions,suchastheIndividualBehaviouralEscalationPreventionPlan(IBEPP).AcoachnewsletterissharedquarterlythatincludesstoriesandexamplesfromcoachesacrossCanada,sharingwaystheysustainGPAandpromotepracticechange.AGEfeaturesorganizationsandtheirstoriesthroughtheGPALeadershipExcellenceinPerson-CentredCareAwardsProgram.Throughtheseorganizations,wecanalllearnandsharestrategiestointegrateGPAprinciplesandstrategiesintopractice.Someexamplesofintegrationinclude:
GPAaspartofstafforientationGPACertifiedCoachespresentinthecaresettingasmentorsGPACertifiedCoachesfacilitate‘behaviouralrounds’GPACertifiedCoachesfacilitate/participatein“behaviouralsupportresourceteams”GPAstrategiesintegratedintocomputerizeddocumentation(pointclickcareprompts,careplans)GPAlanguageandstrategiesintegratedintopolicies(workplaceviolenceprevention,responsivebehaviours)GPACertifiedCoachessupportinformalpre-carediscussions(huddles).GPACertifiedCoachesuseActivityLearningPackages(ALPs),GPAmodulesummarypages,GPA-RBooklets,GPA-Rtear-awaycards,toguidediscussionswithstaffinthemoment
GPAMasterCoachesarerecruited,mentoredandsupportedgeographically.WiththeongoingsupportofaGPACertifiedCoach(CC)atthepointofcare,learnerswillhavecontinuedopportunitytoreceivefeedback,mentorshipandcontributetocase-baseddiscussions.GPACCarecreditedforhoursof‘InformalCoaching’towardstheircoachmaintenance.
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Quality assurance process(es) for trainers:
FormalrecertificationprocessMinimumnumberofhoursorcoursesrequiredtobedeliveredeachyearEvaluationoftrainerviastudentsurveypostcompletionofthecourseOther:CoachDatabasetomonitorcoachingmaintenancehoursforrenewal;ongoingcoacheducationalresources(webinars,newsletters,tools);accesstoaClinicalEducationSpecialistforconsultation
affiliation with other education programs, certificates and/or degrees:
GeriatricCertificateProgram(RegionalGeriatricProgram–Central/McMasterUniversity)
program Cost: Bulkpricingavailable.Seehttps://ageinc.ca/integrated-gpa/[email protected]
Contact information & Website: FormoreinformationonhowtoaccesscomponentsoftheGPAprogram:VisittheAGEwebsitewww.ageinc.ca
Call905-777-3837ext.12277orEmail:[email protected]
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gentle Persuasive approaches (gPa): recharged
target population in program Content:
AdultPopulationwithAge-RelatedConditionsOlderAdultPopulationDementiaMentalHealth/MentalIllness
SubstanceUseNeurologicalConditionsOther:Anyconditionthatresultsinimpairedcognitionorperception
Brief Description: GPA-Risaninteractive,team-basedsessiondesignedtorefreshknowledgeofcoreGPAprinciplesandskillsinafunandengagingsession.Smallteamsworktogethertocompletelearningactivities,discusscurrentcaresituationsandengageinsolutionfindingforsomeofthecomplexscenariosinthecaresettingusingGPAstrategies.FacilitatedbyaGPACertifiedCoach,GPA-Risatwo-hoursession(ortwo,one-hoursessionsnomorethanoneweekapart).Theidealgroupsizeis8–12participants,dependingonaccesstoGPAActivitiesLearningPackage(ALP)Resource.
GPA-RisrecommendedasayearlyrefresherforparticipantsfollowingGPABasicsorGPAeLearning.GPACertifiedCoacheshaveaccesstoplanningresourcesincludingacoachtutorial,planningoutline,GPA-Rpresentationandcoachmanual.ParticipantsmusthavepreviouslycompletedGPABasicsoreLearning.AllparticipantsreceiveaGPA-RBooklet,whichincludestear-awaypocketremindercardsandaGPA-RcompletioncardtobesignedbytheGPACertifiedCoach.
Goals/objectives of the program: TheoverallgoalofGPAistoequipstaffwiththeknowledgeandskillstouseaperson-centred,compassionateandgentlepersuasiveapproachtorespondrespectfullywithconfidenceandskilltobehavioursassociatedwithdementia.SpecificobjectivesofGPA-Rinclude:
RecallkeyconceptslearnedinGPA;DescribeanddiscusscurrentcaresituationsinwhichGPAprinciplesandstrategiescanbeapplied;DemonstratethroughpracticeandcasediscussionthecorrectuseandapplicationofGPAstrategiesandtechniques;Selectsafeandappropriateinterventionstorespondtosituationsinvolvingresponsivebehavioursinthecurrentcaresetting
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target learner(s): GeneralPublicPersonswithLivedExperienceFamilyCarePartners(or“caregivers”)VolunteersPersonalSupportWorkers(PSW)OtherFront-LineStaff(e.g.,Dietary,EnvironmentalAid,Administration,Maintenance)Nursing(RN&RPN)AlliedHealthProfessionals(e.g.,OccupationalTherapists,SocialWorkers,Physiotherapists,RecreationTherapists,BehaviouralTherapists,etc.)
OtherHealth-relatedDisciplines(e.g.,Sociology,Gerontology,Nutritionist)PrimaryCare(i.e.,Physicians,NursePractitioners)Management(e.g.,Managers,DirectorsofCare,ExecutiveDirectors,Administrators)University/CollegeStudentsOther:Security&CorrectionsStaff;Paramedics
method of Delivery: In-Person Online
length of training: 2hours(in1sessionor2;lessthanoneweekapart)
frequency of re-training: YearlyGPA-RrecommendedfortwoyearsfollowingGPABasics,withattendanceatGPA(GPAeLearning)recommendedat3rdyear,oralignedwithAGEGPACurriculumrevisioncycle.
sector applicability: Long-TermCareCommunity(includingprivatedwellings,retirementhomes)AcuteCare
TertiaryCarePrimaryCareOther:CorrectionalFacilities
Curriculum Update Cycle & method:
Sinceitsinceptionin2004,theGPABasicscurriculumhasbeenrevisedseveraltimes(2007,2010,2014andplannedfor2018-2019).GPA-Rwasdevelopedin2008-2009withaninitialfocusongroupinteractivelearningactivities.TheGPA-RBookletwasrevisedforthe2ndeditionasaresultoffindingsfromthefirstpilottest,withadditionallearningactivitiesdevelopedtoincludeintheActivitiesLearningPackage(ALP).Acomprehensive3rdeditionrevisionsprocesssawtheGPA-Rcontentandmaterialsrevisedagain,withanemphasisonapplicationofknowledge/skillsandtailoringcontentforuniquelearningneedsinthecaresetting.
AswithGPABasics,thecurriculumissubjectedtoformalreviewusinga4-5yearrenewalcyclebaseduponthemodelofcurriculumdevelopmentbyIwasiw,AndrysyszynandGoldenberg(2009)andIwasiwandGoldenberg(2013).SeeGPABasicsCurriculumUpdateandCycleMethodformoreinformation.
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program evaluation & results: The1steditionoftheGPA-RbookletwasdevelopedandtestedatthreehealthcaresitesasaresultofaninternalgrantprovidedbyAGEInc.in2008-2009.TheGPA-Rbookletandactivitieswererevisedforthe2ndeditionasaresultoffindingsfromthefirstpilottest.In2011,AGEsuccessfullyacquiredagenerousgrantfromtheOntarioWorkplaceSafetyandInsuranceBoard(WSIB)toconductastudyofexperimentaldesigntestingthecapacityoftheGPA-Rprogramtosustainknowledgeandpromotedeliveryofcompetency-baseddementiacareusinginteractivestrategies.ThefindingsoftheWSIB-fundedstudyand3rdeditionrevisionsresultedinsubstantialchangestothe3rdeditionoftheGPA-R.FormoreinformationontheWSIBstudy,refertoAGEwebsitewww.ageinc.ca
How does the program elicit practice Change?
GPA-Rensuresaformalprocesstoreviewkeyconceptsandapplyknowledgetocurrentpractice.BasedonthePARiHSframework,theimplementationandsustainabilityofGPAknowledgeandpracticeispromotedthroughthedeliverymodelinvolvinganin-housecoach.CoachresourcesandtoolshavebeenenhancedtoassistGPACertifiedCoacheswithon-the-spotcoachingandmentorshipatthepointofcare.CoachtoolshavebeendevelopedtoapplyGPAstrategiesinreal-timeincase-baseddiscussions,suchastheIndividualBehaviouralEscalationPreventionPlan(IBEPP).
AcoachnewsletterissharedquarterlythatincludesstoriesandexamplesfromcoachesacrossCanada,sharingwaystheysustainGPAandpromotepracticechange.AGEfeaturesorganizationsandtheirstoriesthroughtheGPALeadershipExcellenceinPerson-CentredCareAwardsProgram.Throughtheseorganizations,wecanalllearnandsharestrategiestointegrateGPAprinciplesandstrategiesintopractice.Someexamplesofintegrationinclude:
GPAaspartofstafforientationGPACertifiedCoachespresentinthecaresettingasmentorsGPACertifiedCoachesfacilitate‘behaviouralrounds’-GPACertifiedCoachesfacilitate/participatein“behaviouralsupportresourceteams”GPAstrategiesintegratedintocomputerizeddocumentation(pointclickcareprompts,careplans)GPAlanguageandstrategiesintegratedintopolicies(workplaceviolenceprevention,responsivebehaviours)GPACertifiedCoachessupportinformalpre-carediscussions(huddles)GPACertifiedCoachesuseActivityLearningPackages(ALPs),GPAmodulesummarypages,GPA-RBooklets,GPA-Rtear-awaycards,toguidediscussionswithstaffinthemomentGPAMasterCoachesarerecruited,mentoredandsupportedgeographically
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Quality assurance process(es) for trainers:
FormalrecertificationprocessMinimumnumberofhoursorcoursesrequiredtobedeliveredeachyearEvaluationoftrainerviastudentsurveypostcompletionofthecourseOther:CoachDatabasetomonitorcoachingmaintenancehoursforrenewal;ongoingcoacheducationalresources(webinars,newsletters,tools);accesstoaClinicalEducationSpecialistforconsultation
affiliation with other education programs, certificates and/or degrees:
GeriatricCertificateProgram(RegionalGeriatricProgram–Central/McMasterUniversity)
program Cost: Beyondtheinitialinvestmentofcertifyinganin-housecoach(seeGPACertifiedCoachWorkshop),theonlycostoftheGPA-Rprogramitselfisthemanualsrequiredforeachparticipant($6plustaxperperson).
GPACertifiedCoacheshaveaccesstoallrequiredmaterialstofacilitatetheirsessions,includingActivitiesLearningPackages(ALP).AdditionalALPsareavailablefororderasneededforlargergroups($50.00plustaxperkit).AspertheCertifiedCoachagreement,coachesrequiretheuseofAVequipment,includingfreesoftwaredownload.GPA-RisavailableinorganizationsthatsustainaGPACertifiedCoach.
Contact information & Website: FormoreinformationonhowtoaccesscomponentsoftheGPAprogram:VisittheAGEwebsitewww.ageinc.ca
Call905-777-3837ext.12277orEmail:[email protected]
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lIvIng the Dementia Journey
target population in program Content:
AdultPopulationwithAge-RelatedConditionsOlderAdultPopulationDementiaMentalHealth/MentalIllness
SubstanceUseNeurologicalConditionsOther:CarePartnersofthosecaringforsomeonewithDementia
Brief Description: LIVINGtheDementiaJourney(LDJ)isanaward-winning,evidence-informedtrainingprogramforthosewhosupportpeoplelivingwithdementia.Participantsgainawarenessandunderstandingthatchangesnotonlythewaytheyviewdementia,butthewaytheysupportpeoplelivingwithit.TheLDJprogram:
IncreasesunderstandingofdementiaandprovidesanewperspectiveontheexperienceoflivingwithitAppliesaperson-centredapproachtoprovideindividualizedsupportEnhancesskillsinrelationship-buildingtosupportindividualswithcompassionandrespectSharesstrategiestorecognize,interpret,andrespondtopersonalexpressions(behaviours)Addresseswaystotackleboredom,loneliness,andhelplessnessbycreatingopportunitiesformeaning,purposeandgrowth
LDJwascreatedincollaborationwithpeoplelivingwithdementiaandtheircarepartners.Itprovidesafreshperspectiveondementiacareandsupportbasedonreallifeexperiences.Theprogramemphasizestheimportanceofshiftingcareandservicestofocusonaperson’sstrengthsandabilities,andhoweachpersoncanbesupportedinlivinglifetothefullest.Theprogramincludespresentations,individualreflections,smallandlargegroupdiscussions,andexperientiallearningtomeettheneedsofadultlearners.
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Goals/objectives of the program: ThegoalsofLDJaretoprovideanewperspectiveontheexperienceoflivingwithdementia,toapplyaperson-centredapproachtocareandsupport,toenhanceskillsinrelationship-building,tosharestrategiestorecognize,interpretandrespondtopersonalexpressions(“behaviours”),andtoaddresswaystotackleboredom,lonelinessandhelplessnessbycreatingopportunitiesformeaning,purposeandgrowth.
Targetcompetenciesinclude:Module 1-LEARNINGabouttheexperienceofdementia
GainanewunderstandingandperspectiveofdementiaUnderstandhowcommonmythsandmisunderstandingsaboutdementiaimpacttheapproachtocareLearnabouttheunique,real-lifeexperiencesofpeoplelivingwithdementia
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Module 2-IMPROVINGwell-beingUnderstandthatqualityoflifegoesbeyondqualityofcareandactivitiesofdailylivingLearnaboutthesevendomainsofwell-beingandwhattheymeanforeachpersonLearntheimportanceofandstrategiesfortakingcareofyourselfandothers
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Module 3-VALIDATINGandhonouringeachpersoninthemomentRecognizethevalueoftheindividualbeyonddiagnosisandknowingeachpersonUnderstandhowpeoplelivingwithdementiaperceiveandcommunicatetheirrealitydifferentlyLearnhowyouractionsandinteractionswithapersonwithdementiacanhaveanegativeorpositiveimpact
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Module 4-INTERPRETINGpersonalexpressions,actions,andreactionsUnderstandthatpersonalexpressions(behaviours)havingmeaningUnderstandwhatfactorstriggerpersonalexpressionsLearnhowtoproblemsolveandidentifystrategiestorecognize,interpretandrespondtopersonalexpressions
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Module 5-NURTURINGallrelationshipsUnderstandtheimportanceofthewayyouspeakandactLearnthekeyingredientstodevelopingrelationshipswithpeoplewhosecognitionischangingExploredifferentstylesofcaringtopromoterelationships
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•Module 6-GREETINGeachdayasanopportunity
Understandhowtocombatthethreeplaguesoflong-termcare:boredom,lonelinessandhelplessnessLearnhowtocreatemeaningfulexperiencesandopportunitiesforgrowthforpeoplelivingwithdementia
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target learner(s): GeneralPublicPersonswithLivedExperienceFamilyCarePartners(or“caregivers”)VolunteersPersonalSupportWorkers(PSW)OtherFront-LineStaff(e.g.,Dietary,EnvironmentalAid,Administration,Maintenance)Nursing(RN&RPN)AlliedHealthProfessionals(e.g.,OccupationalTherapists,SocialWorkers,Physiotherapists,RecreationTherapists,BehaviouralTherapists,etc.)
OtherHealth-relatedDisciplines(e.g.,Sociology,Gerontology,Nutritionist)PrimaryCare(i.e.,Physicians,NursePractitioners)Management(e.g.,Managers,DirectorsofCare,ExecutiveDirectors,Administrators)University/CollegeStudentsOther:
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method of Delivery: In-Person Online
length of training: 1Dayor2days
frequency of re-training: Every2years(recommended)
sector applicability: Long-TermCareCommunity(includingprivatedwellings,retirementhomes)AcuteCare
TertiaryCarePrimaryCareOther:
Curriculum Update Cycle & method:
Theprogramwasco-createdin2013bytheMurrayAlzheimerResearchandEducationProgram(MAREP)inpartnershipwithadiverseadvisoryteam.Theadvisoryteamconsistedofresidents,familymembers,andteammembersconnectedtoSchlegelVillages–agroupoflong-termcareandretirementcommunitiesinOntario,Canada.Theprogramwasevaluatedontwoseparateoccasions:
1)Aninitialassessmentconductedin2016
2)Acomprehensiveevaluationconductedin2017.
Revisionsweremadetotheprogrambasedontheseevaluations.Updateswillcontinuetobemadetothecurriculumaccordingtobestpracticeguidelinesandascopingreviewofthecurrent,evidence-informedliterature.Thecurriculumissubjectedtoformalreviewevery2years.
RecommendationsforcurriculumchangewillbeconsideredbytheRIAteamtoensuretherevisionsareinalignmentwiththeintent,purpose,andlearningobjectivesoftheLDJprogram.Inaddition,inputwillbesoughtfromprogramparticipants(throughevaluationforms),aswellasfromprogramFacilitatorsandMasterTrainers(throughteleconferencecalls).
program evaluation & results: TheRIAconductedacomprehensiveprocessandoutcomeevaluationtoevaluatethestrengthsandlimitationsoftheprogram’susage,delivery,andoperation,andwhethertheprogramwasreachingitsexpectedoutcomes.Amixedmethodsapproachwithquantitativeandqualitativemethodsofdatacollectionwasusedforthisevaluation.Participantevaluationforms,teammembersurveys,huddletalks(focusgroups),andfacilitatorsurveysandinterviewswereusedtocollectdata.Theevaluationincluded1,785participantsandfoundthattheprogramincreasedtheirunderstandingandawarenessofdementia.Participantsfeltthattheprogramisfoundationalinpositivelyshiftingperceptionsandlanguageaboutdementia.
Thefollowingquoteswereobtainedfromparticipantsandteammembersworkinginlong-termcare:“Ilovethatthecontentisdevelopedbypersonslivingwithdementiaandthatthistrainingismadeforeveryone.”–Programparticipant
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“ThefacilitatorsareusingreallycreativewaystoshowcasethecontentandprovokepeopletostartthinkingaboutthecontentinwaysIdidn’tevenimagine.There’salotofpassionatepeoplethatallwanttomakeadifference.”–Manager,Long-TermCareTheprogramhasalsogainedrecognitionfromdementiaspecialists:
“LivingtheDementiaJourneyisthefirstcomprehensivecourseofwhichIamawarethatticksalltheimportantboxes:itlooksatdementiafromtheindividual’sperspective,promotesarelationalapproachtosupport,encompassesbasictransformationalprinciples,andwasdevelopedinpartnershipwithpeoplelivingwiththediagnosis.Itisamajorstepforwardineducation,appropriateforallwhopartnerincareandsupport.Irecommendithighlyforanyonewhowantstoelevateher/hisknowledgeandskills.”–G.AllenPowerMD,FACPSchlegelChairinAgingandDementiaInnovation
Theprogramwillcontinuetobeevaluatedonanon-goingbasis.
How does the program elicit practice Change?
LDJalignswiththenationalculturechangemovementsweepingacrossCanadaandaroundtheworld.Theprogramelicitspracticechangeby:
Buildingastrongfoundationforperson-centredcareEncouragingtheuseofdementia-inclusivelanguagebyallwhosupportpeoplelivingwithdementiaUsingasocialmodeloflivingtochangethewayteammembersthinkaboutdementiaandthewaytheysupportpeoplelivingwithitAddressingwaystotackleboredom,loneliness,andhelplessnessbycreatingopportunitiesformeaning,purposeandgrowthSharingstrategiestointerpretandrespondtopersonalexpressions(behaviours)Teachingteammemberstobeproactive,notreactive.[i.e.understandingwhypersonalexpressions(behaviours)happensotheycanbeprevented]Empoweringteamsbyprovidingthemwiththeknowledgeandskillstoactwithempathyandunderstanding,andsupportwithcompassionBuildingcapacitywithinorganizationsbycertifyingtrainersonteamsSharingfirst-handexperiencesofpeoplelivingwithdementiatochangethewayteamsthink,actandprovidesupport
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Quality assurance process(es) for trainers:
FormalrecertificationprocessMinimumnumberofhoursorcoursesrequiredtobedeliveredeachyearEvaluationoftrainerviastudentsurveypostcompletionofthecourseOther:ObservationofProgramDelivery
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affiliation with other education programs, certificates and/or degrees:
None.
program Cost: 1)1-dayOverviewWorkshopCostperparticipant:$300*Packagesarealsoavailableatdiscountedratesforgroups.
2)2-dayIn-DepthCostperparticipant:$600*Packagesarealsoavailableatdiscountedratesforgroups.
Contact information & Website: E-mail:[email protected]
Website:www.livingdementia.ca
Mailingaddress:LIVINGtheDementiaJourneyc/oSchlegel-UWResearchInstituteforAging250LaurelwoodDriveWaterloo,ON,N2J0E2
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mental Health first aid for Seniors
target population in program Content:
AdultPopulationwithAge-RelatedConditionsOlderAdultPopulationDementia
MentalHealth/MentalIllnessSubstanceUseNeurologicalConditionsOther:
Brief Description: MHFASeniorsisanadaptationoftheMHFABasiccoursethatisintendedtoincreasethecapacityofseniors,families(informalcaregivers),friends,staffincaresettingsandcommunitiestopromotementalhealthinseniors,preventmentalillnessandsuicidewhereverpossibleinseniorsandinterveneearlywhenproblemsfirstemerge.
Goals/objectives of the program: Increasetheirknowledgeofsigns,symptomsandriskfactorsofmentalhealthproblemsDecreasethesocialdistancebetweenthemselvesandsomeonewithamentalhealthproblemIncreasetheirconfidencetohelpsomeoneexperiencingamentalhealthcrisisIdentifyprofessionalandself-helpresourcesforindividualswithamentalhealthproblemShowincreasedmentalwellnessthemselves
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target learner(s): GeneralPublicPersonswithLivedExperienceFamilyCarePartners(or“caregivers”)VolunteersPersonalSupportWorkers(PSW)OtherFront-LineStaff(e.g.,Dietary,EnvironmentalAid,Administration,Maintenance)Nursing(RN&RPN)AlliedHealthProfessionals(e.g.,OccupationalTherapists,SocialWorkers,Physiotherapists,RecreationTherapists,BehaviouralTherapists,etc.)
OtherHealth-relatedDisciplines(e.g.,Sociology,Gerontology,Nutritionist)PrimaryCare(i.e.,Physicians,NursePractitioners)Management(e.g.,Managers,DirectorsofCare,ExecutiveDirectors,Administrators)University/CollegeStudentsOther:
method of Delivery: In-Person Online
length of training: 2days;14hoursfrequency of re-training: Every2-3years(recommendation)
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sector applicability: Long-TermCareCommunity(includingprivatedwellings,retirementhomes)AcuteCare
TertiaryCarePrimaryCareOther:
Curriculum Update Cycle & method:
Thecourseisevidencebased;itdependsonupdateswereceivefromMHFAAustralia
program evaluation & results: See:https://www.mhfa.ca/en/evidence-mhfa-effectivenessHow does the program elicit practice Change?
TheMentalHealthFirstAidprogramisdesignedaroundtheideathatyoudonotneedanyskillsormentalhealthtrainingpriortotakingthecourse.Itisdesignedtobeaccessibleforeveryone,regardlessoftheirbackground.Sincebeingdevelopedin2011,ithasbeenevaluatedforitsimpactonparticipants,whichincludesincreasedawareness,decreasedstigma,andincreasedhelpingbehaviour.Aparticipantmanualisprovidedtoeachparticipantwhichincludesseveraltoolsandresourcestoreferencegoingforward.
Quality assurance process(es) for trainers:
FormalrecertificationprocessMinimumnumberofhoursorcoursesrequiredtobedeliveredeachyearEvaluationoftrainerviastudentsurveypostcompletionofthecourse
affiliation with other education programs, certificates and/or degrees:
None.
program Cost: Between$100-$400/participant
Thereasonforthecostvarianceisthatinstructorssettheirownprices,dependingontheirownexpenses.Byvisitingthewww.mhfa.cawebsiteandusingthe“FindaCourse”searchtool,youcanfindalistofavailablecoursesaswellastheirregistrationprices.
Contact information & Website: www.mhfa.ca
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P.I.E.C.E.S.™ 16 Hr learning and Development Program
target population in program Content:
AdultPopulationwithAge-RelatedConditionsOlderAdultPopulationDementia
MentalHealth/MentalIllnessSubstanceUseNeurologicalConditionsOther:
Brief Description: P.I.E.C.E.S.16-HrLearningandDevelopmentProgramprovideshealthcarepractitionersacrossthecontinuumofcarewithapractical,reflectiveandevidencebasedapproachtoguidesharedassessment,collaborativeengagementandsupportivecarewitholderpersonsatriskorlivingwithcomplexchronicdiseaseincluding:neurocognitivedisorders(includingbutnotlimitedtothedementias)andothermentalhealthandsubstanceuseneeds,andassociatedbehaviouralchanges.Highlycommittedtothevoiceoflivedexperienceincollaborativecare,P.I.E.C.E.S.usesapersonandcarepartnercentredapproachfocusedonprevention,earlydetectionandacontinuousprocessforsharedsolutionfinding,monitoringprogressandminimizingdisability.Itprovidesauniquewayofunderstandingthemultiplehealthchallengesandassociatedrisks,promotingenhancedqualityoflifebyrecognizingindividualneedsandbuildingonstrengthsrelatedtotheperson’sPhysical,IntellectualandEmotionalhealth,supportivestrategiestomaximizeCapabilities,theindividual’ssocialandphysicalEnvironmentandSocialself(cultural,spiritual,LifeStory).
ThroughahighlyinteractiveexchangeofknowledgeandexperienceslearnersareprovidedopportunitiesforpracticalapplicationoftheP.I.E.C.E.S.approachandexplorationofeffectivestrategiestomeaningfullyengagetheperson,carepartnerandallmembersoftheTEAMinsharedcare.
Goals/objectives of the program: TheoverallgoaloftheP.I.E.C.E.S.16-HrLearningandDevelopmentProgramistoprovidehealthcarepractitionerswithadynamicandhighlyinteractivepracticalframeworktoguideaholisticpersonandcarepartnercentredTEAMapproach,aswellastheknowledgeandskillsnecessarytosupportthewell-beingandhealthcareofolderindividualsatriskorlivingwithcomplexchronicconditions.
FollowingtheircompletionofDays1and2andaworkplacePracticalApplication,learnerswillhavetheknowledgetoapplytheP.I.E.C.E.S.FoundationalPrinciplesinpractice,andbearolemodelandcoachtoothersintheuseofacommonlanguageandcollaborativeapproach:
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P.I.E.C.E.S.FoundationalPrinciples(seehttp://pieceslearning.comfordetailedinformation):
Validating:Honouringthepersonandunderstandingwhatmattersthroughauthenticengagementfocusedonthequalityofrelationships;validatingallobservationsandconcerns;andacknowledginguniquecontributionsofallTeammembersSharedSolutionFinding:UsingtheP.I.E.C.E.S.3-QuestionTemplatetosurfacecollectivewisdomoftheperson,carepartnerandallTEAMmembers;focusedonprevention,earlydetectionofandresponsetochange,intervention,andongoingmonitoring;identifyingprioritiesandrisksanddevelopingaclearactionplanActingTogether:PartneringtosupportthepersonandcarepartnerwithinthesystemofcareEnhancingandTranslatingKnowledge:Respectingandsupportingevidencefromlivedexperience,practiceandresearch
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target learner(s): GeneralPublicPersonswithLivedExperienceFamilyCarePartners(or“caregivers”)VolunteersPersonalSupportWorkers(PSW)OtherFront-LineStaff(e.g.,Dietary,EnvironmentalAid,Administration,Maintenance)Nursing(RN&RPN)AlliedHealthProfessionals(e.g.,OccupationalTherapists,SocialWorkers,Physiotherapists,RecreationTherapists,BehaviouralTherapists,etc.)
OtherHealth-relatedDisciplines(e.g.,Sociology,Gerontology,Nutritionist)PrimaryCare(i.e.,Physicians,NursePractitioners)Management(e.g.,Managers,DirectorsofCare,ExecutiveDirectors,Administrators)University/CollegeStudentsOther:Participatinghealthcareprofessionals/practitionersmusthaveaclinicalroleandsharedaccountabilityforassessmentandcareplanning,whichoftenincludesDirectorsofCare
method of Delivery: In-Person Online
Note:ThereisapracticalApplicationofin-personlearning,whichiscompletedintheworkplacebetweenDay1andDay2ofP.I.E.C.E.S.16-HrLearningandDevelopmentProgram.Completionof2daysoflearningandthePracticalApplicationarerequiredtoreceivetheP.I.E.C.E.S.16-HrLearningandDevelopmentCertificate
length of training: Twofulldayswithapproximately2-3weeksbetweenDay1andDay2toallowpractitionerstoreturntotheirworkplacetoapplytheirlearninginpracticeandreturntotheclassroomtodebriefandbuildupontheirTEAMconversationsandexperience.
frequency of re-training: CurrentlyUnderReview
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sector applicability: Long-TermCareCommunity(includingprivatedwellings,retirementhomes)AcuteCare
TertiaryCarePrimaryCareOther:
Curriculum Update Cycle & method:
TheP.I.E.C.E.S.16HrLearningandDevelopmentProgramhasbeenupdatedevery4-5yearssinceitwasinitiallydevelopedin1997.Knowledgetranslationframeworksinformingrecentcurriculumenhancementsinclude:
ThePARiHSFrameworkforresearchimplementationBloom’sTaxonomyKolb’sExperientialLearningCycleCIHRFramework(OttawaModelofResearchUse)-KTATheKnowledgeExchangeCycleKnowledgetoPracticeProcessFramework;BSOFrameworkofCare
TheP.I.E.C.E.S.16-HrLearningandDevelopmentwasmostrecentlyupdatedin2018/19withenhancementsfocusedonfourkeyareas:integratingbestpracticetoolsandresources;facilitationtechniquestoenhancelearnerengagement;practice-basedapplicationandcoachingcapacityinothers;andprovidingalearningexperiencethatwillberelevantacrossthecontinuumofcare.
ThisdevelopmentalworkwassupportedbyaRedesignCollaborationGroupincludingrepresentationfromP.I.E.C.E.S.EducatorswithextensiveclinicalandeducationexperienceinOntarioandotherjurisdictionsacrossCanada.
Informationgatheredtoinformtheredesignfocusedon:
Developmentofcurriculumcontentandfacilitationtechniquestofostersuccessfulknowledgetopractice,involvinginterprovincialcollaborationusingon-lineP.I.E.C.E.S.EducatorFeedbackSurveysandwebinars.Ensuringthevoiceofpersonsandtheircarepartnersinformedthedevelopmentthroughon-lineandin-personcollaborativediscussionswithLivedExperienceAdvisoryGroups.OngoinginterprovincialcollaborationwithP.I.E.C.E.S.Educatorsandotherpartnersincare,includingorganizationalleaderstolearnfrompracticebasedexperiences.Inclusionofupdatedresearchandbestpracticeliterature,toolsandresources.
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program evaluation & results: TheP.I.E.C.E.S.TEAMapproachtopersonandcarepartnercentredcarewasfirstdevelopedin1997.SincethattimeitsevolutionandthedevelopmentoftheP.I.E.C.E.S.coreLearningandDevelopmentProgram(nowtheP.I.E.C.E.S.16-HrLearningandDevelopmentProgram)hasbeeninformedbyevidencefrom:
lessonslearnedthroughitsimplementationinpracticeandspreadacrosshealthcaresectorswithinbothregionalandprovincialjurisdictionslivedexperiencesofthepersonandcarepartnersresearchandbestpracticeliteraturespecificto:
PersonandcarepartnerdirectedhealthandhealthcareAssessmentandcareplanningEducation–adultlearningandcontinuousimprovementAcceleratingknowledgetopracticeSystemtransformation
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ExamplesofevidencefrombothpublishedaswellasgreyliteratureareprovidedbelowdescribingapplicationoftheP.I.E.C.E.S.TEAMapproachinpracticewithinavarietyofhealthcaresettings:
HillierL.(2006).PuttingthePIECESTogetherLearningInitiative:EvaluationofPuttingtheP.I.E.C.E.S.Together2004-2005LearningInitiativeContinuingCarePartner.ProvinceofNovaScotia.
HungL,LeePA,Au-YeungAT,KucherovaI&HarriganM.(2016)AdoptingaClinicalAssessmentFrameworkinOlderAdultMentalHealth.JournalofPsychosocialNursingandMentalHealthServices.54(7)26-3http://europepmc.org/abstract/med/27362382
McAineyCA,StoleeP,HillierLM,HarrisD,HamiltonP,KesslerL,MadsenV&LeClairK.(2007)EvaluationoftheSustainedImplementationofaMentalHealthLearningInitiativeinLong-TermCare.InternationalPsychogeriatrics.19.
Ryan,Detal.(November52009)P.I.E.C.E.S.TMandU-First!InOntario:ThePerceptionsofFourStakeholderGroups.PreparedfortheOntarioCommunityServiceAssociation.
SinclairC&PuckniakJ.ReductionofAntipsychoticsResultinginSavingsof400,000inSixMonthsUsingtheP.I.E.C.E.S.ModelandQualityImprovement.WinnipegRegionalHealthAuthorityBriefingNoteonCFHIWebsite.http://www.cfhi-fcass.ca/SearchResults/page/9?indexCatalogue=cfhi-site-search&searchQuery=reduction+in+use+of+antipsychotics&wordsMode=0
StoleeP,McAineyCA,HillierL,HarrisD,HamiltonP,KesslerL,MadsenV&LeClairK.(2009).SustainedTransferofKnowledgetoPracticeinLong-TermCare:FacilitatorsandBarriersofaMentalHealthLearningInitiative.GerontologyandGeriatricEducation.30(1)1-20.
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7.BritishColumbiaCareProvidersAssociation;APathwaytoEnsuringtheAppropriateUseofAntipsychoticsinContinuingCare:AGuideSharingSuccessStoriesfromBCPPAMembers,2018https://bccare.ca/2018/04/new-bccpa-guide-shows-success-of-care-homes-push-to-cut-antipsychotics-use/
8.DialogueonAging;14thAnnualGeriatricServicesConferenceheldinBritishColumbiaonApril7,2017–GoingBeyond;Explore.Engage.Evolve.BothoftheseconferencevideosdescribewhathasbeenaverysuccessfulintegrationoftheP.I.E.C.E.S.holisticpersonandcarepartner-centeredapproachintothesharedassessmentandcareplanningwithinaspecializedintensiveinpatientprogramtosupportthoselivingwithcomplexneuropsychiatricsymptomsandbehaviouralchanges.http://pieceslearning.com/evidence-for-the-p-i-e-c-e-s-model/video-presentations/
9.ABritishColumbiaP.I.E.C.E.S.SuccessStory:LeadershipandTeamworkhttp://pieceslearning.com
How does the program elicit practice Change?
TosupporttheintegrationoftheP.I.E.C.E.S.approachintopractice,itsspreadandsustainabilitytheP.I.E.C.E.S.16-HrLearningandDevelopmentProgramisacomprehensivelearningstrategytodeveloptheroleofin-houseP.I.E.C.E.S.ResourcePersons(PRPs).Throughtheirparticipationintheprogram,learnersenhancetheirownpracticeandexplorestartpointsforTEAMengagementandthecoachingofothersinmobilizingtheP.I.E.C.E.S.approachintoaction.Casestudiesandreflectivepracticeactivitiesarestrategicallyincludedduringbothdaystoprovideopportunitytoapplylearninginrealtime.
ThePracticalApplicationbetweenDay1and2isalsodesignedspecificallytofosterthetransferofknowledgetopracticebyhavinglearnersreturntotheworkplaceandincollaborationwiththeTEAMapplytheP.I.E.C.E.S.approach.TheyreturnonDay2withtheircompletedapplicationtoexchangesuccesses,lessonslearnedandtohighlightfurtheropportunitiesforintegratingtheP.I.E.C.E.S.approachandTEAMengagement.AnintegralroleofthePRPistoseekcollaborativeopportunitieswithseniorleadershipandothersontheTEAM(bothinternalandexternalpartners)intheshareddevelopmentofstrategiesto:assesscurrentpractices;determinehowthosepracticescomparetowhatwaslearnedthroughparticipationintheP.I.E.C.E.S.16-HrLearningandDevelopmentProgram;setrealisticgoalsforimprovingandintegratingnewpractices;andimpartnewknowledgeandskillslearnedthroughparticipationintheProgram.
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ItiscommonforPRPstocontinuetopartnerwithCertifiedP.I.E.C.E.S.Educatorswhoareofteninaday-to-dayroletosupportthemandothermembersoftheTEAMfollowingthe16-HrProgram.CertifiedP.I.E.C.E.S.EducatorswillfrequentlycollaboratewithorganizationalleadershipindevelopingstrategiesforsuccessfulimplementationandsustainabilityoftheP.I.E.C.E.S.approach,includingsupportforthePRPs(SeeP.I.E.C.E.S.EducatorDevelopmentProgramformoredetail).TheP.I.E.C.E.S.approachcomplementsandcanbeintegratedwithotherbestpracticesrelatedtosharedassessment,collaborativeperson-centredapproachesandcapacityenhancementinthecareofthecomplexolderperson.
ThroughtheP.I.E.C.E.S.Educatornetwork,supportedbytheP.I.E.C.E.S.CollaborationOffice,practice-basedstrategiesforimplementationandsustainabilityareshared.Thisincludesaninterprovincialexchangeofsuccessfulknowledgetopracticeexperiences(seehttp://pieceslearning.comforexamples,includingVideos).AP.I.E.C.E.S.Newsletterhasbeendevelopedthatwillprovideupdatesregardingcontinuedenhancements,learningopportunities,andasharingofexperiencesandpractice-basedtoolsandresourcesthatsupportthetransferofP.I.E.C.E.S.knowledgetopractice.Examplesofsuccessfulstrategiestopromoteknowledgetopracticeinclude:
ManyinterprovincialexamplesofintegrationoftheP.I.E.C.E.S.3-QTemplateandlanguageintopolicy,processes,anddocumentation,includingtheelectronicmedicalrecordP.I.E.C.E.S.jobaidsdevelopedintheworkplacetailoredtohelpguideaTEAMdebriefwhenresponsivebehavioursofconcernandriskoccur;PRPsareofteninleadershipandsupportrolesforBehaviouralResourceTeamsPRPsfrequentlyidentifiedasaBehaviouralSupportLiaisonfortheirorganizations,linkingwithexternalandregionalpartnersP.I.E.C.E.S.approachusingthe3-QTemplateisintegratedintosharedassessmentandcareplanningincollaborationwithexternalcarepartnerse.g.SeniorsMentalHealthTeamsPRPshostsharedcareTEAMHuddlesPRPsareoftenincoachingandpracticedevelopmentrolessupportingTEAMconversationstomeaningfullyengagefamilyinsharedcareP.I.E.C.E.S.integratedintostafforientation,oftenfacilitatedbyPRPsP.I.E.C.E.S.complementsandcanbeintegratedwithotherbestpracticesrelatedtosharedassessment,collaborativeperson-centredapproachesandcapacityenhancementinthecareofthecomplexolderperson
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Quality assurance process(es) for trainers:
FormalrecertificationprocessMinimumnumberofhoursorcoursesrequiredtobedeliveredeachyearEvaluationoftrainerviastudentsurveypostcompletionofthecourseOther:P.I.E.C.E.S.Educatordatabasetomonitornumberoffacilitatedlearningsessionsrequiredforrenewal.On-linepostlearningSummaryReportsreviewedbyP.I.E.C.E.S.CollaborationOffice(PCO)andP.I.E.C.E.S.CanadaConsultGroup,andsharedwitheachP.I.E.C.E.S.EducatorTeamfortheirindividualandcollaborativereview.AccesstoPCOaswellasaClinicalEducationConsultantforsupport.Resources,toolsandupdatesmadeavailablethroughNewslettersandhttp://pieceslearning.com
affiliation with other education programs, certificates and/or degrees:
GeriatricCertificateProgram(RegionalGeriatricProgram–Central/McMasterUniversity)
program Cost: TheProgramcostperperson(currently$195.00includingtax)includeslearnermaterials(P.I.E.C.E.S.ResourceGuide,JobAids,otherresources,Certificateofcompletion).ItalsoincludesthefollowingsupportprovidedbytheP.I.E.C.E.S.CollaborationOffice:
OnlinelearnerregistrationOnlinepostProgramSurveyWebsitepostingsadvertisingsessioninformationTrainingsitearrangementsMid-morningandmid-afternoonrefreshmentsPostProgramEvaluationSummaryReportsprovidedtoeachP.I.E.C.E.S.EducatorTeamandP.I.E.C.E.S.ConsultGroupParticipantandEducatorinformationinP.I.E.C.E.S.database,includingwebsitelistingofregionalP.I.E.C.E.S.EducatorTeamsinOntario
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Contact information & Website: P.I.E.C.E.S.CollaborationOffice
Email:[email protected]
Website:http://pieceslearning.com
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P.I.E.C.E.S.™ leadership Performance Improvement Program
target population in program Content:
AdultPopulationwithAge-RelatedConditionsOlderAdultPopulationDementia
MentalHealth/MentalIllnessSubstanceUseNeurologicalConditionsOther:
Brief Description: TheP.I.E.C.E.S.LeadershipPerformanceImprovement(LPI)ProgramisdesignedtobringtogetherorganizationalandsystemleaderswhoareinapositiontosupportchangeinpracticeandfosteracollaborativeapproachtoTEAMdevelopmentandperformanceimprovementinthedeliveryofpersonandcarepartneredcentredcare.Thisone-dayprogramprovidesadynamic,highlyinteractiveexperienceforleadersresponsibleforsupportingP.I.E.C.E.S.ResourcePersons(PRPs)acrossthecontinuumofcarewhoattendedtheP.I.E.C.E.S.16-HrLearningandDevelopmentProgram.Tofosterthedevelopmentofinnovativepartnerships,itishighlyrecommendedthatorganizationalseniorleadersparticipateintheLPIProgramtogetherwithaPRP(s)fromwithintheirorganization,oraTEAMmemberwhowillbeattendingtheP.I.E.C.E.S.16-HrLearningandDevelopmentPrograminthenearfuture.TheLPIprovidesleaderswithasolidfoundationintheP.I.E.C.E.S.relationship-centredTEAMapproachwhichpromotesengagementthroughdialogue,on-the-joblearningandsharedsolutionfindinginthesupportofolderpersonsatriskorlivingwithcomplexchronicdisease.ThroughtheirparticipationintheLPIProgramleaderswilldeveloppracticalstartpointsforcollaborativelymobilizingtheP.I.E.C.E.S.approachintoactionandsustainingitinthelongerterm.
(SeeP.I.E.C.E.S.16-HrLearningandDevelopmentProgramformoreinformation)
Goals/objectives of the program: TheoverallgoaloftheP.I.E.C.E.S.LeadershipPerformanceImprovementProgram(LPI)istoengageorganizationalandsystemleadersinadynamicexchangetofosterarelationshipfocusedTEAMapproachtopersonandcarepartnercentredcareforolderadultsatriskorlivingwithcomplexchronicdisease,andtheircarepartners;focusingonthemoreimmediateandshorttermpossibilitiesforenhancingpracticeandperformanceimprovementusingtheP.I.E.C.E.S.personandcarepartnercentredTEAMapproach,aswellaslongertermsustainability.AsaresultofparticipatingintheLPIProgramlearnerswillhaveanenhancedunderstandingof:
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TheP.I.E.C.E.S.16-HrLearningandDevelopmentProgramthatprovideshealthcarepractitionersacrossthecontinuumofcarewithapractical,reflectiveandevidencebasedframeworktoguidesharedassessment,collaborativeengagementandsupportivecarewitholderpersonsatriskorlivingwithcomplexchronicdiseaseincluding;neurocognitivedisorders(includingbutnotlimitedtothedementias)andothermentalhealthandsubstanceuseneeds,andassociatedbehaviouralchanges.Thecurrentorganizationalandsystemneedsexperiencedbytheolderpersonatriskorlivingwithcomplexandchronicdisease,andtheircarepartner(s).ThepracticalfactorstosupportperformanceimprovementandthedevelopmentofhighperformingrelationshipfocusedTEAMSusingacommonlanguageandcommonapproachPerformanceObjectives:LearnerswillsupporttheimplementationoftheP.I.E.C.E.S.personandcarepartneredcentredTEAMapproachtotheextenttheysupporttheP.I.E.C.E.S.FoundationalPrinciplesinpractice(http://pieceslearning.comfordetailedinformation):Validating:Honouringthepersonandunderstandingwhatmattersthroughauthenticengagementfocusedonthequalityofrelationships;validatingallobservationsandconcerns;andacknowledginguniquecontributionsofallTeammembers.SharedSolutionFinding:UsingtheP.I.E.C.E.S.3-QuestionTemplatetosurfacecollectivewisdomoftheperson,carepartnerandallTEAMmembers;focusedonprevention,earlydetectionofandresponsetochange,intervention,andongoingmonitoring;identifyingprioritiesandrisksanddevelopingaclearactionplan.ActingTogether:PartneringtosupportthepersonandcarepartnerwithinthesystemofcareEnhancingandTranslatingKnowledge:Respectingandsupportingevidencefromlivedexperience,practiceandresearch.
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target learner(s): GeneralPublicPersonswithLivedExperienceFamilyCarePartners(or“caregivers”)VolunteersPersonalSupportWorkers(PSW)OtherFront-LineStaff(e.g.,Dietary,EnvironmentalAid,Administration,Maintenance)Nursing(RN&RPN)AlliedHealthProfessionals(e.g.,OccupationalTherapists,SocialWorkers,Physiotherapists,RecreationTherapists,BehaviouralTherapists,etc.)
OtherHealth-relatedDisciplines(e.g.,Sociology,Gerontology,Nutritionist)PrimaryCare(i.e.,Physicians,NursePractitioners)Management(e.g.,Managers,DirectorsofCare,ExecutiveDirectors,Administrators)University/CollegeStudentsOther:Systemleaderswitharoleinpolicyanddecisionmakingwhocanprovidesupporttoorganizationsintheirpracticechangeandperformanceimprovement
method of Delivery: In-Person Online
length of training: 1Dayfrequency of re-training: CurrentlyUnderReview
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sector applicability: Long-TermCareCommunity(includingprivatedwellings,retirementhomes)AcuteCare
TertiaryCarePrimaryCareOther:
Curriculum Update Cycle & method:
TheP.I.E.C.E.S.LeadershipPerformanceImprovementProgramassistsorganizationalandsystemleaderstosupportthemobilizationoflearningacquiredthroughtheP.I.E.C.E.S.16-HrLearningandDevelopmentProgramintopractice.WhenthereareenhancementstotheP.I.E.C.E.S.16-HrLearningandDevelopmentProgramthereisacorrespondingupdatetotheP.I.E.C.E.S.LeadershipPerformanceImprovementProgram.ThemostrecentupdatetotheP.I.E.C.E.S.16-HrLearningandDevelopmentProgramwas2018/19.TheextensivecollaborativefeedbackprocessundertakentoinformtheredesignalsoinformedtheenhancementstotheLeadershipPerformanceImprovementProgram(SeeP.I.E.C.E.S.16-HrLearningandDevelopmentProgramformoreinformation).
program evaluation & results: TheP.I.E.C.E.S.LeadershipPerformanceImprovementProgramhasbeendesignedfororganizationalandsystemleaderswhoareinapositiontosupportP.I.E.C.E.S.ResourcePersons(PRPs)acrossthecontinuumofcarewhoattendtheP.I.E.C.E.S.16-HrLearningandDevelopmentProgram;andtohelpfosteracollaborativeapproachtoTEAMdevelopmentandperformanceimprovementusingtheP.I.E.C.E.S.approachinpractice.
SeeP.I.E.C.E.S.16-HrLearningandDevelopmentProgramforinformationdescribingevaluationandresultsrelatedtotheapplicationoftheP.I.E.C.E.S.approachinpractice.
How does the program elicit practice Change?
Successoccurswhenleaders,togetherwithP.I.E.C.E.S.ResourcePersonsandothermembersoftheTEAM,collaborativelystrategizetopositivelyimpactthequalityoflifefortheperson,theircarepartner(s),andallmembersoftheTEAM.Considerationofthesekeyelementshelplearnerstopreparetheirorganizationsandplanforsuccessfulimplementationandsustainabilityinthelongerterm.Successoccurswhentheleaders:
ProvideclearexpectationsfortheP.I.E.C.E.S.relationshipfocusedTEAMapproachandreview/alignsupportingpoliciesandprocedures.
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Incollaboration,planandprovidethenecessarysupportforthedevelopmentoftheP.I.E.C.E.S.ResourcePerson(s)andtheimplementationoftheP.I.E.C.E.S.approachinpractice.
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DevelopandmobilizeaplanforappropriaterecognitionofexpectationsmetbyP.I.E.C.E.S.ResourcePerson(s).
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DevelopandmobilizeaplanfortimelyandrelevantfeedbackfortheP.I.E.C.E.S.ResourcePerson(s).
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Identifythemostappropriateindividual(s)fortheP.I.E.C.E.S.16-HrLearningandDevelopmentProgram.
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Incollaboration,developaplanforongoinglearninganddevelopmentoftheP.I.E.C.E.S.ResourcePerson(s).Connectwithsystempartnerstoexplorethealignmentbetweenpolicyandpracticeatasystemlevel.
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ThroughtheP.I.E.C.E.S.Educatornetwork,supportedbytheP.I.E.C.E.S.CollaborationOffice,practice-basedstrategiesforengagingorganizationalandsystemleadershipintheimplementationandsustainabilityareshared.Thisincludesaninterprovincialexchangeofsuccessfulknowledgetopracticeexperiences(seehttp://pieceslearning.comforexamples,includingvideos).
AP.I.E.C.E.S.Newsletterhasbeendevelopedthatwillprovideupdatesregardingcontinuedenhancements,learningopportunities,andasharingofsuccesses,lessonslearnedandpractice-basedtoolsandresourcesthatsupportthetransferofP.I.E.C.E.S.knowledgetopractice.
Quality assurance process(es) for trainers:
FormalrecertificationprocessMinimumnumberofhoursorcoursesrequiredtobedeliveredeachyearEvaluationoftrainerviastudentsurveypostcompletionofthecourseOther:P.I.E.C.E.S.Educatordatabasetomonitornumberoffacilitatedlearningsessionsrequiredforrenewal.On-linepostlearningSummaryReportsreviewedbyP.I.E.C.E.S.CollaborationOffice(PCO)andP.I.E.C.E.S.CanadaConsultGroup,andsharedwitheachP.I.E.C.E.S.EducatorTeamfortheirindividualandcollaborativereview.AccesstoPCOaswellasaClinicalEducationConsultantforsupport.Resources,toolsandupdatesmadeavailablethroughNewslettersandhttp://pieceslearning.com
affiliation with other education programs, certificates and/or degrees:
GeriatricCertificateProgram(RegionalGeriatricProgram–Central/McMasterUniversity)
program Cost: ContacttheP.I.E.C.E.S.CollaborationOfficeformoreinformationEmail:[email protected]
Contact information & Website: P.I.E.C.E.S.CollaborationOffice
Email:[email protected]
Website:http://pieceslearning.com
•ProgramInventory-ClinicalTrainingPrograms-P.I.E.C.E.S.™LeadershipPerformanceImprovementProgram
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BehaviouralEducationandTrainingSupportsInventory(BETSI)-V.2.0March2019 �9
Team Essentials for Coordinating Care for responsive Behaviours
target population in program Content:
AdultPopulationwithAge-RelatedConditionsOlderAdultPopulationDementia
MentalHealth/MentalIllnessSubstanceUseNeurologicalConditionsOther:
Brief Description: ThismoduleenablesteamstorecognizeandcommunicateresponsivebehavioursforpersonswithdementiathroughtheuseoftheSensoryObservationSystem(SOS)andSBARtechniques.Principlesofteam-basedcoordinationforresponsivebehavioursinclude:objectivity,specificityanddescriptiveness,riskassessment,self-reflection,strategizing,monitoring,debriefingandteamcompetencies.Staffwilllearnhowtoapplythistocommonclinicalscenariosandtotransferthislearningtotheirdailypracticesetting.
Anticipatedoutcomesincludeimprovedunderstandingandabilitytoreflectonaresident-centredapproachtocareandenhancedinformationsharingandcarecoordinationwithintheteam.TeamsalreadytrainedinU-First,PIECESandGPAwillfindthatthistrainingsupportsthemincoordinatingandcommunicatingcareforresponsivebehavioursinthemomentandwithinandacrossrolesandshifts.Thein-personworkshopalsoconsiderstheeffectsofdeliriumondementia.
Goals/objectives of the program: Afterthismodule,participantswill:
Buildacommonunderstandingoftheteam’sroleandcontributioninmanagingresponsivebehavioursDevelopobservationandteamreportingskillsfocusedonresponsivebehavioursEnhanceteamskillsandvaluesrelatedtobeingobjective,self-reflective,relational-centredandproactiveApplyteamcommunicationandcollaborationstrategies
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•ProgramInventory-ClinicalTrainingPrograms-TeamEssentialsforCoordinatingCareforResponsiveBehaviours
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BehaviouralEducationandTrainingSupportsInventory(BETSI)-V.2.0March2019 �0
target learner(s): GeneralPublicPersonswithLivedExperienceFamilyCarePartners(or“caregivers”)VolunteersPersonalSupportWorkers(PSW)OtherFront-LineStaff(e.g.,Dietary,EnvironmentalAid,Administration,Maintenance)Nursing(RN&RPN)
AlliedHealthProfessionals(e.g.,OccupationalTherapists,SocialWorkers,Physiotherapists,RecreationTherapists,BehaviouralTherapists,etc.)OtherHealth-relatedDisciplines(e.g.,Sociology,Gerontology,Nutritionist)PrimaryCare(i.e.,Physicians,NursePractitioners)Management(e.g.,Managers,DirectorsofCare,ExecutiveDirectors,Administrators)University/CollegeStudentsOther:
method of Delivery: In-Person:Torontoonly Online:acrossOntario
length of training: In-Person:7.5hrs Online:3hrs
frequency of re-training: Refreshersrecommended
sector applicability: Long-TermCareCommunity(includingprivatedwellings,retirementhomes)AcuteCare
TertiaryCarePrimaryCareOther:
Curriculum Update Cycle & method:
Curriculumupdatedevery12-18monthsbyinterprofessionaleducatorteaminconsultationwithexperts.
program evaluation & results: WehaveevaluatedtheprogramusingKirkpatrick’sNewWorldTrainingModelanddevelopmentalevaluationtechniques.Reportwithgraphicsavailableuponrequest([email protected]).
How does the program elicit practice Change?
Inadditiontothein-personandonlinelearning,weoffer,toOntarioLong-TermCareHomes:
TeamEssentialsPocketCardseLearningmoduleon8A’seLearningmoduleon3Ds(forthcoming)SimulationActivity:BehaviourSceneInvestigationSimulationActivity:LabelsExerciseSimulationActivity:DementiaSimulationToolkitSimulationActivity:8A’sofDementiaToolkitSimulationActivity:VirtualRealityDementiaSimulationsTriggerMatch-SeriousGameKittoFosterTeamCollaborationintheCareofPersonswithDementiaLeadershipcoaching(before,duringandaftertraining)withcustomcurriculum/activitydevelopmenttosupportorganizationalreadinessandfitwiththeprogramandtoenablesupportandmonitoringofsustainedpracticechangeCustomdebriefguidesforteamhuddlesalignedwithQIPreporting(forthcoming)
1.2.3.4.5.6.7.8.9.
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BehaviouralEducationandTrainingSupportsInventory(BETSI)-V.2.0March2019 ��
Quality assurance process(es) for trainers:
FormalrecertificationprocessMinimumnumberofhoursorcoursesrequiredtobedeliveredeachyearEvaluationoftrainerviastudentsurveypostcompletionofthecourseOther:Currentlydeliveredbyalimitedpooloftrainedinterprofessionaleducators
affiliation with other education programs, certificates and/or degrees:
Thisprogramhasalsobeenexpandedandintegratedintoanewlydevelopedonlinepost-graduateInterprofessionalCertificateinComplexandLong-TermCareinpartnershipwithGeorgeBrownCollege(lead)andRyersonUniversity.
program Cost: CurrentlydeliveredtoOntariolong-termcarehomesforfree.Forothersectors,pricingtobedetermined.
Contact information & Website: Ontariolong-termcarehomes:RaquelMeyer,Manager,OntarioCentresforLearning,Research&InnovationinLong-TermCareatBaycrest;[email protected]
https://clri-ltc.ca/?resource=team-essentials-leading-practices-long-term-care;
Allothersectors:LisaSokoloff,Manager,Training&Simulation,Baycrest;[email protected]
https://www.baycrest.org/Baycrest/Education-Training/Training-and-Simulation-Division/ProductsAndServices
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BehaviouralEducationandTrainingSupportsInventory(BETSI)-V.2.0March2019 �2
u-first! workshop
target population in program Content:
AdultPopulationwithAge-RelatedConditionsOlderAdultPopulationDementia
MentalHealth/MentalIllnessSubstanceUseNeurologicalConditionsOther:
Brief Description: Ifyouarecaringforsomeonewithdementia,theU-First!Workshopwillhelpyou:
UnderstandthattherecanbemanyreasonswhyyoumightseebehaviourchangeswhenapersonislivingwithdementiaFlagthepossiblechangesthatyoumayseewhenyouaresupportingapersonlivingwithdementiaInteractinanewwaywithbothskillandacommonunderstandingofdementiaReflectandreportonnotonlynewbehavioursyoumayseeinthepersonyouaresupportingbutalsoshareyourstrategiesandyourtipsonworkingwithapersonwhoislivingwithdementiaSupportthepersonwithdementia,theirfamilyandfriendsineverydayactivitiesKnowthatyouarepartofanimportantTeamincaringforthepersonwithdementia
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Goals/objectives of the program: LearnerObjectives:
Demonstratesensitivityandrespectfortheindividualityofthepersonwithdementia,theirfamilyandotherteammembersby:
Recognizingtheimpactofaperson’slifeexperiences,values,thoughtsandfeelingsontheirwellbeingandqualityoflife.Thesefactorsareequallyrelevantforthatperson’sfamilyandsignificantothers.Servingasarolemodelforco-workersbyfocusingonthepersonlivingwithdementia,supportingtheirstrengthsandabilities,promotingtheiractiveparticipationinallaspectsoftheircareandcontinuingtoworkwiththeteamtomeettheevolvingneedsoftheperson,theirfamily/significantothers.
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BehaviouralEducationandTrainingSupportsInventory(BETSI)-V.2.0March2019 ��
Seektounderstandthepersonlivingwithdementia&associatedbehaviouralchangesby:
UsingtheU-First!®Wheelindialoguewiththeteamtoflagrisksandbehaviouralissuesassociatedwithcognitive/mentalhealthneedsandpossiblecauses.Thisframesanunderstandingofthephysical,intellectual,emotional,capabilities,environmentandsocial/culturalaspectsoftheperson.Promotingdialoguewiththeteambysharingpertinentinformationandreflectionstoincreaseacommonunderstandingofthepersonlivingwithdementiaandtheirfamily/significantothers.Recognizingtherightsofthepersontomakehis/herowndecisionsaccordingtomentalcapabilityandtotheextentitdoesnotinfringeupontherightsofanotherindividual.
CollaboratewiththeteamtoensureindividualizedsupportstrategiesaredevelopedthatrecognizeandrespondtoinformationgatheredusingU-First!®andtakethatintoconsideration:
Respectfortheperson’svalues,culturalbeliefs,desires,goals,copingstylesandcommunicationpatternsIdentificationofhighrisksituationsCollaborationwithfamily/significantotherstodevelopapproachestocareRespectforallteammembers’knowledge,experience,involvementandcontributionsReflectionandreportingofobservationsandinteractionsarevaluedinevaluatingsupportivecarestrategiesandredefininggoalsofcare,ifnecessary
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target learner(s): GeneralPublicPersonswithLivedExperienceFamilyCarePartners(or“caregivers”)VolunteersPersonalSupportWorkers(PSW)OtherFront-LineStaff(e.g.,Dietary,EnvironmentalAid,Administration,Maintenance)Nursing(RN&RPN)AlliedHealthProfessionals(e.g.,OccupationalTherapists,SocialWorkers,Physiotherapists,RecreationTherapists,BehaviouralTherapists,etc.)
OtherHealth-relatedDisciplines(e.g.,Sociology,Gerontology,Nutritionist)PrimaryCare(i.e.,Physicians,NursePractitioners)Management(e.g.,Managers,DirectorsofCare,ExecutiveDirectors,Administrators)University/CollegeStudentsOther:
•ProgramInventory-ClinicalTrainingPrograms-U-First!Workshop
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BehaviouralEducationandTrainingSupportsInventory(BETSI)-V.2.0March2019 ��
method of Delivery: In-Person Online
length of training: 6hourworkshopor2-3hourworkshopsfrequency of re-training: Every2yearssector applicability: Long-TermCare
Community(includingprivatedwellings,retirementhomes)AcuteCare
TertiaryCarePrimaryCareOther:
Curriculum Update Cycle & method:
Feedbackgatheredfromvariousstakeholders/targetgroupstodeterminepastexperienceandreceivesuggestionsforimprovement,occursevery2-3years.
program evaluation & results: Evaluationsarecompletedaftereveryworkshop,returnratevaries,allresultsarefiledandreviewed.Nopublishedevaluation.
How does the program elicit practice Change?
Workbookusedduringworkshopsupportsthelearnerastheyapplynewknowledge,U-First!Wheelisacollaborativetooltoassistlearnerpostworkshop.
Quality assurance process(es) for trainers:
FormalrecertificationprocessMinimumnumberofhoursorcoursesrequiredtobedeliveredeachyearEvaluationoftrainerviastudentsurveypostcompletionofthecourse
affiliation with other education programs, certificates and/or degrees:
P.I.E.C.E.S.Learning&DevelopmentProgram
GeriatricCertificateProgram(RegionalGeriatricProgram–Central/McMasterUniversity)
program Cost: $75perpersonContact information & Website: www.u-first.ca
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BehaviouralEducationandTrainingSupportsInventory(BETSI)-V.2.0March2019 ��
u-first! Online Course
target population in program Content:
AdultPopulationwithAge-RelatedConditionsOlderAdultPopulationDementia
MentalHealth/MentalIllnessSubstanceUseNeurologicalConditionsOther:
Brief Description: Ifyouarecaringforsomeonewithdementia,theU-First!OnlineCoursewillhelpyou:
UnderstandthattherecanbemanyreasonswhyyoumightseebehaviourchangeswhenapersonislivingwithdementiaFlagthepossiblechangesthatyoumayseewhenyouaresupportingapersonlivingwithdementiaInteractinanewwaywithbothskillandacommonunderstandingofdementiaReflectandreportonnotonlynewbehavioursyoumayseeinthepersonyouaresupportingbutalsoshareyourstrategiesandyourtipsonworkingwithapersonwhoislivingwithdementiaSupportthepersonwithdementia,theirfamilyandfriendsineverydayactivitiesKnowthatyouarepartofanimportantTeamincaringforthepersonwithdementia
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Goals/objectives of the program: LearnerObjectives:
Demonstratesensitivityandrespectfortheindividualityofthepersonwithdementia,theirfamilyandotherteammembersby:
Recognizingtheimpactofaperson’slifeexperiences,values,thoughtsandfeelingsontheirwellbeingandqualityoflife.Thesefactorsareequallyrelevantforthatperson’sfamilyandsignificantothers.Servingasarolemodelforco-workersbyfocusingonthepersonlivingwithdementia,supportingtheirstrengthsandabilities,promotingtheiractiveparticipationinallaspectsoftheircareandcontinuingtoworkwiththeteamtomeettheevolvingneedsoftheperson,theirfamily/significantothers.
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BehaviouralEducationandTrainingSupportsInventory(BETSI)-V.2.0March2019 ��
Seektounderstandthepersonlivingwithdementia&associatedbehaviouralchangesby:
UsingtheU-First!®Wheelindialoguewiththeteamtoflagrisksandbehaviouralissuesassociatedwithcognitive/mentalhealthneedsandpossiblecauses.Thisframesanunderstandingofthephysical,intellectual,emotional,capabilities,environmentandsocial/culturalaspectsoftheperson.Promotingdialoguewiththeteambysharingpertinentinformationandreflectionstoincreaseacommonunderstandingofthepersonlivingwithdementiaandtheirfamily/significantothers.Recognizingtherightsofthepersontomakehis/herowndecisionsaccordingtomentalcapabilityandtotheextentitdoesnotinfringeupontherightsofanotherindividual.
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CollaboratewiththeteamtoensureindividualizedsupportstrategiesaredevelopedthatrecognizeandrespondtoinformationgatheredusingU-First!®andtakethatintoconsideration:
Respectfortheperson’svalues,culturalbeliefs,desires,goals,copingstylesandcommunicationpatternsIdentificationofhighrisksituationsCollaborationwithfamily/significantotherstodevelopapproachestocareRespectforallteammembers’knowledge,experience,involvementandcontributionsReflectionandreportingofobservationsandinteractionsarevaluedinevaluatingsupportivecarestrategiesandredefininggoalsofcare,ifnecessary.
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target learner(s): GeneralPublicPersonswithLivedExperienceFamilyCarePartners(or“caregivers”)VolunteersPersonalSupportWorkers(PSW)OtherFront-LineStaff(e.g.,Dietary,EnvironmentalAid,Administration,Maintenance)Nursing(RN&RPN)AlliedHealthProfessionals(e.g.,OccupationalTherapists,SocialWorkers,Physiotherapists,RecreationTherapists,BehaviouralTherapists,etc.)
OtherHealth-relatedDisciplines(e.g.,Sociology,Gerontology,Nutritionist)PrimaryCare(i.e.,Physicians,NursePractitioners)Management(e.g.,Managers,DirectorsofCare,ExecutiveDirectors,Administrators)University/CollegeStudentsOther:
method of Delivery: In-Person Online
length of training: 3weekstocompletemodules(available24/7)frequency of re-training: Every2years
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BehaviouralEducationandTrainingSupportsInventory(BETSI)-V.2.0March2019 ��
sector applicability: Long-TermCareCommunity(includingprivatedwellings,retirementhomes)AcuteCare
TertiaryCarePrimaryCareOther:
Curriculum Update Cycle & method:
Newcourse,willreviewin3years
program evaluation & results: Onlineevaluationrequiredaftercompletionofcourse,resultspresentedinposterpresentationatADIChicagoJuly2018
How does the program elicit practice Change?
Onlinediscussionforumsandwebinarsupportthelearnerinapplyingnewknowledge.
Quality assurance process(es) for trainers:
FormalrecertificationprocessMinimumnumberofhoursorcoursesrequiredtobedeliveredeachyearEvaluationoftrainerviastudentsurveypostcompletionofthecourse
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affiliation with other education programs, certificates and/or degrees:
GeriatricCertificateProgram(RegionalGeriatricProgram–Central/McMasterUniversity)
program Cost: $75/learner
Contact information & Website: www.u-first.ca
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BehaviouralEducationandTrainingSupportsInventory(BETSI)-V.2.0March2019 ��
validation Communication
target population in program Content:
AdultPopulationwithAge-RelatedConditionsOlderAdultPopulationDementia
MentalHealth/MentalIllnessSubstanceUseNeurologicalConditionsOther:
Brief Description: ValidationCommunicationexploresavarietyofcommunicationtechniquesthathaveproventobeeffectiveforthoseworkingindementiacareandwithotherpopulations(includingworkandhomelife).WhilethefocusisonValidationtechniques,whichwereintroducedbyNaomiFeilintheearly1980s,theworkshopalsoincludesbasiccommunicationskillsthatcanbeusedinanysettingandintroducesthelearnertoAdaptiveInteractiontechniquesforlate-stagedementia(Ellis,M.2018).Thegoalofthisworkshopistoprovideinsightintohowcommunicationiscentraltoqualityoflife.Also,theconnectionbetweencommunicationneedsandresponsivebehavioursishighlighted,andtheimplicationsforbothprofessionalandpersonalexchangesarediscussed.Whencommunicationneedsareunderstood,positiveoutcomesareeasiertoachieve.Anoverviewofthe“howto’s”ofrunningaValidationGroupisalsoprovided.
Goals/objectives of the program: Goal:Todevelopasetofeffectivecommunicationskills,withaspecialfocusonunderstandingtheuniqueneedsandtechniquesthatarerelatedtodementiacare.Objectives:
Toidentifybasiccommunicationtechniquesanddiscusshowtheyarerelatedtobrainandbehaviour.Usingthestatement,“Allbehaviourhasmeaning”,discusshowcommunicationisrelatedtoresponsivebehavioursandexplorewhatcanbedonetoaddresseachindividual’sneeds.Todifferentiatebetweenreminiscing,hallucinations,validationandseeingwiththemind’seye.Thegoalistounderstand,andworkthrough,thekeycomponentsofeachwiththeobjectiveofdevelopingnewcommunicationskills.Toexaminethekeycomponentsofverbalandnon-verbalcommunicationandapplyone’sunderstandingtotheabilitiesofthoselivingwithdementia,therebydevelopinganewapproachtocommunicatingwiththoselivingwithdementia.Tounderstandhowoursensesareassociatedwithcommunicationoutcomesthroughademonstrationthatexploreshowthisprocessbeginsearlyinlife.
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BehaviouralEducationandTrainingSupportsInventory(BETSI)-V.2.0March2019 �9
Toexperiencehowimportantitistovalidatefeelings.Todiscusshowtouchcanimpactcommunicationandcanbeusedtoconnecttomemoriesofthepast.Toidentifycommunicationtechniquesusingthewho,what,when,whereandhowquestionsandtounderstandwhyquestionsthatask“Why?”maycreatenegativeoutcomeswhencommunicatingwiththoselivingwithdementia.TodiscussAdaptiveInteractionCommunicationtechniquesforlatestagedementia(Ellis,M.,2019).Todiscuss,demonstrateandprovidethetoolsandresourcesrequiredforrunningaValidationGroup.
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target learner(s): GeneralPublicPersonswithLivedExperienceFamilyCarePartners(or“caregivers”)VolunteersPersonalSupportWorkers(PSW)OtherFront-LineStaff(e.g.,Dietary,EnvironmentalAid,Administration,Maintenance)Nursing(RN&RPN)AlliedHealthProfessionals(e.g.,OccupationalTherapists,SocialWorkers,Physiotherapists,RecreationTherapists,BehaviouralTherapists,etc.)
OtherHealth-relatedDisciplines(e.g.,Sociology,Gerontology,Nutritionist)PrimaryCare(i.e.,Physicians,NursePractitioners)Management(e.g.,Managers,DirectorsofCare,ExecutiveDirectors,Administrators)University/CollegeStudentsOther:
method of Delivery: In-Person Online
length of training: 1Dayfrequency of re-training: Nonesector applicability: Long-TermCare
Community(includingprivatedwellings,retirementhomes)AcuteCare
TertiaryCarePrimaryCareOther:
Curriculum Update Cycle & method:
1or2timesperyear
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BehaviouralEducationandTrainingSupportsInventory(BETSI)-V.2.0March2019 �0
program evaluation & results: AnevaluationoftheprogramwasconductedinaLTChomebutresultswerenotpublished.Staffwhoattendedtheeducationwerefromdifferentdisciplinesanddifferentdepartments.Aquestionnairewasdistributedpriortotheworkshopandaweeklater.Generally,theresultsindicatedthatwiththecontentoftheworkshopstafffelttheywerebetterequippedtointeractwithresidentsandsaidtheyfeltbetterabouttheirjobs.Manysaidtheycameintothisfieldtohelppeoplebuttheyhadbecomefrustratedfromtheirinabilitytodoagoodjob.Inthepre-testquestionnairetheywereaskedhowcompetenttheyfeltwheninteracting/communicatingwithresidentswithdementia.Theaveragescorewas2/5.Manypeoplementionedthattheydidnotknowwhattosaytoresidents(especiallywhenthepersonlackedtheabilitytotalk)ordidn’tknowiftheyweresayingtherightthingstopeoplewhocouldtalk.
Thepost-workshopevaluationanswers(oneweekaftertheworkshop)foundthatstaffreportedbeingfarmoreconfidentwheninteractingwiththeresidentsandcaseexamplesprovidedevidencethatclearlyindicatedtheyhadchangedthewaytheyinteracted/communicatedwiththoseintheircare.
How does the program elicit practice Change?
Resourcesareprovidedintheworkshopforusefollowingtheworkshop.Theresourcesareeasytouseandworkshopparticipantsareinvitedtoemailanytimeiftheyhavequestionsorneedhelp.
Quality assurance process(es) for trainers:
None
affiliation with other education programs, certificates and/or degrees:
GeriatricCertificateProgram(RegionalGeriatricProgram–Central/McMasterUniversity)
NiagaraCollegeRecreationProgram.program Cost: $225.00/personContact information & Website: GailElliotwww.dementiability.com
[email protected]@[email protected]
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BehaviouralEducationandTrainingSupportsInventory(BETSI)-V.2.0March2019 ��
COrE CurrICula: Train-The-Trainer ProgramsAnumberofprogramsincludedintheBETSIalsocreatedaccompanyingTrain-the-Trainerversionsoftheirrespectiveprogramsthatequipstafftobeabletodelivertheprogram.Train-the-Trainerprogramshelpfurtherthespreadofprogramsthatmaynotbereadilyavailableincertainareasduetoabsenceofinstructorsandalsohelpenablethesustainabilityoflearning,havingaccesstoInstructorsnearby.AllinformationwasprovidedbyProgramRepresentatives.
gPa Certified Coach workshop (Train-the-Trainer)Description: AGPACertifiedCoachWorkshop(CCW)isthefirststepinimplementing
theGPAprograminanorganization.SelectionofappropriateCCcandidatesiscriticaltosuccessfulimplementationandsustainabilityoftheGPAprogram.
Followingsuccessfulparticipationata2-dayGPACCW,GPACCareauthorizedbyAGEtofacilitateGPACurriculaviastaff/studenteducationsessions.AGPACCWisfacilitatedbyCertifiedGPAMasterCoacheswhomodelvariousstylesoffacilitationduringDay1-deliveryofGPABasics.GPACCCandidatesparticipateinaGPAsessionguidedbyGPAMasterCoacheswiththegoalofdemonstratinghowtoapplythestandardizedcurriculumusingGPACoachmaterialsandvariousadultlearningprinciplesandmodalities.Day2includespracticefacilitationwithfeedback,overviewofresourcesandadministrativerequirements,adultlearningprinciplesdiscussionsincludingcoachingtipsandstrategiesforpracticechange.Day2wrapsupwithreviewofCertifiedCoachAgreementanddiscussiononhowGPAisacriticalcomponentofaWorkplaceViolencePreventionPlan.GPACCreceivealloftheresourcesandmaterialstheyneedtobesuccessfulintheirrole(seeGPACCInformationPackageontheAGEwebsitewww.ageinc.ca).
length of training: 2DaysCore Competencies to Become a trainer:
PrerequisitesincludecompletionofGPABasics,GPAeLearningorGPA-Rwithinthepast24months;100%attendanceandparticipationinthe2daytraining;3+yearsexperienceindementiacare,geriatriccareorarelatedfield;experienceincoaching,teachingorfacilitation;jobroleincludesongoingrelationshipwithGPAparticipantstobecoached;completionofonlineregistrationwithevidenceofaboveinformation.OrganizationalcommitmenttosustainGPACCinvolvesplanningforGPABasicssessionsandGPA-Rsufficienttomeetmaintenancehoursrequirements.ThetraditionalGPAdeliverymodelinvolvesco-facilitationinsmallmultidisciplinary,team-basedsessions.Solocoachingisacceptedwithamaximumratioof1GPACCfor10participants.GPAsessionsrequiretheuseofalaptopwithcertainfreesoftware,projectorandspeakers.CoachesareauthorizedtoteachGPAwithinthebaseoftheiremploymentonly.
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BehaviouralEducationandTrainingSupportsInventory(BETSI)-V.2.0March2019 �2
Cost: GPACertifiedCoachWorkshopcostis$800(+applicabletaxes)-costincludesallresourcesandaccesstomaterialsincluding:
GPACCManualGPABasicsManualGPA-RechargedParticipantBookletGPAActivitiesLearningPackage(ALP)GPACCCertificateandGPAPinAccesstocoach-specificonlineresourcesandtools
TheGPACCrenewalfeeiscurrently$100.00foratwoyearperiodfollowingsuccessfulcompletionandtrackingofGPACCmaintenancehours.
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Contact information: FormoreinformationontheGPACertifiedCoachWorkshop,upcomingworkshops,registrationand/orsubmissionofinterestfornotification,pleaseseeAGEwebsitecalendarofeducationevents:www.ageinc.ca
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BehaviouralEducationandTrainingSupportsInventory(BETSI)-V.2.0March2019 ��
lIvIng the Dementia Journey (Train-the-Trainer)
Description: LIVINGtheDementiaJourney(LDJ)isanaward-winning,evidence-informedtrainingprogramforthosewhosupportpeoplelivingwithdementia.Participantsgainawarenessandunderstandingthatchangesnotonlythewaytheyviewdementia,butthewaytheysupportpeoplelivingwithit.TheLDJprogram:
IncreasesunderstandingofdementiaandprovidesanewperspectiveontheexperienceoflivingwithitAppliesaperson-centredapproachtoprovideindividualizedsupportEnhancesskillsinrelationship-buildingtosupportindividualswithcompassionandrespectSharesstrategiestorecognize,interpret,andrespondtopersonalexpressions(behaviours)Addresseswaystotackleboredom,loneliness,andhelplessnessbycreatingopportunitiesformeaning,purposeandgrowth.LDJwascreatedincollaborationwithpeoplelivingwithdementiaandtheircarepartners.
Itprovidesafreshperspectiveondementiacareandsupportbasedonreallifeexperiences.Theprogramemphasizestheimportanceofshiftingcareandservicestofocusonaperson’sstrengthsandabilities,andhoweachpersoncanbesupportedinlivinglifetothefullest.Theprogramincludespresentations,individualreflections,smallandlargegroupdiscussions,andexperientiallearningtomeettheneedsofadultlearners.
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length of training: 3daysCore Competencies to Become a trainer:
LIVINGtheDementiaJourney(LDJ)isdeliveredbyLDJcertifiedFacilitatorsthroughworkshopswitharationotexceeding1LDJcertifiedFacilitatorto20participants.ThisgroupsizeallowsFacilitatorstoeffectivelyincludeallparticipantsingroupdiscussions.
TobecomeacertifiedFacilitator,eachFacilitatormustattenda3-daytrainingprogram,whichincludes:
Day1–FacilitatorsparticipateintheLDJOverviewWorkshoptofamiliarizethemselveswiththecontentanddeliveryoftheprogramDay2–FacilitatorsexploreadultlearningtechniquesandlearngroupfacilitationskillsDay3–FacilitatorspracticedeliveringthesixprogrammodulesofboththeOverviewandIn-Depthworkshops
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Intermsofcompetencies,Facilitatorsmusthaveabasicunderstandingofdementia(e.g.types,symptoms,progression,etc.)andpreviousexperienceworkingwithand/orsupportingpeoplelivingwithdementia.Additionally,Facilitatorsmustbecomfortabledeliveringeducationtodiverselearningpartnersandhavestrongcommunicationskills.Mostimportantly,theyshouldbepassionateaboutsupportingpeoplelivingwithdementia.
Tobecomecertified,Facilitatorsmustattendthefull3-daytraining.These3-daytrainingsessionsaredeliveredbyLDJMasterTrainers,whoareemployedbytheSchlegel-UWResearchInstituteforAging(RIA).Facilitatorcertificationisvalidonlyattheirorganizationofemployment.Re-certificationwillberequiredevery2years.
Cost Costperfacilitatortobetrained:$900
One-timelicensingfee:$1,500-$7,000(dependingonsizeoforganization)
Annualsubscriptionfee:$300
Workbooks:OnceaFacilitatoristrainedandreadytodelivertheworkshoptotheirteam,participantworkbooksaretobeorderedfromtheRIAatacostof$20(forOverviewWorkbook)or$30(forIn-DepthWorkbook).
Contact information: E-mail:[email protected]
Website:www.livingdementia.ca
Mailingaddress:
LIVINGtheDementiaJourney
c/oSchlegel-UWResearchInstituteforAging
250LaurelwoodDrive
Waterloo,ON,N2J0E2
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mental Health first aid (mHfa) for Seniors (Train-the-Trainer)
Description: MHFASeniorsisanadaptationoftheMHFABasiccoursethatisintendedtoincreasethecapacityofseniors,families(informalcaregivers),friends,staffincaresettingsandcommunitiestopromotementalhealthinseniors,preventmentalillnessandsuicidewhereverpossibleinseniorsandinterveneearlywhenproblemsfirstemerge.
length of training: 5Days
Core Competencies to Become a trainer:
Minimum2years’experienceinafront-lineposition(paidorunpaid)withinthelast10yearssupportingseniorslivingwithmentalhealthproblemsGoodknowledgeofmentalhealthdisordersandtheirtreatmentExperiencedeliveringtraining/teachingeffectivelytoadultlearnersExperienceinnetworkingwithcommunitypartnersKnowledgeoftherangeofmentalhealthservicesGoodinterpersonalandcommunicationskillsPositiveattitudestowardsseniorswithcomplexmentalhealthEnthusiasmtoreducestigma/discriminationassociatedwithmentalillnessProficientincomputerprogramssuchasPowerPointandExcel,andmusthaveanemailaddress,internet,accesstoacomputerandaprojector
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Cost: $3000.00/learner
Contact information: www.mhfa.ca
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P.I.E.C.E.S. Educator Development Program
Description: CertifiedP.I.E.C.E.S.EducatorsfacilitatetheP.I.E.C.E.S.16-HrLearningandDevelopmentProgramthatprovideshealthcarepractitionerswithadynamicandpracticalframeworktoguideaholisticpersoncentredTEAMapproach,aswellastheknowledgeandskillsnecessarytosupportthewell-beingandhealthcareofolderindividualsatriskorlivingwithcomplexchronicconditionsincluding;neurocognitivedisorders(includingbutnotlimitedtothedementias)andothermentalhealthandsubstanceuseneeds,andassociatedbehaviouralchanges.P.I.E.C.E.S.usesapersonandcarepartnercentredapproachfocusedonhealthpromotion,prevention,earlydetectionandacontinuousprocessforsharedsolutionfinding,monitoringprogressandminimizingdisability.Itprovidesanunderstandingofthemultiplehealthchallengesandassociatedrisks,andpromotesanenhancedqualityoflifebyrecognizinguniqueneedsandbuildingontheperson’sstrengths.IntheP.I.E.C.E.S.EducatorDevelopmentProgramlearnersbecomefamiliarwithhowtofacilitatetheP.I.E.C.E.S.16-HrProgramsothesessionsareinteractive,learnerfocused,integrateopportunitiesforpracticalapplicationoftheP.I.E.C.E.S.approachinpractice,aswellasexploreeffectivestrategiestomeaningfullyengagetheperson,carepartnerandallmembersoftheTEAM,includingtheroleofleadershipinsharedcare.
length of training: TwoConsecutiveDaysCore Competencies to Become a trainer:
CertifiedP.I.E.C.E.S.EducatorsfortheP.I.E.C.E.S.EducatorDevelopmentProgramaremembersoftheP.I.E.C.E.S.CanadaConsultGroup(PCG)orCertifiedP.I.E.C.E.S.EducatorAssociatesidentifiedbutthePCGtodelivertheP.I.E.C.E.S.EducatorDevelopmentProgram.Theywillhavethefollowing:
AUniversitydegreeinarelatedhealthcarefielde.g.nursing,OT,PT,SW
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Aminimumof5yearshealthcareexperienceinthesupportofcomplexolderadults
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CompletionoftheP.I.E.C.E.S.16-HrEducatorDevelopmentProgramdeliveredbytheP.I.E.C.E.S.ConsultGroupand/oradesignatedCertifiedP.I.E.C.E.S.EducatorAssociate(s)
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Excellentinterpersonalandcommunicationskills•ExtensiveexperienceinthefacilitationoftheP.I.E.C.E.S.16-HrLearningandDevelopmentProgramandtheimplementationandongoingsustainabilityoftheP.I.E.C.E.S.approachinpractice.
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Experienceinthefacilitationofadultlearningandtheabilitytocreateadynamicinteractivelearningenvironment
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Extensiveknowledge,skillsandexperienceinthesharedassessment/careplanningforolderadultsatriskorlivingwithcomplexhealthconditionsandassociatedbehaviouralchangesandtheapplicationofbestpracticeclinicalassessmenttoolsandprotocols
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AnabilitytofacilitateaTEAMapproachtosharedassessmentandcollaborativecareplanning,includingmanagementofhighrisksituations
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Anabilitytodrawuponknowledgeandexperiencestoconfidentlyrespondtoclinicalquestions/situationsin-the-momentastheyariseintheclassroomlearning
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Excellentcoachingskillsandtheabilitytofacilitatethedevelopmentoftheseskillsinothers
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TheabilityandsupportnecessarytofacilitateaP.I.E.C.E.S.EducatorDevelopmentProgramovertwoconsecutivedays.
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CertifiedP.I.E.C.E.S.Educatorsagreeto:deliverthecurriculumhonouringtheintegrityoftheprogramusingtheP.I.E.C.E.S16-HrLearningandDevelopmentProgramFacilitatorGuide;partnercloselywithothermembersoftheirP.I.E.C.E.S.EducatorTeammodellingtheP.I.E.C.E.S.relationshipfocusedapproach;andworkinpartnershipwiththeP.I.E.C.E.S.CollaborationOffice(asdetailedinthesignedEducatorcontractwiththeP.I.E.C.E.S.CanadaConsultGroup/P.I.E.C.E.S.CollaborationOffice)
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Cost: TheProgramcostperperson(currently$275.00incltax)includeslearnermaterials(P.I.E.C.E.S.16-HrLearningandDevelopmentProgramFacilitationGuide,P.I.E.C.E.S.ResourceGuide,JobAids,otherresources,CertificationasaP.I.E.C.E.S.Educator).ItalsoincludesextensivelogisticalsupportfromtheP.I.E.C.E.S.CollaborationOfficeintheplanningofP.I.E.C.E.S.16-HrLearningandDevelopmentProgramsessions,aswellasothersupportasrequired:
OnlinelearnerregistrationOnlinepostProgramSurveyWebsitepostings/sessionadvertisingRegularregistrationupdatesforLeadP.I.E.C.E.S.EducatortobesharedwithP.I.E.C.E.S.EducatorTeamTrainingsitearrangementsMid-morningandmid-afternoonrefreshmentsPostProgramEvaluationReportsprovidedtoP.I.E.C.E.S.ConsultGroupandP.I.E.C.E.S.EducatorTeamP.I.E.C.E.S.learnerandEducatordatabase
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•Contact information: P.I.E.C.E.S.CollaborationOffice
Email:[email protected]
Website:http://wwwpieceslearning.com
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u-first! (Train-the-Trainer)
Description: Trainingprovidedforexperiencededucatorson:
1)Dialogueeducationapproach;and
2)FacilitatingU-First!inameaningfulway.
length of training: 3days:
Day1&2(6hrseach):DialogueEducation
Day3:AttendU-First!FacilitatorsWorkshop
Core Competencies to Become a trainer:
AU-First!Facilitatormusthave:
Universitydegree/CollegeDiplomainarelatedfieldand/orenrollmentintheDementiaStudiescertificateprogramMinimum3yearsHealthCareSectorworkingexperiencedealingwithpersonswithdementiaand/ortheirfamiliesincludingexperienceinbestpracticesrelatedtothemanagementofmentalillnessanddementiasKnowledgeofAlzheimer’sdiseaseandotherdementias,aswellasandothercurrenteducationresourcesrelatedtothispopulationExcellentinterpersonalandcommunicationskillswithademonstratedabilitytoworkindependentlyandasamemberofateamHighlevelpresentationskillscoupledwithknowledgeofadulteducationalprinciples;includingtraininginaDialogueEducation™approachCompletionoftheone-day(6Hr)U-First!WorkshopExperienceincoachingand/orsupportingstaff/caregiversDriverslicenseandaccesstoavehiclewhererequiredComfortablewithtechnology,includingknowledgeofPowerPoint,LaptopsandLCDprojectors,andDVDs.
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Cost: Approximately$500/learner
Contact information: www.u-first.ca
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aDDITIOnal CurrICulaTheBETSIWorkingGroupsuggestsconsideringthefollowingadditionaleducationprogramsthatBETSIUsersmaywishtoconsiderinenhancingcapacityamongststaffworkingacrosssectors.ThislistincludesprogramsthatdidnotmeetallBETSIEvaluationcriteria,primarilyduetonotbeingavailableacrossOntarioand/ortheydidn’tspecificallypertaintotheBSOTargetPopulation.Despitenotbeingincludedintheprimarylistingofcorecurricula,theseprogramsmaybevaluableforstaffworkingwiththeBSOTargetPopulation.AllinformationwasprovidedbyProgramRepresentatives.
applied Suicide Intervention Skills Training (aSIST)
Description: ASISTisanaward-winning,2dayinteractiveworkshopsthatpreparesparticipantstoprovidelife-assistingsuicidefirst-aidinterventionusingthePathwaysforASISTLife(PAL)model.5daytrainingfortrainersisavailable.
target learner: GeneralPublicPersonswithLivedExperienceFamilyCarePartners(or“caregivers”)VolunteersPersonalSupportWorkers(PSW)OtherFront-LineStaff(e.g.,Dietary,EnvironmentalAid,Administration,Maintenance)Nursing(RN&RPN)AlliedHealthProfessionals(e.g.,OccupationalTherapists,SocialWorkers,Physiotherapists,RecreationTherapists,BehaviouralTherapists,etc.)
OtherHealth-relatedDisciplines(e.g.,Sociology,Gerontology,Nutritionist)PrimaryCare(i.e.,Physicians,NursePractitioners)Management(e.g.,Managers,DirectorsofCare,ExecutiveDirectors,Administrators)University/CollegeStudentsOther:
method of Delivery: In-Person Online
length of training: 2DaysCost: [email protected] information: [email protected] www.livingworks.net
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Brain Basics
Description: TheBrainBasicsTrainingProgramisdesignedtoprovidefront-lineHealthCareWorkers,MentalHealthWorkers,ServicesAgencyWorkers,Caregivers,SurvivorsandotherswithanopportunitytolearnanunderstandableintroductiontotheworldofBrainInjury.IfAcquiredBrainInjurywasasimpleinjury,itmightbepossibletopresentalistofdo’sanddon’tsthatwouldsuffice.SinceAcquiredBrainInjuryisanythingbutasimpleinjury,inordertounderstandtheimportanceofthestrategiesthatmightworkwithsomeonewithanABI,onemustfirstunderstandthenatureandcomplexityofAcquiredBrainInjury;andtounderstandthenatureandcomplexityofAcquiredBrainInjuryonemustfirsthavesomeunderstandingofthestructureandfunctionoftheBrain.
ThegoalsoftheBrainBasicsCoursearetohelpparticipantsto:Understandthestructureandfunctionofthebrain.AppreciatetheconsequencesofanAcquiredBrainInjury.AcquirepracticalstrategiestoworkeffectivelywithpeoplelivingwiththeeffectsofAcquiredBrainInjury.Understandtherolesofthevariouspeoplewhoformtheteamresponsiblefortherecoveryandwell-beingofthepersonwiththeAcquiredBrainInjury.
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target learner: GeneralPublicPersonswithLivedExperienceFamilyCarePartners(or“caregivers”)VolunteersPersonalSupportWorkers(PSW)OtherFront-LineStaff(e.g.,Dietary,EnvironmentalAid,Administration,Maintenance)Nursing(RN&RPN)AlliedHealthProfessionals(e.g.,OccupationalTherapists,SocialWorkers,Physiotherapists,RecreationTherapists,BehaviouralTherapists,etc.)
OtherHealth-relatedDisciplines(e.g.,Sociology,Gerontology,Nutritionist)PrimaryCare(i.e.,Physicians,NursePractitioners)Management(e.g.,Managers,DirectorsofCare,ExecutiveDirectors,Administrators)University/CollegeStudentsOther:
method of Delivery: In-Person Online
length of training: 2Days
Cost: $250.00/person
Contact information: e-mail:[email protected] website:www.obia.on.ca
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Canadian fall Prevention Curriculum
Description: Ifyouareahealthprofessionalwhoworkswitholderadults,thisrecentlyupdated(2017)five-weekonlinecoursewillhelpyoutoacquiretheknowledgeandskillsneededtoapplyanevidence-basedapproachtothepreventionoffallsandfall-relatedinjuries.Throughonline,instructor-facilitatedlearningmodulesyouwill:
StudyfourtosixhoursperweekLearnhowtodesign,implementandevaluateafallpreventionprogram
Uponcoursecompletionyoushouldbeableto:DefinethescopeandnatureoftheproblemoffallsprovidefallriskidentificationandassessmentEmployaselectionofpreventioninterventionsreflectingevidence-basedstrategiesUnderstandsocialpolicyandcontextProvideapplicationofaprogramplanningmodelEvaluatetheeffectivenessofafallpreventionprogram
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target learner: GeneralPublicPersonswithLivedExperienceFamilyCarePartners(or“caregivers”)VolunteersPersonalSupportWorkers(PSW)OtherFront-LineStaff(e.g.,Dietary,EnvironmentalAid,Administration,Maintenance)Nursing(RN&RPN)AlliedHealthProfessionals(e.g.,OccupationalTherapists,SocialWorkers,Physiotherapists,RecreationTherapists,BehaviouralTherapists,etc.)
OtherHealth-relatedDisciplines(e.g.,Sociology,Gerontology,Nutritionist)PrimaryCare(i.e.,Physicians,NursePractitioners)Management(e.g.,Managers,DirectorsofCare,ExecutiveDirectors,Administrators)University/CollegeStudentsOther:
method of Delivery: In-Person Online
length of training: 4-6hrs/weekfor5weeks
Cost: $230+$11.50GST
Contact information: continuingstudies.uvic.ca/[email protected]
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Cognitive assessment Tools workshop
Description: TheCognitiveAssessmentToolsWorkshop,inpartnershipwiththeRegionalGeriatricProgramcentral,isapracticalworkshopthatenhancestheuseofcognitivetoolsforolderadults.Itprovidesindividualswiththeopportunitytolearnaboutdifferentcognitiveassessmenttoolsandhowtoeffectivelyusetheminastandardizedmanner.Thisprogramisasmallclassroomstyleworkshopthatallowsindividualsthechancetoworkwiththeinstructorinconductingassessments.
target learner: GeneralPublicPersonswithLivedExperienceFamilyCarePartners(or“caregivers”)VolunteersPersonalSupportWorkers(PSW)OtherFront-LineStaff(e.g.,Dietary,EnvironmentalAid,Administration,Maintenance)Nursing(RN&RPN)AlliedHealthProfessionals(e.g.,OccupationalTherapists,SocialWorkers,Physiotherapists,RecreationTherapists,BehaviouralTherapists,etc.)
OtherHealth-relatedDisciplines(e.g.,Sociology,Gerontology,Nutritionist)PrimaryCare(i.e.,Physicians,NursePractitioners)Management(e.g.,Managers,DirectorsofCare,ExecutiveDirectors,Administrators)University/CollegeStudentsOther:
method of Delivery: In-Person:Hamilton Online
length of training: 5hrs.Cost: $150.00/personContact information: https://www.geriatriccp.ca/courses/6
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BehaviouralEducationandTrainingSupportsInventory(BETSI)-V.2.0March2019 9�
Delirium Prevention & managementDescription: DeliriumPreventionandManagementisafulldayworkshopthatequips
healthcareprofessionalswiththenecessaryknowledgeandskillsrequiredtosupportolderadultsatriskfordelirium.
Thelearnerswillbepresentedwithuptodateknowledgeondeliriumpreventionandmanagementpracticeapplicabletoavarietyofclinicalsettings.ClinicalexpertsinDeliriumPreventionwillprovideeducationontopicscommonlyassociatedwithdeliriumincludingdifferentiationofdelirium,dementiaanddepression,validatedscreeningtools,deliriumriskfactors,anddeliriumpreventionstrategies.Inaddition,learnerswillbecomefamiliarwiththeessentialelementscomprisingeffectivedeliriummanagementplans.
Furthermore,learnerswillacquireknowledgeaboutstrategiesandinterventionsthatfacilitatefamilyengagement.
DeliriumPreventionandManagementcurriculumincorporatesBestPracticeGuidelinesendorsedbyRegisteredNursesAssociationofOntario(whichincludesHospitalElderLifeProgram)andNationalInstituteforClinicalExcellence.
Inthefinalpartoftheworkshop,withthegoaltointegratetheknowledgegainedthroughouttheday,learnerswillhavetheopportunitytoparticipateintheinteractiveclinicalcasereviewandsmallgroupdiscussions.
Thiscoursewillbedeliveredusingdidactic,smallgroupproblembasedlearning,dialogue,andhandsonapproaches.
target learner: GeneralPublicPersonswithLivedExperienceFamilyCarePartners(or“caregivers”)VolunteersPersonalSupportWorkers(PSW)OtherFront-LineStaff(e.g.,Dietary,EnvironmentalAid,Administration,Maintenance)Nursing(RN&RPN)AlliedHealthProfessionals(e.g.,OccupationalTherapists,SocialWorkers,Physiotherapists,RecreationTherapists,BehaviouralTherapists,etc.)
OtherHealth-relatedDisciplines(e.g.,Sociology,Gerontology,Nutritionist)PrimaryCare(i.e.,Physicians,NursePractitioners)Management(e.g.,Managers,DirectorsofCare,ExecutiveDirectors,Administrators)University/CollegeStudentsOther:
method of Delivery: In-Person:Hamilton Online
length of training: 8hrs.Cost: $300perperson(Earlybirdrate=$250)Contact information: AlexCurkovic,HamiltonHealthSciences;email:[email protected];phone
number905-521-2100ext.76497
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Excellence in resident-Centred Care (ErCC)Description: Designedforpersonalsupportworkersandotherteammembers
inseniorscare,ERCCbuildspracticalskillsusingaperson-centredapproach.ERCCusesatrain-the-trainermodeltopromotebestpracticesthatareconsistentwithMinistrystandards.
TheERCCTrainerCourseprovidesteammemberswiththecapabilitiestobecomeaTrainerandteachtheERCCTeamMemberCoursetotheirpeerswithintheirhomeororganization.Usinginteractivee-learningmodules,facilitatedgroupdiscussionsandsimulatedactivities,teammembershavetheopportunitytopracticeevidence-informedskillsandtechniquestosupportindividualized,resident-centredcare.Thecoursereviewsstrategiestooptimizeteamcollaboration,includingenhancingcommunication,conflictmitigationandself-care.
ERCCwasdevelopedbyConestogaCollegeandtheSchlegel-UWResearchInstituteforAging.ATrainerCourseisalsoavailable(24hrstotal)
target learner: GeneralPublicPersonswithLivedExperienceFamilyCarePartners(or“caregivers”)VolunteersPersonalSupportWorkers(PSW)OtherFront-LineStaff(e.g.,Dietary,EnvironmentalAid,Administration,Maintenance)Nursing(RN&RPN)
AlliedHealthProfessionals(e.g.,OccupationalTherapists,SocialWorkers,Physiotherapists,RecreationTherapists,BehaviouralTherapists,etc.)OtherHealth-relatedDisciplines(e.g.,Sociology,Gerontology,Nutritionist)PrimaryCare(i.e.,Physicians,NursePractitioners)Management(e.g.,Managers,DirectorsofCare,ExecutiveDirectors,Administrators)University/CollegeStudentsOther:
method of Delivery: In-Person: Online
length of training: 12Hrs
Cost: Long-termcareorretirementhomespurchaseapackagebasedontheirhomesize,whichcoversTrainertuitionandaccesstothetrainingmaterialsforatwo-yearperiod.Thehomeisrequiredtocovertheprintingandsuppliescosts.
Contact information: https://the-ria.ca/resources/excellence-in-resident-centred-care-ercc/
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BehaviouralEducationandTrainingSupportsInventory(BETSI)-V.2.0March2019 9�
Positive approach to Care (PaC) workshopsworkshop a - “normal aging/not normal aging”;
workshop B - “Positive Physical approach Tm (PPaTm) and Hand-under-Hand® (HuH®)”; and
workshop C - “Teepa’s gEmS®; using Skills that make a Difference”
Description: Workshop A-coversdifferencesin“NormalAging/NotNormalAging”anddevelopsbetterobservationalskillstorecognizeandinterveneeffectivelywhenbehavioralchallengesoccur.Theworkshopemphasizeshowto1.approach,cue,andconnectwithpeoplewithdementia,2.matchhelpingbehaviorstotheperson’sneedsandretainedabilitiestopromoteasenseofcontrolandself-direction,and3.addresstypicalissuesthatoccurfromearlythroughthefinalcareconcernsofthedisease.
Workshop B -focusesoncarepartneringtechniques,including“PositivePhysicalApproach™(PPA™)andHand-under-Hand®(HuH®),”whichenablecarepartnerstoshiftfromsimply“dealingwiththebehaviors”tocreatingapositiveandcaringenvironment.Learnersdevelopobservationalskillstorecognizegrowingdistressofunmetneedsandreduceanxietytoimprovequalityoflife.
Workshop C-“Teepa’sGEMS®;UsingSkillsthatMakeaDifference”offersanoverviewofTeepaSnow’sdementiaclassificationmodel(basedontheAllenCognitiveDisabilityLevels)andcomparesdifferentstatesofretainedskilltothecharacteristicsofpreciousjewels.Thisdignifiedmetaphordefinesnormalagingandanunderstandingofchangingskillincombinationwithadjustedexpectations,modificationofcuesandsupport,andmoreaccuratecommunicationtobettermeetever-changingneeds.
target learner: GeneralPublicPersonswithLivedExperienceFamilyCarePartners(or“caregivers”)VolunteersPersonalSupportWorkers(PSW)OtherFront-LineStaff(e.g.,Dietary,EnvironmentalAid,Administration,Maintenance)Nursing(RN&RPN)AlliedHealthProfessionals(e.g.,OccupationalTherapists,SocialWorkers,Physiotherapists,RecreationTherapists,BehaviouralTherapists,etc.)
OtherHealth-relatedDisciplines(e.g.,Sociology,Gerontology,Nutritionist)PrimaryCare(i.e.,Physicians,NursePractitioners)Management(e.g.,Managers,DirectorsofCare,ExecutiveDirectors,Administrators)University/CollegeStudentsOther:anyonewhointeractswithpeoplelivingwithdementia
method of Delivery: In-Person: Online
length of training: Anywherefrom1/2hrto9hrsofcontentareofferedCost: VariedContact information: [email protected](cell);www.teepasnow.com
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BehaviouralEducationandTrainingSupportsInventory(BETSI)-V.2.0March2019 9�
safeTalk
Description: safeTALKhelpsparticipantsbecomealerttosuicide.Suicide-alertpeoplearebetterpreparedtoconnectpersonswiththoughtsofsuicidewithlife-affirminghelp.Overthecourseoftheirtraining,safeTALKparticipantswilllearnto:Noticeandrespondtosituationswheresuicidethoughtsmaybepresent,Recognizethatinvitationsforhelpareoftenoverlooked,Movebeyondthecommontendencytomiss,dismiss,andavoidsuicide,ApplytheTALKsteps:Tell,Ask,Listen,KeepSafe,andKnowcommunityresourcesandhowtoconnectsomeonewiththoughtsofsuicidetothemforfurthersuicide-saferhelp.
target learner: GeneralPublicPersonswithLivedExperienceFamilyCarePartners(or“caregivers”)VolunteersPersonalSupportWorkers(PSW)OtherFront-LineStaff(e.g.,Dietary,EnvironmentalAid,Administration,Maintenance)Nursing(RN&RPN)AlliedHealthProfessionals(e.g.,OccupationalTherapists,SocialWorkers,Physiotherapists,RecreationTherapists,BehaviouralTherapists,etc.)
OtherHealth-relatedDisciplines(e.g.,Sociology,Gerontology,Nutritionist)PrimaryCare(i.e.,Physicians,NursePractitioners)Management(e.g.,Managers,DirectorsofCare,ExecutiveDirectors,Administrators)University/CollegeStudentsOther:
method of Delivery: In-Person: Online
length of training: 3-4hrs.Cost: [email protected] information: [email protected]
www.livingworks.net
•ProgramInventory-AdditionalCurricula
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BehaviouralEducationandTrainingSupportsInventory(BETSI)-V.2.0March2019 9�
APPENDICES
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BehaviouralEducationandTrainingSupportsInventory(BETSI)-V.2.0March2019 9�
aPPEnDIx a: aCknOwlEDgEmEnT Of OrIgInal BETSI CrEaTOrSTheoriginalBETSI(releasedin2012)wasdevelopedundertheBehaviouralSupportsOntario(BSO)EducationandTrainingConsortiumCommitteechairedbyDr.JoelSadavoyandPattiBoucher.TheBehaviouralEducation&TrainingSupportInventory(BETSI)toolsweredevelopedusingthepreviousworkoftheDementiaEducationNeedsAssessment(DENA)committee.WewouldliketoacknowledgetheexcellentandcollaborativeworkoftheDENAcommittee,theBETSIsubcommitteeoftheBSOEducationandTrainingConsortiumCommitteewhodevelopedBETSI,andtheBSOEducationandTrainingConsortiumCommittee.
2011-2012 BSO Education and Training Committee Chairs:JoelSadavoy,MD,FRCPC,Founder,GeriatricPsychiatry,FCPA(Distinguished)Head,Geriatric&CommunityPsychiatryProgramsDirector,TheCyril&Dorothy,Joel&JillReitmanCentreforAlzheimer’sSupportandTrainingSamandJudyPencerandFamilyChairinAppliedGeneralPsychiatryProfessorofPsychiatry,UniversityofToronto
PattiBoucherRN,BHSC(N),MHSM,COHN(C),CRSP,CDMPVicePresidentPreventionServices,PublicServicesHealthandSafetyAssociation
2011-2012 BSO Education and Training Committee members:AndreaMoserAnneBellBarbMcCoyBethMcCrackenCarolFitzpatrickClaraHo
DianneMartinDorisGrinspunHenriettaVanhulleJosephineSantosKathrynPilkingtonDr.KenLeClair
MattSnyderMirandaFerrierNancyCooperHowardOvensSarahBlakely
SarahClarkSueVanderBentSusanThorningTimSavageAngelinaYau
2011-2012 DEna Tool membersMargaretRinglandNancyCooperPattiBoucherCatherineBrookmanPamHamilton
Dr.KenLeClairLoriSchindelMartinBarbMcCoyMaureenMontemuro
JenniferBarrJosephineSantosCarrieMcAineyRobinHurst
Josied’AvernasSusanFurinoFrancesMortonKarenParrage
2011-2012 BETSI Subcommittee membersPattiBoucherSarahClarkNancyCooperKathrynPilkington
HenriettaVanhulleBarbMcCoyDr.KenLeClairCathyConway
GailElliotLizBirchallCarrieMcAineyAnishaChohan
LisaLoiselleJosephineSantosRonSaundersSarahMacdonald
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aPPEnDIx B: PrOgram DESCrIPTIOn fOrmEachprogramwishingtobeconsideredforinclusionintotheupdatedBETSIwasaskedtoprovideinformationonaGoogle Form.
1. E-mailAddress
2. TitleofEducation/TrainingProgram
3. Keywords(pleaseselectupto5keywordstodescribeyourprogramthatarenotinthetitle)
4. TargetPopulationthattheprogrampertainsto
5. BriefDescription:Pleasedescribeyourprogramin200wordsorless.
6. Isthisprogramaffiliatedwithanothereducation/trainingprogram,certificateordegree?Ifso,pleaselisttheseaffiliations.
7. TargetLearner(s)
8. MethodofDelivery
9. AvailabilityofProgramacrossOntario
10.LengthofTraining
11.FrequencyofRe-Training
12.Isthisatrain-the-trainerprogram?
13.Inwhichsector(s)istheprogramapplicable?
14.CourseAlignmentwithBehaviouralSupportsOntario(BSO)CoreCompetencies:a)PersonandFamily-CentredCare;b)Knowledge;c)Assessment,CareApproaches&CapacityBuilding
15.Whatarethecorecompetenciesrequiredtobecomeateacher/trainerofyourprogramandwhatisthelevelofcommitment?
16.CurriculumUpdateCycle&Method(i.e.,howoftenisthecurriculumupdatedandwhoisinvolved?)
17.ProgramEvaluation&Results(i.e.,hastheprogrameverbeenevaluated?Ifso,pleaseprovideasummaryoftheresults).Youmayalsoincludereferencestorelevantmaterialbynotingtheauthor,title,dateandcurrentURLtoanydocumentorarticleyouwishtodirectustoinordertosubstantiateyourresponse.
18.ProgramCost(perperson,includingcostoftrainingandmaterialand/orinformationonbulkpricing)
19.Pleasedescribethegoalsand/orobjectivesoftheeducation/trainingprogramandtargetcompetencies.
20.Pleaseidentifyanytheoreticalframeworksuponwhichtheprogramcurriculumisbased.
21.Howdoestheprogramelicitpracticechange?Pleasedescribetheproductsand/orservicesthatpromotetheintegrationandsustainabilityoftheprogram(e.g.,tools&resources,indicators,coach/mentorsystem,follow-upassessments,etc.)
22.Pleaseidentifythequalityassurancesprocess(es)toensurethecompetenciesofyourtrainers.
23.Areyoufamiliarwiththefollowingperson-centredlanguageguidelines:http://alzheimer.ca/sites/default/files/2017-11/Person_Centred_Language_Guidelines-e.pdf
24.Isthelanguageusedinyourcurriculumconsistentwiththeseguidelines?Alternatively,ifotherguidelinespertainingtolanguagewereconsultedinthecreationofyourcurriculum,pleaselistthembelow.
25.ContactInformation&Website
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aPPEnDIx C: BETSI aPPlICaTIOnS EvaluaTIOn fOrmThefollowingEvaluationSurveywasusedtodeterminewhetheraneducationprogramwouldbeincludedorexcludedfromtheBETSI.Eachsubmissionwasreviewedby2BETSIWorkingMemberswhowouldrespondtothesurveyindependently.AllsurveyresponseswerethencompiledtoshareamongsttheWorkingGrouptoinformtheinclusion/exclusiondecision. Survey Monkeysoftwarewasusedtocreatethesurvey.
1. Yourinitials:
2. Titleofprogramthatyou’reevaluating:
3. Title:Isthetitleanaccuraterepresentationoftheprogramcontent(basedontheprogramdescription)andisitnon-stigmatizing?
4. TargetPopulation:Isatleast1groupfromtheBSOtargetpopulationselected?
5. BriefDescription:Istheprogramclearlydescribed?
6. Affiliationwithotherprograms:Iftheprogramisaffiliatedwithacertificateprogramordegree,doesitappeartobefromareputableorganization(e.g.,healthcareorg,college,university)?
7. ProgramAvailability:IstheprogramavailableacrossOntario?(Note:Ifprogramisavailableonline,pleaseclickyesautomatically).
8. CoreCompetencies:Isthereatleast1competencyselected?
9. CoreCompetencies:Doestheselectedcompetency(ies)alignwiththeprogramdescriptionprovidedandthetargetlearnersidentifiedearlieronintheform?
10. ProgramTrainers:Doestheprogramhaveaclearsetofcompetenciestoensurethecompetenciesoftheirtrainer(s)?
11. CurriculumUpdate:Isthecurriculumupdatedatminimumevery5years?
12. Evaluation:Hastheprogrameverbeenevaluated?
13. Evaluation:Iftheprogramhasbeenevaluated,commentonthemethodologyandresults.
14. Fees:Dothefeesseemexorbitantgiventhelengthofthetrainingprogramanditscontent?
15. Goals/Objectives:Doestheprogramhavecleargoals/objectivesanddoesthisresponsealignwiththeirselectedBSOCoreCompetenciesthatthey’veindicatedthatthey’realignedwith?
16. Frameworks:Wastheprogramdevelopedundertheguidanceofarelevantframework?
17. Sustainability:Doestheprogramofferamechanismtopromotethesustainabilityofitslearningfollowingthetrainingsession?
18. QualityAssuranceofTrainers:Isthereatleast1processidentifiedtoensureongoingcompetenciesoftheprogramtrainers?
19. Language:Basedonthelanguageusedinthissubmission,doestheprogramappeartocomplywiththeuseofperson-centredlanguage?
20. WouldyourecommendincludingthisprogramintheBETSI?
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aPPEnDIx D: BSO COrE COmPETEnCIES
1. PErSOn anD famIly-CEnTrED CarEDeliverspersonandfamily-centredcare,supportedbyevidence-informedclinicalbestpractices,whichrecognizeboththeuniquenessofeachperson(i.e.,personhood)andanawarenessofone’sowncontributiontothatrelationship,includingpersonalattitudes,valuesandactions.Thisincludes:
a) Contributingtothedeliveryofthepersonandfamily-centredphilosophyofcare.
b) Acknowledgingthattheperson,thefamilyandcarepartnersallbringexpertiseandexperiencetotheauthenticrelationship.
c) Involvingthepersonandfamilyaspartofthecareteamandensuringthatcarereflectsthepersonandfamily’svalues,preferencesandexpressedneedsandgoals.
d) Ensuringthatinformationandcareplansareactivelyupdatedandsharedwithindividualsandfamiliesusingappropriateandaccessiblemethods.
e) Preservingandpromotingtheabilities,self-esteemanddignityoftheperson.
f ) Consideringcomponentsofsafety,riskandqualityoflife.
g) Protectingandadvocatingforthepersonandfamily’srights.
h) Demonstratingcompassion,empathy,respectfordiversityandcross-culturalawareness.
i) Exhibitingeffectivenessasaninterprofessionalteammemberthroughcollaborationandcooperationininteractingwiththeperson,theirfamiliesandotherpartnersincare.Ensuringcareiscontinuousandreliable.
j) Utilizingcommunicationstrategiesthatdemonstratecompassion,validateemotions,supportdignity,andpromoteunderstanding.
2. knOwlEDgEWithinrespectivescopeofpractice,demonstratesknowledgeofdementia,complexmentalhealth,substanceusedisordersandneurologicalconditionsandtheirimpactontheperson,theirfamilymembersandothercarepartners(e.g.,healthcareprofessionals,front-linestaff).Thisincludesafundamentalunderstandingof:
a) TheImportanceofperspectivesoflivedexperiencefromthepersonandtheirfamilymembers;
b) Typesofconditionsandcauses;
c) Cognitive,neurologicalandbehaviouralsymptoms;
d) Assessmentanddiagnosticprocesses;
e) Stagesandprogressionofconditions;
f ) Currenttreatmentinterventionsandapproaches;
g) Emergingand/orbestnon-pharmacologicalstrategiesandpracticestopromoteoptimalqualityoflife;
h) Environmentalfactorsassociatedwithresponsivebehaviours/personalexpressions;and
i) TheLong-TermCareHomesActandotherapplicableregulationsand/orotherlegislationthatisrelevanttothescopeofpractice.
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3. aSSESSmEnT, CarE aPPrOaCHES & CaPaCITy BuIlDIngWithinrespectivescopeofpractice,conductsand/orcontributestoathoroughassessmentandrecommends,implementsandevaluatestherapeuticinterventionsandapproacheswithrespecttotheexpressedbehaviours.Thisincludes:
a) Recognizingthatbehaviourshavemeaningandtherefore,lookingforcontributingfactorsisanessentialpartoftheassessmentandcareplanningprocess.
b) Assessingthemeaning,contributingfactorsandassociatedrisksofbehavioursusinganobjective,systematicandwholisticprocessthattakestheindividual’spersonhoodintoaccountinadditiontothephysical,intellectual,emotionalandfunctionalcapabilitiesoftheperson;aswellastheenvironmentalandsocialaspectsoftheirsurroundings.
c) Identifyingnon-pharmacologicalstrategiesthatareabilitiesfocusedandperson-centredtopreventandrespondtoexpressedbehaviours,includingrecommendationstomitigateassociatedrisks.
d) Collaboratingwiththeperson,theirfamilyandinterprofessionalteammemberstocreate,share,implementandmodelanindividualizedbehaviouralcareplan.
e) Analyzingandevaluatingtheongoingeffectivenessoftheimplementedplanincludingthoroughcommunicationofnextsteps,suggestionsforadherenceandthoroughfollow-up.
f ) Providingfacilitation,coaching,mentoringanddemonstratingteamleadershipandchangemanagementskills.
g) Demonstratingexcellentclinicalreasoningandcriticalthinkingskillsthattargetpreventionoftheexpressedresponsivebehavioursbycreativelyadjustingthesocialandphysicalenvironment;focusingontheperson’sabilitiesandknowingtheindividual,theirlifestoryandaspirations.
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