PRACTICUM: PARTICIPATION IN CURRICULUM DEVELOPMENT OF A PERSONAL SUPPORT WORKER (PSW) CERTIFICATE PROGRAM

For: Dr. Isolde DaiskiPrepared by: Eva Hearn

MY RESEARCH AND READING

How did PSW programs come to be in community colleges?

What should the PSW graduate look like? Role and responsibilities Community and long term care

HISTORY AND DEVELOPMENT

Need for consistency across PSW programs Process implemented in Ontario in 1993

Four Phases: Occupational assessment to be completed Training standards and curriculum to be

established Quality Assurance Mechanism to be identified Implementation Plan to be established

Of special interest to me, input from nursing organizations was valued to encourage standards and curriculum that would be relevant and appropriate.

APPROVAL OF PROGRAM

May 1997, final report received Ontario Government approved a new program.

Graduates would have the skills to be flexible while continuing to learn and to adapt as the focus of college programs was broadened.

Ministry of Training, Colleges, and Universities (MTCU), presently responsible for development, review, and approval of system-wide standards in Ontario Colleges of Applied Arts and Technology

THREE ELEMENTS OF PROGRAM STANDARDS Vocational standard: learning

outcomes are vocationally specific related to PSW program

Generic employability skills standard: learning outcomes are generic specific and apply to all programs that offer similar credentials

General education standard: required in all postsecondary programs

ONTARIO NURSES’ ASSOCIATION (ONA) AND THE EDUCATION STANDARD OF PSWS

Ontario Nurses’ Association (ONA) supports

PSW vocational standard set by the MTCU to be the educational standard for PSW

Other institutions to adhere to same standard curriculum and to be fully accredited for delivery of education

One universal definition of PSW with consistent education to enable graduate to capably demonstrate knowledge and skills.

CANADIAN EDUCATIONAL STANDARDS FOR PSWS IN CONTINUING CARE

Not only across Ontario, across Canada, curriculum development at various stages in PSW programs, again inconsistency exists.

To meet healthcare needs of all Canadians, Federal Government needs to be active in support of a standardized national model to be adopted by all PSW programs.

Unregulated care provider (UCP) supervised by regulated health professionals, RN

or RPN, supervisor, or directed by client in supported independent living environment

provides delegated acts including safe and competent personal care, routine activities of daily living, home management services

works with stable clients whose status will not significantly change

follows care plans, policies, and procedures communicates effectively aware of limitations, personal strengths and

weaknesses within role

What Should The PSW Graduate Look Like?

BLOOM’S TAXONOMYHUMBER COLLEGE’S EDUCATIONALPEDAGOGY

Used worldwide by educators since 1956 Relevant to planning and designing of college

and university education Promotes higher forms of thinking Provides meaningful personal development Considers breadth and depth Consists of three learning domains

Cognitive Domain: knowledge recall and intellectual skills

Affective Domain: emotions and feelings

Psychomotor Domain: motor skills and coordination

WRITING THE LEARNING OBJECTIVES

Cognitive Domain: define, label, list, describe discuss, explain, give

examples apply, interpret, demonstrate analyze, contrast, compare,

identify combine, develop, propose,

tell, write assess, debate, evaluate,

conclude

WRITING THE LEARNING OBJECTIVESAffective Domain:

ask, listen, focus, discuss, attend, take part respond, seek, interpret, clarify, present argue, challenge, debate, propose, report build, develop, modify, identify, alter act, display, practice, revise, verify, solve

WRITING THE LEARNING OBJECTIVES

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

PARSE’S HUMAN BECOMING TEACHING-LEARNING MODEL

Teaching-Learning student focused Learning is a journey of co-creation with

frequent changes Learning is mysterious Allows for unfolding to be witnessed (Parse,

2004).

My philosophy of teaching is student-centred where teacher facilitates student in his learning goals and outcomes so that student is accountable for his learning

INFLUENCE OF COLLEGE OF NURSES (CNO) IN ROLE OF PSW

Regulated care provider, RN or RPN, delegates tasks and care related to education and skills of PSW

Plan of care developed by RN or RPN

Work of PSW directed by plan of care

Supervised by RN or RPN

PSW does not perform an assessment

ROY’S ADAPTATION MODEL

Application of some concepts of model to further educate PSW graduate - Restorative Care Certificate

Environment: conditions, circumstances that affect development and behaviour of person and group

Health: process of being, becoming integrated and whole, mutual reflection of person and environment

Nursing: promotes adaptation to promote health, quality of life, and dignity in death

RESTORATIVE CARE CERTIFICATE

Training to post graduate PSWs Private health care agency educators visit on site Four mandatory courses PSWs to promote well being and quality of life PSWs to encourage clients to adapt to health

related changes Client encouraged to maintain ability to live in

same environment prior to health related change

REGISTRY FOR PSWS

June 13, 2012 New registry for PSWs

in Ontario

Mandatory for PSWs employed by publicly-funded employers

To promote accountability and transparency To protect vulnerable populations

THOUGHTS ?

Will a PSW Registry ensure the need for a consistent curriculum across programs?

Will the presence of a registry promote classroom and workplace discussions about professional conduct and ethical behaviour?

REFERENCESAnderson, L.W. & Krathwohl, D.R. (2001). Bloom’s taxonomy.

http://www4.uwsp.edu/education/lwilson/curric/newtaxonomy.htm

Association of Canadian Community Colleges and the Canadian Association of Continuing Care Educators (2012). Canadian educational standards for personal care providers in continuing care: a reference guide. National educational standards for personal care providers in continuing care 1-15. http://www.accc.ca/ftp/pubs/perscare/Draft_NESPCP_Guide.pdf

Canadian Nurses Association. (2008). Advanced nursing practice: a national framework. http://www2.cna-aiic.ca/CNA/documents/pdf/publications/ANP_National_Framework_e.pdf

College of Nurses of Ontario. (2011) Working with unregulated care providers. http://www.cno.org/Global/docs/prac/41014_workingucp.pdf

REFERENCESForehand, M. (2012). Bloom's taxonomy, from emerging

perspectives on learning, teaching and technology. www.coe.uga.edu/epltt/bloom.htm

Hansard Transcript. (2012). Statements by the ministry and

responses. Excerpt-of-Hansard-Transcript-June-13-2012.pdf

Health Professions Regulatory Advisory Council (2006). The regulation of personal support workers. www.health.gov.on.ca/english/public/pub/ministry_reports/personal_support_workers/personal_support_workers.pdf

Ministry of Training, Colleges and Universities (2004). Personal support worker program standard, 1-34. www.tcu.gov.on.ca/pepg/audiences/colleges/progstan/health/supportworker.pdf

Ontario Community Support Association (2009). The history and development of the personal support worker and personal attendant programs in Ontario. www.ocsa.on.ca/userfiles/PSW_History.pdf

REFERENCESOntario Nurses’ Association. (2012). Submission to the

PSW educational standards consultation. http://www.ona.org/documents/File/politicalaction/ONA_Submission_PSWEducation_20120518.pdf

Parse, R.R. (2004). A human becoming teaching-learning model. Nursing Science Quarterly, 17 (1), 33-35. doi: 10.1177/0894318403260549

PSW Registry. (2012). The Ontario personal support worker registry becomes a reality. The_Ontario_Personal_Support_Worker_Registry_becomes_a_reality_v2012_06_14.pdf

Rogers, C. and Keller, C. (2009). Roy’s adaptation model to promote physical activity among sedentary older adults. Geriartic Nursing 30 (2), 21-26.