PRACTICUM: PARTICIPATION IN CURRICULUM DEVELOPMENT OF A PERSONAL SUPPORT WORKER (PSW) CERTIFICATE PROGRAM For: Dr. Isolde Daiski Prepared by: Eva Hearn

MY RESEARCH AND READING  How did PSW programs come to be in community colleges?  What should the PSW graduate look like?  Role and responsibilities  Community and long term care

HISTORY AND DEVELOPMENT  Need for consistency across PSW programs  Process implemented in Ontario in 1993 Four Phases:  Occupational assessment to be completed  Training standards and curriculum to be established  Quality Assurance Mechanism to be identified  Implementation Plan to be established  Of special interest to me, input from nursing organizations was valued to encourage standards and curriculum that would be relevant and appropriate.

APPROVAL OF PROGRAM  May 1997, final report received  Ontario Government approved a new program.  Graduates would have the skills to be flexible while continuing to learn and to adapt as the focus of college programs was broadened.  Ministry of Training, Colleges, and Universities (MTCU), presently responsible for development, review, and approval of system-wide standards in Ontario Colleges of Applied Arts and Technology

THREE ELEMENTS OF PROGRAM STANDARDS  Vocational standard: learning outcomes are vocationally specific related to PSW program  Generic employability skills standard: learning outcomes are generic specific and apply to all programs that offer similar credentials  General education standard: required in all postsecondary programs

ONTARIO NURSES’ ASSOCIATION (ONA) AND THE EDUCATION STANDARD OF PSWS  Ontario Nurses’ Association (ONA) supports PSW vocational standard set by the MTCU to be the educational standard for PSW  Other institutions to adhere to same standard curriculum and to be fully accredited for delivery of education  One universal definition of PSW with consistent education to enable graduate to capably demonstrate knowledge and skills.

CANADIAN EDUCATIONAL STANDARDS FOR PSWS IN CONTINUING CARE  Not only across Ontario, across Canada, curriculum development at various stages in PSW programs, again inconsistency exists.  To meet healthcare needs of all Canadians, Federal Government needs to be active in support of a standardized national model to be adopted by all PSW programs.

 Unregulated care provider (UCP)  supervised by regulated health professionals, RN or RPN, supervisor, or directed by client in supported independent living environment  provides delegated acts including safe and competent personal care, routine activities of daily living, home management services  works with stable clients whose status will not significantly change  follows care plans, policies, and procedures  communicates effectively  aware of limitations, personal strengths and weaknesses within role What Should The PSW Graduate Look Like?

BLOOM’S TAXONOMY HUMBER COLLEGE’S EDUCATIONAL PEDAGOGY  Used worldwide by educators since 1956  Relevant to planning and designing of college and university education  Promotes higher forms of thinking  Provides meaningful personal development  Considers breadth and depth  Consists of three learning domains

 Cognitive Domain: knowledge recall and intellectual skills

 Affective Domain: emotions and feelings

 Psychomotor Domain: motor skills and coordination

WRITING THE LEARNING OBJECTIVES Cognitive Domain:  define, label, list, describe  discuss, explain, give examples  apply, interpret, demonstrate  analyze, contrast, compare, identify  combine, develop, propose, tell, write  assess, debate, evaluate, conclude

WRITING THE LEARNING OBJECTIVES Affective Domain:  ask, listen, focus, discuss, attend, take part  respond, seek, interpret, clarify, present  argue, challenge, debate, propose, report  build, develop, modify, identify, alter  act, display, practice, revise, verify, solve

WRITING THE LEARNING OBJECTIVES Psychomotor Domain:  copy, follow, repeat, adhere  re-create, build, perform, implement  demonstrate, show, calibrate, complete  construct, solve, adapt, develop, master  design, specify, manage, invent

PARSE’S HUMAN BECOMING TEACHING-LEARNING MODEL  Teaching-Learning student focused  Learning is a journey of co-creation with frequent changes  Learning is mysterious  Allows for unfolding to be witnessed (Parse, 2004).  My philosophy of teaching is student-centred where teacher facilitates student in his learning goals and outcomes so that student is accountable for his learning

INFLUENCE OF COLLEGE OF NURSES (CNO) IN ROLE OF PSW  Regulated care provider, RN or RPN, delegates tasks and care related to education and skills of PSW  Plan of care developed by RN or RPN  Work of PSW directed by plan of care  Supervised by RN or RPN  PSW does not perform an assessment

ROY’S ADAPTATION MODEL  Application of some concepts of model to further educate PSW graduate - Restorative Care Certificate  Environment: conditions, circumstances that affect development and behaviour of person and group  Health: process of being, becoming integrated and whole, mutual reflection of person and environment  Nursing: promotes adaptation to promote health, quality of life, and dignity in death

RESTORATIVE CARE CERTIFICATE  Training to post graduate PSWs  Private health care agency educators visit on site  Four mandatory courses  PSWs to promote well being and quality of life  PSWs to encourage clients to adapt to health related changes  Client encouraged to maintain ability to live in same environment prior to health related change

REGISTRY FOR PSWS  June 13, 2012  New registry for PSWs in Ontario  Mandatory for PSWs employed by publicly- funded employers  To promote accountability and transparency  To protect vulnerable populations

THOUGHTS ? Will a PSW Registry ensure the need for a consistent curriculum across programs? Will the presence of a registry promote classroom and workplace discussions about professional conduct and ethical behaviour?

REFERENCES Anderson, L.W. & Krathwohl, D.R. (2001). Bloom’s taxonomy. Association of Canadian Community Colleges and the Canadian Association of Continuing Care Educators (2012). Canadian educational standards for personal care providers in continuing care: a reference guide. National educational standards for personal care providers in continuing care Canadian Nurses Association. (2008). Advanced nursing practice: a national framework. aiic.ca/CNA/documents/pdf/publications/ANP_National_Framework_e.pdfhttp://www2.cna- aiic.ca/CNA/documents/pdf/publications/ANP_National_Framework_e.pdf College of Nurses of Ontario. (2011) Working with unregulated care providers.

REFERENCES Forehand, M. (2012). Bloom's taxonomy, from emerging perspectives on learning, teaching and technology. Hansard Transcript. (2012). Statements by the ministry and responses. Excerpt-of-Hansard-Transcript-June pdf Excerpt-of-Hansard-Transcript-June pdf Health Professions Regulatory Advisory Council (2006). The regulation of personal support workers. upport_workers/personal_support_workers.pdf Ministry of Training, Colleges and Universities (2004). Personal support worker program standard, orker.pdf Ontario Community Support Association (2009). The history and development of the personal support worker and personal attendant programs in Ontario.

REFERENCES Ontario Nurses’ Association. (2012). Submission to the PSW educational standards consultation. ission_PSWEducation_ pdf Parse, R.R. (2004). A human becoming teaching-learning model. Nursing Science Quarterly, 17 (1), doi: / PSW Registry. (2012). The Ontario personal support worker registry becomes a reality. The_Ontario_Personal_Support_Worker_Registry_becomes_a_ reality_v2012_06_14.pdf The_Ontario_Personal_Support_Worker_Registry_becomes_a_ reality_v2012_06_14.pdf Rogers, C. and Keller, C. (2009). Roy’s adaptation model to promote physical activity among sedentary older adults. Geriartic Nursing 30 (2),