Posted on January 30, 2018 by Tammy Cumming -
Webinar Description
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.
Posted on January 24, 2018 by Noel Gruber -
About this Resource
The Crossing the Rainbow Bridge resource was created by Egale Canada Human Rights Trust in partnership with the National Seniors Advisory Committee, Maureen Aslin of End of Life Planning Canada, and LGBTQI2S+ community members for LGBTQI2S+ community members. It provides information on how LGBTQI2S+ older adults in Ontario can plan for legal matters and end-of-life care, access guidance for asserting these wishes through legal documents in preparing for end of life, and available resources and supports.
Posted on January 24, 2018 by Noel Gruber -
About this Toolkit
The Creating Authentic Spaces toolkit is part of The 519’s efforts to challenge transphobia and to foster environments that are inclusive of gender identity and gender expression. People who identify as trans often experience barriers to accessing necessary services due to discrimination or harassment based on their gender identity and gender expression.
This toolkit explores the experiences and challenges faced by trans people and supports organizations and individuals to develop approaches to fostering a trans inclusive environment. The toolkit also highlights the small and larger steps individuals can take personally and within their organizations to create more inclusive spaces and services for trans people. Creating Authentic Spaces info sheets, posters and workshops are also listed on this webpage.
Posted on October 16, 2017 by Tania Aragona -
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.
Preparation:
- 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.
Activity Instructions:
- 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.”
Facilitator’s Notes:
- 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!
Debriefing:
- 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
Posted on May 12, 2017 by Emily Kuurstra -
Oral Health Care at Saint-Louis Residence
Oral health of residents should be a priority. The Ontario CLRI partnered with La Cité Collégiale in an effort to increase access to oral care resources for long-term care (LTC) homes.
Many LTC residents find it difficult to access a traditional dental office due to transportation, physical, and financial limitations. In an effort to improve access to oral care in LTC homes, the Ontario CLRI piloted a partnership with a local college’s dental hygiene program to develop a placement program, resources, and tools. The partnership sparked the creation of both an animated video outlining why oral care is important and a publication describing the partnership model, as well as the translation of the Oral Health Assessment Tool.
Background
There is growing awareness around the importance of oral care for overall health. 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. Establishing partnerships with the dental hygiene community can bring oral health expertise on-site.
Links
Mouth Matters Video – An animated video that presents to staff and caregivers why oral care is important.
Oral Health Assessment Tool Translation – The purpose of this initiative was to produce a French translation of the OHAT that is acceptable to users — nurses and dental hygienists — and is conceptually and metrically equivalent to the English version originally developed.
Oral Health Partnership Brochure – This brochure describes a partnership between Ottawa’s Saint-Louis Residence (SLR) LTC home and the dental hygiene program at La Cité Collégiale. For a copy of the full report, please contact info@clri-ltc.ca
Supported by:
Posted on March 31, 2017 by Tammy Cumming -
Description
The Ontario CLRI gathered evidence and experiences from across the province in this needs assessment to help understand the supports and resources needed to address the diversity of residents living in long-term care homes. It was guided by an advisory committee and reflects consultations with multiple stakeholders, a literature review and shared learnings from LTC homes across Ontario. The results of this needs assessment served as support for the Ontario CLRI to formalize an advisory committee and work plan to identify and develop resources to support LTC homes in addressing and welcoming diversity.
Posted on March 31, 2017 by Scott Mitchell -
Ontario’s Indigenous people have unique cultural requirements that must be supported by health care, including long-term care. This report summarizes the findings from a needs assessment to explore strategies to better support Ontario’s Indigenous people in long-term care homes.
As providers of person-centred care, long-term care homes must recognize and support the culture of their residents. To help the sector learn about the approaches other homes have used, and to understand the types of challenges homes have faced, the Ontario CLRI spent several months gathering evidence and experiences from around the province.
The project team worked closely with multiple stakeholders and advisory groups, and conducted a literature review. Learnings will help guide future work including the development of tools and resources to support Indigenous culture in long-term care, and to scale-up existing, successful practices. The report summarizes the findings of this work.
Posted on February 23, 2017 by Noel Gruber -
Webinar Description
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, Executive Director, Ontario Association of Residents’ Councils (OARC)
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.
Posted on January 27, 2017 by Tammy Cumming -
Posted on January 25, 2017 by Tania Aragona -
Designed to enhance nursing, personal support worker and allied health gerontological specialty knowledge in the early identification and care of older adults living with frailty at risk of acute deterioration.
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.
