CHOICE+ is an innovative program that enhances the mealtime experience for residents in long-term care. It focuses on nurturing relationships and creating comfortable dining environments. Teams can use CHOICE+ tools to:

CHOICE+ tools are available online, including six new online learning modules that can be viewed on a computer, tablet, or smart phone. The modules include short videos, interactive checklists and self-reflection questions. Each module takes less than 3 minutes to complete.

CHOICE+ is created by Dr. Heather Keller (Schlegel Research Chair in Nutrition and Aging, University of Waterloo/Schlegel-UW Research Institute for Aging) and the Schlegel-UW Research Institute for Aging. These education modules were supported with funding from the Government of Ontario to the Ontario Centres for Learning, Research, and Innovation in Long-Term Care.

To learn more about CHOICE+ visit: choice.the-ria.ca

An Ontario Centres for Learning, Research and Innovation in Long-Term Care Initiative

People living in Ontario long-term care (LTC) homes are diverse in terms of their ethnicity, language, religion, gender identity and expression, sexual orientation, ability, and so on. There is an identified need in the LTC sector to increase awareness, understanding and skills regarding diversity.

Aging with Confidence: Ontario’s Action Plan for Seniors (November 2017) identifies Diversity as a guiding principle and states that “Programs and services should recognize this diversity, and be accessible, equitable and culturally appropriate” (p. 12).

The three CLRIs are collaborating on a joint initiative to support diversity in LTC homes by identifying, developing and spreading education and resources, and working with experts to inform diversity across all CLRI activities.

Planned CLRI activities include:

Together We Care 2018 Presentation

Download the slides from the CLRI Supporting Diversity and Indigenous Culture in Long-Term Care (LTC) presentation at the Together We Care conference in April 2018. The presentation provides an overview of work being done on the Supporting Diversity of Culture in LTC and Supporting Indigenous Culture in LTC initiatives and why these initiatives are important, inspiring stories and free resources to support LTC homes, and opportunities to connect with the CLRI program.

Advisory Group Member Organizations

Contact Us

For more information about the Supporting Diversity of Culture program, contact:

Kate Ducak
Project Officer
Schlegel-UW Research Institute for Aging
kate.ducak@uwaterloo.ca
519-904-0660 ext. 4107

See also: Supporting Indigenous Culture in Long-Term Care

Related Resources

An Ontario Centres for Learning, Research and Innovation in Long-Term Care Initiative

As the Indigenous elderly population continues to grow and increasingly enters long-term care (LTC), it is important to support the cultural needs of these elders. The three CLRIs are collaborating on a joint initiative to support Indigenous culture in LTC by working with community experts to identify, develop, and spread education and resources.

This project is guided by the Ontario Caring Advisory Circle and is aligned with Ontario’s Action Plan for Seniors (2017) and the United Nations Declaration on the Rights of Indigenous Peoples (2007). The project will also work to address various Calls to Action from the Truth and Reconciliation Commission of Canada (2015).

Planned CLRI activities include:

Advisory Body Structure

Ontario Caring Advisory Circle

Implementation Advisors

Together We Care 2018 Presentation

Download the slides from the CLRI Supporting Diversity and Indigenous Culture in Long-Term Care (LTC) presentation at the Together We Care conference in April 2018. The presentation provides an overview of work being done on the Supporting Diversity of Culture in LTC and Supporting Indigenous Culture in LTC initiatives and why these initiatives are important, inspiring stories and free resources to support LTC homes, and opportunities to connect with the CLRI program.

Contact Us

For more information about the Supporting Indigenous Culture project, contact:

Kyla English Leis
Research Coordinator
Schlegel-UW Research Institute for Aging
kyla.englishleis@uwaterloo.ca
519-904-0660 ext. 4208

See also: Supporting Diversity of Culture in Long-Term Care

Related Resources

photo of SOS screenshot from serious game video

Teamwork, Leadership, Solution-Focus

 

This experiential learning activity is a low-fidelity simulation suitable for entry-level and advanced educators and simulationists. The purpose is to foster reflection and insight about teamwork, leadership and solution-focused problem-solving. The simulation usually lasts 3-5 minutes and at least 15 minutes should be allotted for pre-briefing and debriefing for up to 4 teams.

 

Preparation:
  1. For each group of 4-6 staff, one 24-piece puzzle is A clock is needed to time the activity.
  2. Remove & keep puzzle box lids nearby so that the final picture isn’t known to For each puzzle, remove one centre piece (marked on the back to identify the puzzle it belongs to) & hide it nearby (e.g., on your person).
  3. For more than 1 group, ideally use multiples of the same puzzle, removing the same puzzle piece from each

 

Activity Instructions:
  1. Provide context, rationale & expected length of time for the activity, including the
  2. Separate staff into groups of 4-6. Designate one person per group as the “observer”.
  3. Each group gets a puzzle (without lid) to
  4. Brief the groups: “This game allows a group to work Are you clear on who is in your group? There are no rules. The only objective is to complete the puzzle. You have 3 minutes to put the puzzle together starting now.”

 

Facilitator’s Notes:
  1. Groups finishing the puzzle will often ask about the missing Respond along the lines of: “If the puzzle was a resident & you were missing information needed for the resident’s care, what would you do?” This usually incites searching activities.
  2. If someone asks for the lid, picture or missing piece, give it to The key is for someone to ask appropriately; not just demand it or assume that you will give the missing piece. Creative individuals will sometimes look through the facilitator’s belongings without asking & we’ve never dissuaded it, as it shows risk-taking & resourcefulness.
  3. Some groups will need more than 3 minutes to complete the Time can be extended by increments of 3-5 minutes to add pressure to the task. Some groups may not finish the puzzle during the allotted time. Use your judgment about when to wrap up the puzzle-making.
  4. Be sure to leave adequate time for debriefing – it’s key to translating learning to practice!

 

Debriefing:
  1. Ask the observer/s to comment on teamwork & interaction styles – g., was there a clear leader? If yes, were they elected or did they just take command?
  2. Ask the group members to comment on their role on the How did they contribute to getting the job done?
  3. Did group members use different strategies to put the puzzle together (e.g., edges, corners, colours, shapes or even looking at other groups)? How did that influence the group’s ability to problem-solve?
  4. Discuss if group members asked about & searched for missing information or not (picture, missing piece).
  5. Did the activity reflect their usual problem solving style at work (or in general)? What was different? What was similar?
  6. What solutions did they come up with to solve the twist to the activity? (i.e., the missing piece)
  7. How does this activity translate into day-to-day work? What can we take away from this activity?
  8. Have group members been in a situation when they were the missing puzzle piece (that prevented achievement of a goal)?

 

During debriefing, the facilitator encourages staff reflection while highlighting & positively reinforcing emerging themes:

These educational resources were developed collaboratively by Algonquin College and the Bruyère Centre for Learning, Research and Innovation in Long-Term Care. The development of these materials was supported with funding from the Government of Ontario through the Bruyère Centre for Learning, Research and Innovation in Long-Term Care. The views expressed in these resources are the views of the authors and do not necessarily reflect those of the Province.

 

 

Bruyère CLRI has partnered with a team of researchers whose aim is to develop and share deprescribing approaches with health care providers and the public.  A range of new tools that long-term care providers, residents, and families can use are now available on the website deprescribing.org

 

In certain cases, especially as people get older or more ill, the use of some medication can cause more harm than good.  Deprescribing is an important, feasible, innovation to ensure medication efficacy, reduce harms, and mitigate polypharmacy. It involves reducing doses or stopping medications which may no longer be needed or may be causing harm, in partnership with a health care provider. Optimizing medication through targeted deprescribing is a vital part of managing chronic conditions, avoiding adverse effects, and improving outcomes.

 

Click on the links below for tools (including infographics and short videos) to help patients and providers participate in deprescribing:

 

There is growing awareness around the importance of oral care for overall health. Long-term care (LTC) residents are particularly vulnerable to several risk factors for poor oral health that can lead to oral bacterial disease, bad breath, mouth sores, and pneumonia. It can also be difficult for many residents to access a traditional dental office due to transportation, physical, and financial limitations. Improving access to oral care resources within a residence is one way to reduce oral health care barriers.

Establishing partnerships with the dental hygiene community can bring oral health expertise on-site. Dental hygienists in Ontario are independent health care providers whose scope of practice includes the assessment of teeth and oral tissues as well as the provision of oral health promotion and care. This brochure describes a partnership between Ottawa’s Saint-Louis Residence (SLR) LTC home and the dental hygiene program at La Cité college.

For a copy of our full report, Partnerships for Oral Health in LTC: A scoping review of the literature focusing on dental hygiene students and alternative models of dental hygiene partnerships, please contact us at info@clri-ltc.ca.

 

Simulation can be used as a learning tool in healthcare settings; it can offer healthcare professionals an opportunity to learn in an immersive, realistic care environment to further develop knowledge, skills, and enhance quality of care. Simulation activities can range from 3D technology that creates virtual realities to low-tech, hand-made, inexpensive supplies and our imagination.

Bruyère CLRI developed a series of simulation activities (available in English and French) to cultivate empathy in long-term care staff. Empathy goes beyond sympathy, which places us at a distance and drives disconnection.  Empathy requires that we internalize the feelings of another, and come from a place of compassion and authenticity; empathy drives interpersonal connection. So how might we teach empathy for LTC staff? Through a series of simulation activities, participants will have the opportunity to experience – for a moment – some of the challenges our residents may face as a result of their health status. Debriefing engages participants in a discussion on how to disrupt fears about disability, aging, and illness that may arise from this type of experiential learning.

 

Hosted by The Bruyère CLRI, Dr. Daniel Kobewka, Assistant Professor at The University of Ottawa, presented a webinar entitled From Long-Term Care to Acute Care Hospital. High Quality Care or “Avoidable Transfer?, on March 22, 2017.