behavioural education and training supports inventory (betsi)

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

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.


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


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


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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•

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•

•

•

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Introduction & Overview


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


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



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

•

•

CoreCompetenciestobecomeaTrainer

QualityAssuranceProcessestoensureTrainerCompetencies

•

•

Productsand/orServicesthatpromotetheIntegrationandSustainabilityoftheProgram

•


BehaviouralEducationandTrainingSupportsInventory(BETSI)-V.2.0March2019 �0

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.


BehaviouralEducationandTrainingSupportsInventory(BETSI)-V.2.0March2019 ��

Assessment of Education Needs


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


1

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



2

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



3

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.



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.



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

•

•

•

•

Consider:

Timecommitment

Tuitioncosts

Travelcosts

Employeescoverage

Equipmentrequirements

•

•

•

•

•

In-Person

Online

BlendedLearning

•

•

•



Program Core Competency Matrix


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


COrE COmPETEnCIES: Person & family-Centred Care

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BehaviouralSupportResourceTeam(BSRT)Lead X X X X X X X X X

Delirium,Dementia,andDepressioninOlderAdults(eLearningcourse)

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

GPABasics,GPAeLearning,IntegratedGPA&GPA-Recharged

X X X X X X X X X

LIVINGtheDementiaJourney X X X X X X X X

MentalHealthFirstAidforSeniors X X

P.I.E.C.E.S.16HrLearningandDevelopmentProgram X X X X X X X X X

TeamEssentialsforCoordinatingCareforResponsiveBehaviours

X X X X X X X

U-First!Workshop&U-First!Online X X X X X X X X X

ValidationCommunication X X X X X X


BehaviouralEducationandTrainingSupportsInventory(BETSI)-V.2.0March2019 2�

COrE COmPETEnCIES: knowledge

Dem

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Ger

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BehaviouralSupportResourceTeam(BSRT)Lead X X X X X X X X X X X


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

X X X X

LIVINGtheDementiaJourney X X X X X X XMentalHealthFirstAidforSeniors X X X X

P.I.E.C.E.S.16HrLearningandDevelopmentProgram&P.I.E.C.E.S.LeadershipPerformanceImprovementProgram

X X X X X X X X X X


X X X X

U-First!Workshop&U-First!Online X X X X X X

ValidationCommunication X X X



COrE COmPETEnCIES: assessment, Care approaches & Capacity Building

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BehaviouralSupportResourceTeam(BSRT)Lead X X X X X X X


X X X X X

DementiAbilityMethods X X X X X X XDementiaCareTrainingProgram X X X X X

FrailtyE-LearningModules X X X X X X XGPABasics,GPAeLearning,IntegratedGPA&GPA-Recharged

X X X X X

LIVINGtheDementiaJourney X X X X X X

MentalHealthFirstAidforSeniors X

P.I.E.C.E.S.16HrLearningandDevelopmentProgram X X X X X X X


X X X X X X

U-First!Workshop&U-First!Online X X X X X X X

ValidationCommunication X X X X



Program Inventory


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.

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•ProgramInventory-ClinicalTrainingPrograms-BehaviouralSupportResourceTeam(BSRT)Lead


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


Delirium, Dementia, and Depression in Older adults (elearning course)

target population in program Content:


MentalHealth/MentalIllness(Depression)SubstanceUseNeurologicalConditionsOther:Delirium

Brief Description: Thisfivemodulecourseisdesignedtoenhanceyourknowledgeandabilitiesasyouassessandcareforolderadultswithdelirium,dementiaand/ordepression(the“3Ds”).Eachmodulewilltakeyouthroughthemostup-to-dateevidenceonthe3Dsandfinishwithacasestudyandquizhelpingyouapplywhatyou’velearned.Attheendofeachmodule,you’llfinddownloadablePDFs,self-reflections/discussionguidesandotherresourcesthatwillenhanceyourlearning.


Aftercompletingallthemodulesinthiscourseyouwillbeableto:Differentiatebetweendelirium,dementiaanddepression(3Ds);Identifyhowthethreeconditionsoverlapandareinterrelated;Takeapersonandfamily-centredcareapproachtocaringforolderadultswiththe3Ds;Explorearangeofinterventionsuniquelysuitedtoeachindividual’scondition,preferences,needsandabilities;andIdentifywaystosupportaperson’shealth,safetyandqualityoflifewhentheyhaveoneormoreofthe3Ds.

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length of training: ~2.5hrs(5modulesatapprox.30minseach)

Thisisaflexiblefivemodulecoursethatcanbetakenindependentlyoringroups.Learnerscantakeportionsofthecourseorthefullcourse,dependingonlearningneeds.Eachmoduleisestimatedtotakeapproximately30minutes.

frequency of re-training: Notrequired.Learnersmayrevisitthecoursewheneverdesired.

•ProgramInventory-ClinicalTrainingPrograms-Delirium,Dementia,andDepressioninOlderAdults(eLearningcourse)





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.


NotApplicable


ThiseLearningcoursesupportstheimplementationofabestpracticeguideline:Delirium,Dementia,andDepressioninOlderAdults:AssessmentandCare,SecondEdition’.Thecourselinkswith:

Delirium,Dementia,andDepressioninOlderAdults:AssessmentandCare:Long-TermCareCaseStudyandDiscussionGuide

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program Cost: FreeContact information & Website: https://rnao.ca/bpg/courses/delirium-dementia-and-depression-older-

adults

•ProgramInventory-ClinicalTrainingPrograms-Delirium,Dementia,andDepressioninOlderAdults(eLearningcourse)


Dementiability methods



MentalHealth/MentalIllnessSubstanceUseNeurologicalConditionsOther:

Brief Description: TheDementiAbilityMethodsprovideaperson-centred,non-pharmacological,multidisciplinaryapproachtounderstandingtheconnectionsbetweenbrainandbehaviour.Thesemethodsprovideaframeworkforimplementingapreparedenvironmentthataimstoseteachpersonupforsuccess,withthegoalofhelpingindividualstolivewithmeaning,purpose,dignity,choice,enhancedself-esteemandjoy.Theaimistomoveresearchevidenceintothepracticesettingthrougheducationandthesubsequentimplementationofideasandresourcesthathavebeencreatedtoenhancepracticeandultimatelyaddqualityoflifetothoselivingwithdementiaandotherformsofcognitiveloss.


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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•ProgramInventory-ClinicalTrainingPrograms-DementiAbilityMethods


Toexplorehowmeaning,purposeandjoycontributestosuccessfuloutcomesindementiacareandlearnhowtocreateinterventionsthataregearedtowardstheseoutcomes.Toexaminehowthephysicalenvironmentcaninfluencebehavioursandlearnhowtocreateroomsthatlookliketheirpurposeanddevelopthemedareasthatprovideopportunitiesforindividualstoengageinworkandleisurepursuitsaccordingtoabilitiesandinterests.Tounderstandthatmultidisciplinaryteamsmustworktogether,withthesupportofmanagement,tocreateenvironmentsthatarefamiliarandsetupforsuccess.Theaimistohaveteamsrespecteachotherandtoworktogethertomeettheneedsofthoseintheircare.Toestablishalistofprioritiestoexploreandimplementfollowingtheworkshop.

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method of Delivery In-Person Online

length of training: 2days(16hrs)frequency of re-training: Nonesector applicability: Long-TermCare

Community(includingprivatedwellings,retirementhomes)AcuteCare

TertiaryCarePrimaryCareOther


Quarterly.Thecurriculumchangesasnewresearchisidentifiedandreflectedinthecontentoftheworkshopandresources.



program evaluation & results: Thecomponentpartsofthecurriculumarebasedonresearchfromdiversedisciplines.Multiplebibliographiesareavailableuponrequest.OutcomesofDementiAbilityMethodsaredocumentedbydiverseorganizationsandsharedwithusasconfidentialreportsorasevidencewesharewidely.


DementiAbilityEnterprisesprovidesresourcesforparticipantswhoattendtheworkshopandalsoprovidesadditionalresourcesthatareavailableforpurchasefollowingthetraining.Theseresourcesareaimedatsupportingtheprofessional,thecaregiverandthoselivingwithdementia.DementiAbilitystaffareavailabletoassistwithfollow-upaftertheworkshop,upontherequestoftheindividualororganization.Apost-workshopconsultingserviceisalsoavailableuponrequest.WorkshopparticipantsarealsoencouragedtobecomecertifiedintheDementiAbilityMethods.

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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



Dementia Care Training Program




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.

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•ProgramInventory-ClinicalTrainingPrograms-DementiaCareTrainingProgram




method of Delivery: In-Person:TorontoOnly(12hrs) Online

length of training: 6Weeksfrequency of re-training: NotApplicablesector applicability: Long-TermCare




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


ParticipantsareinvitedtostayconnectedtotheAlzheimerSocietyofTorontoviacontinuousparticipationinwebinarshostedbytheAlzheimerSocietyofTorontoatwww.alzeducate.ca.TheyarealsowelcometostayconnectedtotheU-First!learningcommunitybyvisitingwww.u-first.ca,wheretoolsandresourcesareavailablefordownload,andcoaching/mentorshipisavailable.ParticipantsareencouragedtousetheirU-First!workbookandwheelwhenpracticing;theycanuseit1:1whenworkingwithclientswhoareexhibitingresponsivebehaviours,itcanbeusedinteammeetings,orasatoolforclientintake,etc.






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]



frailty E-learning modules



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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•ProgramInventory-ClinicalTrainingPrograms-FrailtyE-LearningModules


length of training: 4hours(12modules;20minuteseach)frequency of re-training: Notrequiredsector applicability: Long-TermCare


TertiaryCarePrimaryCareOther:AdultDayPrograms


Updatedannually

Method:viasubjectmatterexpertsspecifictomoduleande-learning.(Example:Geriatricpsychiatry,primarycarephysician,andcommunityteamdevelopeddepressionmodule;involvesdesignteammadeupofIT,clinical,olderadult,andacademics.)

program evaluation & results: Evaluatedin2014;secondevaluationtotakeplacein2019.


Programdemonstratesinterprofessionalcollaborationandpersoncentredcare.DemonstratesdiversityinclusiveofLGBTQ;ethnicity;culture/religion.Isaccessibleforongoingcoachingandmentoring.Allmodulesaredevelopedutilizingevidenceinformedandbestpractices.


NotApplicable.



program Cost: $75.00/learnerContact information & Website: [email protected]

http://www.regionalhealthprogramsww.com/frailtymodules/

•ProgramInventory-ClinicalTrainingPrograms-FrailtyE-LearningModules


gentle Persuasive approaches (gPa) Basics: Supporting Persons with responsive Behaviours


AdultPopulationwithAge-RelatedConditionsOlderAdultPopulationDementiaMentalHealth/MentalIllness

SubstanceUseNeurologicalConditionsOther:Anyconditionthatresultsinimpairedcognitionorperception

Brief Description: GPABasicsisapracticalandeffectiveevidence-basedprogramthatequipsstaffwiththeknowledge,skillsandconfidencetointeracteffectivelyandcompassionatelywitholderadultsandpersonslivingwithdementia.GPABasicsisfacilitatedbyGPACertifiedCoach(es)inafullday,multidisciplinary,team-basedinteractivesessionfoundedonadultlearningprinciples.GPAtrainingenablesstafftouseaperson-centered,gentlepersuasiveapproach,topreventandrespondtobehavioursassociatedwithdementiathatcanbephysicalinnatureandpotentiallycatastrophic.Learnersdiscussandapplystrategiesusinginterpersonalcommunicationandphysicaltechniquestorecognizeandminimizeresponsivebehavioursandchooseeffectivestrategiesinsituationsofrisk.


TheoverallgoalofGPAistoequipstaffwiththeknowledgeandskillstouseaperson-centred,compassionateandgentlepersuasiveapproachtorespondrespectfullywithconfidenceandskilltobehavioursassociatedwithdementia.Attheendof4modules,thelearnerwillbeableto:

Understandthatapersonwithdementiaisauniquehumanbeingcapableofinteractingwiththeoutsideworld;Explaintherelationshipbetweenthediseaseprocessandaperson’sbehaviouralresponse;Applyemotional,environmental,andinterpersonalcommunicationstrategiestopreventanddefuseresponsivebehaviours;andDemonstratesuitableandrespectfulphysicaltechniquestouseinsituationsofrisk.

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•ProgramInventory-ClinicalTrainingPrograms-GPABasics:SupportingPersonswithResponsiveBehaviours



OtherHealth-relatedDisciplines(e.g.,Sociology,Gerontology,Nutritionist)PrimaryCare(i.e.,Physicians,NursePractitioners)Management(e.g.,Managers,DirectorsofCare,ExecutiveDirectors,Administrators)University/CollegeStudentsOther:Security&CorrectionsStaff;Paramedics


length of training: 1Day

frequency of re-training: AnnualRefresherRecommended:SeeGPA-Refresher


TertiaryCarePrimaryCareOther:CorrectionalFacilities


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



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).



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/


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.




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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FormalrecertificationprocessMinimumnumberofhoursorcoursesrequiredtobedeliveredeachyearEvaluationoftrainerviastudentsurveypostcompletionofthecourseOther:CoachDatabasetomonitorcoachingmaintenancehoursforrenewal;ongoingcoacheducationalresources(webinars,newsletters,tools);accesstoaClinicalEducationSpecialistforconsultation



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]



gentle Persuasive approaches (gPa) elearningtarget population in program Content:



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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•ProgramInventory-ClinicalTrainingPrograms-GPAeLearning





length of training: 2.5–3hours





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,GPAeLearninghasbeenevaluatedatvariousstagesinmultiplesectors.PleaserefertoAGEwebsite,ResearchHubforuptodateinformationandaccesstoreferencesandpublications.www.ageinc.ca


GPAeLearningprovidesanefficientoptiontoacquirekeyfoundationalknowledgeandskillscoveredinthefulldayGPABasics.SuccessfulparticipantsofGPAeLearningcanbesupportedinplacebyanin-houseGPACertifiedCoach(CC).AnotheroptionforadditionalknowledgeintegrationandapplicationisdescribedintheiGPAoutline(IntegratedGPA).IntegratedGPAinvolvesafollow-upteam-based,interactivesessionfacilitatedbyaGPACC.


NotApplicable



program Cost: IndividualLearner-$90.00(+applicabletaxes)includesGPAeManualdownload,certificateandpin.Grouppricingavailable.Seewww.ageinc.ca

Contact information & Website: FormoreinformationonhowtoaccesscomponentsoftheGPAprogram:VisittheAGEwebsitewww.ageinc.ca

Call905-777-3837ext.12277or




Integrated gentle Persuasive approaches (igPa)




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.)



*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.


•ProgramInventory-ClinicalTrainingPrograms-IntegratedGPA





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


iGPAisaninnovativewaytodeliverthefoundationalknowledgeinherentinthetraditionalGPABasicsfulldaysession.BasedonthePARiHSframework,theimplementationandsustainabilityofGPAknowledgeandpracticeispromotedthroughthedeliverymodelinvolvinganin-housecoach.



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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program Cost: Bulkpricingavailable.Seehttps://ageinc.ca/integrated-gpa/[email protected]


Call905-777-3837ext.12277orEmail:[email protected]



gentle Persuasive approaches (gPa): recharged




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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•ProgramInventory-ClinicalTrainingPrograms-GPA:Recharged





length of training: 2hours(in1sessionor2;lessthanoneweekapart)

frequency of re-training: YearlyGPA-RrecommendedfortwoyearsfollowingGPABasics,withattendanceatGPA(GPAeLearning)recommendedat3rdyear,oralignedwithAGEGPACurriculumrevisioncycle.




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.



program evaluation & results: The1steditionoftheGPA-RbookletwasdevelopedandtestedatthreehealthcaresitesasaresultofaninternalgrantprovidedbyAGEInc.in2008-2009.TheGPA-Rbookletandactivitieswererevisedforthe2ndeditionasaresultoffindingsfromthefirstpilottest.In2011,AGEsuccessfullyacquiredagenerousgrantfromtheOntarioWorkplaceSafetyandInsuranceBoard(WSIB)toconductastudyofexperimentaldesigntestingthecapacityoftheGPA-Rprogramtosustainknowledgeandpromotedeliveryofcompetency-baseddementiacareusinginteractivestrategies.ThefindingsoftheWSIB-fundedstudyand3rdeditionrevisionsresultedinsubstantialchangestothe3rdeditionoftheGPA-R.FormoreinformationontheWSIBstudy,refertoAGEwebsitewww.ageinc.ca


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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program Cost: Beyondtheinitialinvestmentofcertifyinganin-housecoach(seeGPACertifiedCoachWorkshop),theonlycostoftheGPA-Rprogramitselfisthemanualsrequiredforeachparticipant($6plustaxperperson).

GPACertifiedCoacheshaveaccesstoallrequiredmaterialstofacilitatetheirsessions,includingActivitiesLearningPackages(ALP).AdditionalALPsareavailablefororderasneededforlargergroups($50.00plustaxperkit).AspertheCertifiedCoachagreement,coachesrequiretheuseofAVequipment,includingfreesoftwaredownload.GPA-RisavailableinorganizationsthatsustainaGPACertifiedCoach.


Call905-777-3837ext.12277orEmail:[email protected]



lIvIng the Dementia Journey



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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•ProgramInventory-ClinicalTrainingPrograms-LIVINGtheDementiaJourney


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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length of training: 1Dayor2days

frequency of re-training: Every2years(recommended)




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



“ThefacilitatorsareusingreallycreativewaystoshowcasethecontentandprovokepeopletostartthinkingaboutthecontentinwaysIdidn’tevenimagine.There’salotofpassionatepeoplethatallwanttomakeadifference.”–Manager,Long-TermCareTheprogramhasalsogainedrecognitionfromdementiaspecialists:

“LivingtheDementiaJourneyisthefirstcomprehensivecourseofwhichIamawarethatticksalltheimportantboxes:itlooksatdementiafromtheindividual’sperspective,promotesarelationalapproachtosupport,encompassesbasictransformationalprinciples,andwasdevelopedinpartnershipwithpeoplelivingwiththediagnosis.Itisamajorstepforwardineducation,appropriateforallwhopartnerincareandsupport.Irecommendithighlyforanyonewhowantstoelevateher/hisknowledgeandskills.”–G.AllenPowerMD,FACPSchlegelChairinAgingandDementiaInnovation

Theprogramwillcontinuetobeevaluatedonanon-goingbasis.


LDJalignswiththenationalculturechangemovementsweepingacrossCanadaandaroundtheworld.Theprogramelicitspracticechangeby:

Buildingastrongfoundationforperson-centredcareEncouragingtheuseofdementia-inclusivelanguagebyallwhosupportpeoplelivingwithdementiaUsingasocialmodeloflivingtochangethewayteammembersthinkaboutdementiaandthewaytheysupportpeoplelivingwithitAddressingwaystotackleboredom,loneliness,andhelplessnessbycreatingopportunitiesformeaning,purposeandgrowthSharingstrategiestointerpretandrespondtopersonalexpressions(behaviours)Teachingteammemberstobeproactive,notreactive.[i.e.understandingwhypersonalexpressions(behaviours)happensotheycanbeprevented]Empoweringteamsbyprovidingthemwiththeknowledgeandskillstoactwithempathyandunderstanding,andsupportwithcompassionBuildingcapacitywithinorganizationsbycertifyingtrainersonteamsSharingfirst-handexperiencesofpeoplelivingwithdementiatochangethewayteamsthink,actandprovidesupport

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FormalrecertificationprocessMinimumnumberofhoursorcoursesrequiredtobedeliveredeachyearEvaluationoftrainerviastudentsurveypostcompletionofthecourseOther:ObservationofProgramDelivery




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



mental Health first aid for Seniors




Brief Description: MHFASeniorsisanadaptationoftheMHFABasiccoursethatisintendedtoincreasethecapacityofseniors,families(informalcaregivers),friends,staffincaresettingsandcommunitiestopromotementalhealthinseniors,preventmentalillnessandsuicidewhereverpossibleinseniorsandinterveneearlywhenproblemsfirstemerge.

Goals/objectives of the program: Increasetheirknowledgeofsigns,symptomsandriskfactorsofmentalhealthproblemsDecreasethesocialdistancebetweenthemselvesandsomeonewithamentalhealthproblemIncreasetheirconfidencetohelpsomeoneexperiencingamentalhealthcrisisIdentifyprofessionalandself-helpresourcesforindividualswithamentalhealthproblemShowincreasedmentalwellnessthemselves

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length of training: 2days;14hoursfrequency of re-training: Every2-3years(recommendation)

•ProgramInventory-ClinicalTrainingPrograms-MentalHealthFirstAidforSeniors





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.




None.

program Cost: Between$100-$400/participant

Thereasonforthecostvarianceisthatinstructorssettheirownprices,dependingontheirownexpenses.Byvisitingthewww.mhfa.cawebsiteandusingthe“FindaCourse”searchtool,youcanfindalistofavailablecoursesaswellastheirregistrationprices.

Contact information & Website: www.mhfa.ca

•ProgramInventory-ClinicalTrainingPrograms-MentalHealthFirstAidforSeniors


P.I.E.C.E.S.™ 16 Hr learning and Development Program




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:

•ProgramInventory-ClinicalTrainingPrograms-P.I.E.C.E.S.™16HrLearningandDevelopmentProgram


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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OtherHealth-relatedDisciplines(e.g.,Sociology,Gerontology,Nutritionist)PrimaryCare(i.e.,Physicians,NursePractitioners)Management(e.g.,Managers,DirectorsofCare,ExecutiveDirectors,Administrators)University/CollegeStudentsOther:Participatinghealthcareprofessionals/practitionersmusthaveaclinicalroleandsharedaccountabilityforassessmentandcareplanning,whichoftenincludesDirectorsofCare


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






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


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.



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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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



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


Website:http://pieceslearning.com



P.I.E.C.E.S.™ leadership Performance Improvement Program




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:

•ProgramInventory-ClinicalTrainingPrograms-P.I.E.C.E.S.™LeadershipPerformanceImprovementProgram


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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OtherHealth-relatedDisciplines(e.g.,Sociology,Gerontology,Nutritionist)PrimaryCare(i.e.,Physicians,NursePractitioners)Management(e.g.,Managers,DirectorsofCare,ExecutiveDirectors,Administrators)University/CollegeStudentsOther:Systemleaderswitharoleinpolicyanddecisionmakingwhocanprovidesupporttoorganizationsintheirpracticechangeandperformanceimprovement


length of training: 1Dayfrequency of re-training: CurrentlyUnderReview






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.


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.


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



program Cost: ContacttheP.I.E.C.E.S.CollaborationOfficeformoreinformationEmail:[email protected]

Contact information & Website: P.I.E.C.E.S.CollaborationOffice


Website:http://pieceslearning.com



Team Essentials for Coordinating Care for responsive Behaviours




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


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




Curriculumupdatedevery12-18monthsbyinterprofessionaleducatorteaminconsultationwithexperts.

program evaluation & results: WehaveevaluatedtheprogramusingKirkpatrick’sNewWorldTrainingModelanddevelopmentalevaluationtechniques.Reportwithgraphicsavailableuponrequest([email protected]).


Inadditiontothein-personandonlinelearning,weoffer,toOntarioLong-TermCareHomes:

TeamEssentialsPocketCardseLearningmoduleon8A’seLearningmoduleon3Ds(forthcoming)SimulationActivity:BehaviourSceneInvestigationSimulationActivity:LabelsExerciseSimulationActivity:DementiaSimulationToolkitSimulationActivity:8A’sofDementiaToolkitSimulationActivity:VirtualRealityDementiaSimulationsTriggerMatch-SeriousGameKittoFosterTeamCollaborationintheCareofPersonswithDementiaLeadershipcoaching(before,duringandaftertraining)withcustomcurriculum/activitydevelopmenttosupportorganizationalreadinessandfitwiththeprogramandtoenablesupportandmonitoringofsustainedpracticechangeCustomdebriefguidesforteamhuddlesalignedwithQIPreporting(forthcoming)

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FormalrecertificationprocessMinimumnumberofhoursorcoursesrequiredtobedeliveredeachyearEvaluationoftrainerviastudentsurveypostcompletionofthecourseOther:Currentlydeliveredbyalimitedpooloftrainedinterprofessionaleducators


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



u-first! workshop




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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•ProgramInventory-ClinicalTrainingPrograms-U-First!Workshop


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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length of training: 6hourworkshopor2-3hourworkshopsfrequency of re-training: Every2yearssector applicability: Long-TermCare




Feedbackgatheredfromvariousstakeholders/targetgroupstodeterminepastexperienceandreceivesuggestionsforimprovement,occursevery2-3years.

program evaluation & results: Evaluationsarecompletedaftereveryworkshop,returnratevaries,allresultsarefiledandreviewed.Nopublishedevaluation.


Workbookusedduringworkshopsupportsthelearnerastheyapplynewknowledge,U-First!Wheelisacollaborativetooltoassistlearnerpostworkshop.




P.I.E.C.E.S.Learning&DevelopmentProgram


program Cost: $75perpersonContact information & Website: www.u-first.ca



u-first! Online Course




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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•ProgramInventory-ClinicalTrainingPrograms-U-First!OnlineCourse


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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length of training: 3weekstocompletemodules(available24/7)frequency of re-training: Every2years






Newcourse,willreviewin3years

program evaluation & results: Onlineevaluationrequiredaftercompletionofcourse,resultspresentedinposterpresentationatADIChicagoJuly2018


Onlinediscussionforumsandwebinarsupportthelearnerinapplyingnewknowledge.



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program Cost: $75/learner

Contact information & Website: www.u-first.ca



validation Communication




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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•ProgramInventory-ClinicalTrainingPrograms-ValidationCommunication


Toexperiencehowimportantitistovalidatefeelings.Todiscusshowtouchcanimpactcommunicationandcanbeusedtoconnecttomemoriesofthepast.Toidentifycommunicationtechniquesusingthewho,what,when,whereandhowquestionsandtounderstandwhyquestionsthatask“Why?”maycreatenegativeoutcomeswhencommunicatingwiththoselivingwithdementia.TodiscussAdaptiveInteractionCommunicationtechniquesforlatestagedementia(Ellis,M.,2019).Todiscuss,demonstrateandprovidethetoolsandresourcesrequiredforrunningaValidationGroup.

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length of training: 1Dayfrequency of re-training: Nonesector applicability: Long-TermCare




1or2timesperyear



program evaluation & results: AnevaluationoftheprogramwasconductedinaLTChomebutresultswerenotpublished.Staffwhoattendedtheeducationwerefromdifferentdisciplinesanddifferentdepartments.Aquestionnairewasdistributedpriortotheworkshopandaweeklater.Generally,theresultsindicatedthatwiththecontentoftheworkshopstafffelttheywerebetterequippedtointeractwithresidentsandsaidtheyfeltbetterabouttheirjobs.Manysaidtheycameintothisfieldtohelppeoplebuttheyhadbecomefrustratedfromtheirinabilitytodoagoodjob.Inthepre-testquestionnairetheywereaskedhowcompetenttheyfeltwheninteracting/communicatingwithresidentswithdementia.Theaveragescorewas2/5.Manypeoplementionedthattheydidnotknowwhattosaytoresidents(especiallywhenthepersonlackedtheabilitytotalk)ordidn’tknowiftheyweresayingtherightthingstopeoplewhocouldtalk.

Thepost-workshopevaluationanswers(oneweekaftertheworkshop)foundthatstaffreportedbeingfarmoreconfidentwheninteractingwiththeresidentsandcaseexamplesprovidedevidencethatclearlyindicatedtheyhadchangedthewaytheyinteracted/communicatedwiththoseintheircare.


Resourcesareprovidedintheworkshopforusefollowingtheworkshop.Theresourcesareeasytouseandworkshopparticipantsareinvitedtoemailanytimeiftheyhavequestionsorneedhelp.


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NiagaraCollegeRecreationProgram.program Cost: $225.00/personContact information & Website: GailElliotwww.dementiability.com

[email protected]@[email protected]



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.

•ProgramInventory-Train-The-TrainerPrograms


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



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



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



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


Website:http://wwwpieceslearning.com



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



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.)



length of training: 2DaysCost: [email protected] information: [email protected] www.livingworks.net

•ProgramInventory-AdditionalCurricula


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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length of training: 2Days

Cost: $250.00/person

Contact information: e-mail:[email protected] website:www.obia.on.ca



Canadian fall Prevention Curriculum

Description: Ifyouareahealthprofessionalwhoworkswitholderadults,thisrecentlyupdated(2017)five-weekonlinecoursewillhelpyoutoacquiretheknowledgeandskillsneededtoapplyanevidence-basedapproachtothepreventionoffallsandfall-relatedinjuries.Throughonline,instructor-facilitatedlearningmodulesyouwill:

StudyfourtosixhoursperweekLearnhowtodesign,implementandevaluateafallpreventionprogram

Uponcoursecompletionyoushouldbeableto:DefinethescopeandnatureoftheproblemoffallsprovidefallriskidentificationandassessmentEmployaselectionofpreventioninterventionsreflectingevidence-basedstrategiesUnderstandsocialpolicyandcontextProvideapplicationofaprogramplanningmodelEvaluatetheeffectivenessofafallpreventionprogram

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length of training: 4-6hrs/weekfor5weeks

Cost: $230+$11.50GST

Contact information: continuingstudies.uvic.ca/[email protected]



Cognitive assessment Tools workshop

Description: TheCognitiveAssessmentToolsWorkshop,inpartnershipwiththeRegionalGeriatricProgramcentral,isapracticalworkshopthatenhancestheuseofcognitivetoolsforolderadults.Itprovidesindividualswiththeopportunitytolearnaboutdifferentcognitiveassessmenttoolsandhowtoeffectivelyusetheminastandardizedmanner.Thisprogramisasmallclassroomstyleworkshopthatallowsindividualsthechancetoworkwiththeinstructorinconductingassessments.



method of Delivery: In-Person:Hamilton Online

length of training: 5hrs.Cost: $150.00/personContact information: https://www.geriatriccp.ca/courses/6



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.



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



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/



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.


OtherHealth-relatedDisciplines(e.g.,Sociology,Gerontology,Nutritionist)PrimaryCare(i.e.,Physicians,NursePractitioners)Management(e.g.,Managers,DirectorsofCare,ExecutiveDirectors,Administrators)University/CollegeStudentsOther:anyonewhointeractswithpeoplelivingwithdementia


length of training: Anywherefrom1/2hrto9hrsofcontentareofferedCost: VariedContact information: [email protected](cell);www.teepasnow.com



safeTalk

Description: safeTALKhelpsparticipantsbecomealerttosuicide.Suicide-alertpeoplearebetterpreparedtoconnectpersonswiththoughtsofsuicidewithlife-affirminghelp.Overthecourseoftheirtraining,safeTALKparticipantswilllearnto:Noticeandrespondtosituationswheresuicidethoughtsmaybepresent,Recognizethatinvitationsforhelpareoftenoverlooked,Movebeyondthecommontendencytomiss,dismiss,andavoidsuicide,ApplytheTALKsteps:Tell,Ask,Listen,KeepSafe,andKnowcommunityresourcesandhowtoconnectsomeonewiththoughtsofsuicidetothemforfurthersuicide-saferhelp.




length of training: 3-4hrs.Cost: [email protected] information: [email protected]

www.livingworks.net



APPENDICES


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

•Appendices


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

•Appendices


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?

•Appendices

BehaviouralEducationandTrainingSupportsInventory(BETSI)-V.2.0March2019 �0�

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.

•Appendices


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.

•Appendices

behavioural education and training supports inventory (betsi)

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