The Ontario CLRI at Baycrest develops and evaluates innovative educational approaches designed to enhance not only knowledge and skills, but also values and attitudes in learners. With the assistance of interprofessional summer interns, an initial dementia simulation was created and trialed. A final version is presented here in the form of a toolkit. The scripts and resources in this toolkit have evolved over time using a quality improvement approach and are meant to foster participant awareness and insight into living life with frailty and dementia.
This toolkit contains:
- Information facilitators need to know regarding dementia and dementia
- Simulation techniques and sample scenarios based on common experiences of the
elderly in the healthcare system
- Additional modifications for the scenarios
- Ideas on how to structure the simulation session for an interprofessional audience,
including the debrief
As a result, this toolkit will allow users to:
- Identify and utilize dementia simulation techniques and scenarios
- Use these simulations to engage participants in reflection and develop a deeper
understanding of dementia and frailty
About this Webinar
This webinar outlines the development of six culturally relevant fact sheets on dementia and dementia care that can be used by Indigenous family caregivers, health care providers, as well as other organizations interested in the promotion of dementia awareness and care in Indigenous communities. The fact sheets bridge essential biomedical knowledge deemed important to convey and Indigenous understandings and explanatory models of the illness. The development of culturally appropriate health promotion materials for Indigenous communities is not simply a cut and paste process where mainstream materials are adapted through changes to imagery but not meaning. Rather, the production of culturally-based materials requires grounding in Indigenous knowledge of specific illnesses and community based models of care.
This integrated webinar event is brought to you by brainXchange in partnership with the Alzheimer Society of Canada and the Canadian Consortium on Neurodegeneration in Aging (CCNA).
This webinar has been identified as a resource that supports Indigenous culture in long-term care by the Ontario Caring Advisory Circle.
About the Program
The Saint Elizabeth First Nations, Inuit and Métis Program provides virtual education at no cost to health care providers working in First Nation communities. Their national knowledge exchange network includes online courses, webinars, community forums and 24/7 access to peers and experts. They also partner with communities and organizations to better understand gaps and barriers to care and support improvements through action-based research.
This program has been identified as a resource that supports Indigenous culture in long-term care by the Ontario Caring Advisory Circle.
An unintended consequence of the advent of the computerized medical record is a decrease in care team members coming together to connect and collaborate by actually talking with one another. This evidenced-based webinar presentation focuses on the difference between documentation and communication and participants learn why why enhancing team relationships is an essential prerequisite to the provision of person-centred care.
This webinar shares the importance of communication as an essential ingredient to building relationships and trust between care team members. Evidence for this discussion is derived from both quantitative and qualitative studies conducted across multiple long-term care settings.
This webinar was offered by the Ontario CLRI hosted at the Schlegel-UW Research Institute for Aging and was presented on January 24, 2018.
About the Presenter
Sienna Caspar received a B.Sc. in Therapeutic Recreation from the University of South Alabama in 1990. She has worked in long-term care facilities in both Canada and the United States for over 20 years as both a certified therapeutic recreation specialist (CTRS) and a consultant. She is the author of the MARRCC (Measurable Assessment in Recreation for Resident-Centred Care). From 2003 to 2007 she was a national trainer for the American Therapeutic Recreation Association’s Dementia Practice Guideline for the non-pharmacological treatment of disturbing behaviours. In 2008, she received a MA in Gerontology from Simon Fraser University. Her thesis explored the relationship between care staff empowerment and the ability to provide person-centred care in long-term care settings. She continued to study this important topic at the University of British Columbia, where she completed her PhD in the Interdisciplinary Studies Graduate Program. As a postdoctoral fellow in a cross appointment at the Toronto Rehabilitation Institute/University Health Network and the University of Victoria, she conducted an intervention study aimed at improving leadership and collaborative decision making in long-term care settings. Currently, she is an assistant professor at the University of Lethbridge in the Faculty of Health Sciences—Therapeutic Recreation program.
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 typically lasts 3-5 minutes and at least 15 minutes should be allotted for pre-briefing and debriefing for up to 4 teams.
- For each group of 4-6 staff, one 24-piece puzzle is required. A clock is needed to time the activity.
- Remove and keep the puzzle box lids nearby so that the final picture isn’t known for each puzzle, remove one center piece (marked on the back to identify the puzzle it belongs to) and hide it nearby (e.g., on your person).
- For more than 1 group, ideally use multiples of the same puzzle, removing the same puzzle piece from each one.
- Provide context, rationale and expected length of time for the activity, including the debriefing.
- Separate staff into groups of 4-6. Designate 1 person per group as the “observer”.
- Each group gets a puzzle (without lid) to complete.
- Brief the groups: “This game allows a group to work together. 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.”
- Groups finishing the puzzle will often ask about the missing puzzle piece. Respond along the lines of, “If the puzzle was a resident and you were missing information needed for the resident’s care, what would you do?” This usually incites searching activities.
- If someone asks for the lid, picture or missing piece, give it to them. 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 and we’ve never dissuaded it, as it shows risk-taking and resourcefulness.
- Some groups will need more than 3 minutes to complete the puzzle. 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.
- Be sure to leave adequate time for debriefing – it’s key to translating learning to practice!
- Ask the observer/s to comment on teamwork and interaction styles – e.g., was there a clear leader? If yes, were they elected or did they just take command?
- Ask the group members to comment on their role on the team. How did they contribute to getting the job done?
- 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?
- Discuss if group members asked about and searched for missing information or not (picture, missing piece).
- Did the activity reflect their usual problem solving style at work (or in general)? What was different? What was similar?
- What solutions did they come up with to solve the twist to the activity? (i.e., the missing piece)
- How does this activity translate into day-to-day work? What can we take away from this activity?
- 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 and positively reinforcing emerging themes:
- Team work: common goals, effective communication (listening, wording questions and requests appropriately), collaboration, mutual respect, speaking up about information the team may need
- Leadership: leading, following, being inclusive
- Solution-focus: creativity, risk-taking, determination to achieve a goal
Understanding the Hospice Palliative Care Approach to Inform Communication at End-of-Life in Long-Term Care
On February 28, 2017, the Ontario Centres for Learning, Research and Innovation in Long-Term Care (CLRI) hosted a webinar surrounding the communication at end-of-life. This webinar was presented by Ruth Richardson, Hospice Palliative Care Nurse Educator at Algonquin College.
Supported by funding from the Government of Ontario, The Ontario CLRI collaborated with Algonquin College to create resources aimed at teaching personal support workers working in LTC about communication at end-of-life through train-the-trainer workshops and PSW education. A variety of resources have been created to support this, including this webinar. Learn more about the Communication at End-of-Life Education Fund for LTC.
During this webinar, the Ontario Association of Residents’ Councils (OARC) shares their exciting new education program called Through Our Eyes: Bringing the Residents’ Bill of Rights Alive. What makes Through Our Eyes different? It’s high in resident engagement and yields an education session unlike any other. Even residents living with cognitive changes are invited to successfully participate in the development and delivery of the education.
The success is uncharted as we move from theoretical learning to poignant, life affirming learning through connection and relationship. Join OARC in this exciting new chapter of educating on the Residents’ Bill of Rights – learning that is truly resident centred and makes a difference in the lived experience of residents!
The Through Our Eyes webinar was part of a 3-part Culture Change Webinar Series created to share new learnings and best practices with those who are working to change the culture of aging. The series was hosted by the Schlegel-UW Research Institute for Aging in partnership with the Ontario CLRI.
This webinar was originally presented on February 22, 2017.
About the presenter
Dee Lender is the Executive Director of the Ontario Association of Residents’ Councils – the largest long-term care Residents’ Council Association in Canada, supporting Residents’ Councils from a variety of long-term care homes across Ontario.
Dee’s passion for person-centred care began 25 years ago as a university student in Gerontology. Throughout her career as Activity Director, Coordinator of Family and Resident Services, Educator, Counselor and Consultant, Dee understands the challenges and importance of our changing culture and changing demographics. Dee has fostered authentic relationships, pursues open contribution from all those in the long-term care community, care partners and residents alike, and is keenly interested in educating future generations of care partners.
Most recently Dee has become certified in P.I.E.C.E.S and continues to explore new ways to work with residents so that all voices are heard and effective Residents’ Councils flourish.
A Game to Foster Team Collaboration in the Care of Persons with Dementia
The Baycrest CLRI team along with 2015 summer interns created and trialed a card game called Trigger Match that stimulates team discussion and enhances specific team skills regarding the care of persons with responsive behaviours.
The resources in this toolkit were developed using a quality improvement approach and are meant to foster player and facilitator awareness and insight into working together to find care solutions for long-term care residents with responsive behaviours related to dementia.
Complete Toolkit: Trigger Match Toolkit
Print a ready-to-cut Behaviour Card Deck.
Ready-to-print Trigger and Chance Card Deck.
Ready-to-print: List of all the behaviours and triggers in an excel sheet, and blank template for the Behaviour and Trigger Cards.
Ready-to-print Cheat Sheet is meant to be printed double-sided with 6 slides of page 1 and 6 slides on page 2 on a 8.5 ” x 11” sheet. This produces 6 cheat sheets per page.
Ready-to-print sample presentation/handout to introduce the game.
During this interactive webinar we will explore the importance of language, and how language helps create a culture of community in long-term care. Examples of words that shift our thoughts, speech, and actions from being institutional to more respectful and resident-centred will be shared.
The Our Language Defines our Culture webinar was part of a 3-part Culture Change Webinar Series created to share new learnings and best practices with those who are working to change the culture of aging. The series was hosted by the Schlegel-UW Research Institute for Aging in partnership with the Ontario CLRI.
This webinar was originally presented on October 28, 2016.
About the presenters
Ruth Auber has been a Registered Nurse for 32 years and has served with Schlegel Villages for the past 15 years. During this time she has had a variety of Nursing and Supervisory roles and currently she is the Director of Nursing and Palliative Care at University Gates. She is excited to see big improvements in the way residents live their lives in LTC and RH settings during the last few years. Ruth immigrated to Canada from the UK with her Husband Chris and their four daughters in 2001. In her spare time Ruth rescues chickens and rehabs them to free-range at her farm house in Belwood!
Janelle Hilborn is a registered practical nurse at the Village at University Gates. She loves to see residents come to LTC and start to live again! Janelle has worked for Schlegel Villages for three years. She began her journey with Schlegel Villages as a PSW until she finished her schooling at Conestoga College. Janelle is passionate about resident-centered care and the culture change of aging in LTC. Janelle is newly married to her husband, James. In her spare time she enjoys spending time with her new puppy, Stella and trying new recipes!
Jen McKay has been a Registered Practical Nurse with Schlegel Villages for 8 years working both in Winston Park Retirement and currently University Gates Long Term Care. Jen has participated in changing the culture of aging at Schlegel Villages in this time and is working towards enhancing the lives of those with dementia and how society perceives them. Outside of work, Jen enjoys going on mini adventures with her husband Mike, watching cheesy 80s horror movies and spending time with her dogs and turtle.
Tamara is a Neighbourhood Coordinator (NC) at the Village at University Gates which is built on the north campus of the University of Waterloo. In her role as NC, it has provided her with ongoing opportunity to implement training and guide educational development through the Living in My Today and Neighbourhood Team Development (NTD) programs, Schlegel Signature programs that encourage culture change in a long term care setting. Being an NC has further enhanced her understanding of relationship building, earning trust, and modelling open communication with team members, care partners, families and residents so we can all put “living” first in our Villages.