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

2. 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

3. 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.

4. 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

5. 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

6. 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.

7. 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.

8.  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?

9. 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

10.  Cognitive Domain: knowledge recall and intellectual skills

11.  Affective Domain: emotions and feelings

12.  Psychomotor Domain: motor skills and coordination

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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

19. 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

20. 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

21. 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?

22. REFERENCES Anderson, L.W. & Krathwohl, D.R. (2001). Bloom’s taxonomy. http://www4.uwsp.edu/education/lwilson/curric/newtaxonomy.htm 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 1-15. http://www.accc.ca/ftp/pubs/perscare/Draft_NESPCP_Guide.pdf Canadian Nurses Association. (2008). Advanced nursing practice: a national framework. http://www2.cna- 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. http://www.cno.org/Global/docs/prac/41014_workingucp.pdf

23. REFERENCES Forehand, M. (2012). Bloom's taxonomy, from emerging perspectives on learning, teaching and technology. www.coe.uga.edu/epltt/bloom.htmwww.coe.uga.edu/epltt/bloom.htm Hansard Transcript. (2012). Statements by the ministry and responses. Excerpt-of-Hansard-Transcript-June-13-2012.pdf Excerpt-of-Hansard-Transcript-June-13-2012.pdf Health Professions Regulatory Advisory Council (2006). The regulation of personal support workers. www.health.gov.on.ca/english/public/pub/ministry_reports/personal_s upport_workers/personal_support_workers.pdf Ministry of Training, Colleges and Universities (2004). Personal support worker program standard, 1-34. www.tcu.gov.on.ca/pepg/audiences/colleges/progstan/health/supportw orker.pdf Ontario Community Support Association (2009). The history and development of the personal support worker and personal attendant programs in Ontario. www.ocsa.on.ca/userfiles/PSW_History.pdf

24. REFERENCES Ontario Nurses’ Association. (2012). Submission to the PSW educational standards consultation. http://www.ona.org/documents/File/politicalaction/ONA_Subm ission_PSWEducation_20120518.pdf Parse, R.R. (2004). A human becoming teaching-learning model. Nursing Science Quarterly, 17 (1), 33-35. doi: 10.1177/0894318403260549 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), 21-26.