This page provides an overview of the recreation professional in long-term care based on the information given to us by Recreation professionals in the field and the sources outlined below. The role of a recreation professional may vary based on the long-term home and region. For a more comprehensive picture of this role, visit the recreation professional association information links below. This page is part of our Careers in Long-Term Care Initiative.
This page provides an overview of the food service aide role in long-term care based on the information given to us by those in the field and the sources outlined below. The role of a food service aide may vary based on the long-term home and region. For a more comprehensive picture of this role, visit the nutrition association information links below. This page is part of our Careers in Long-Term Care Initiative.
This page provides an overview of the PSW role in long-term care based on the information given to us by PSWs in the field and the sources outlined below. The role of a PSW may vary based on the long-term home and region. For a more comprehensive picture of this role, visit the PSW association information links below. This page is part of our Careers in Long-Term Care Initiative.
Practical knowledge of person-centred language ensures that appropriate, respectful, life-affirming and inclusive language is used when talking with and referring to people who communicate via responsive behaviours/personal expressions associated with dementia, complex mental health, substance use and/or other neurological conditions, and their care partners.
Across the province, long-term care (LTC) and retirement homes are struggling to meet staffing needs. A shortage of skilled workers is making it increasingly difficult for LTC homes to meet legislative requirements and continue to deliver quality care and services to their residents.
Canada’s rapidly aging population complicates this issue, as LTC homes must attract and recruit additional team members to prepare for the expected increase in residents. There is a lack of awareness about the opportunities that exist in LTC, which can make it difficult to generate interest in these careers. Other influential factors include ageism and negative perceptions of LTC.
Creating opportunities for students to learn about the many career opportunities that exist within LTC and retirement homes will contribute to the continued growth of this workforce. Ontario secondary schools offer co-operative education (co-op) and volunteer opportunities, and schools are regularly seeking meaningful positions for their students.
By forming structured partnerships, secondary schools and LTC operators can work together to:
The Ontario Caring Advisory Circle (OCAC) guided the identification and development of culturally appropriate resources to support Indigenous residents in long-term care homes between April 2018 and March 2020. Membership of the OCAC was comprised of up to 11 members with wisdom and expertise in long-term care and Indigenous culture. Members were a mix from northern and southern regions of Ontario.
The OCAC created a five-pillar approach to their terms of reference. These five pillars formed the foundation of the work and represented the commitment, interest, and duties of the advisors.
Pillar One – Ensuring a cultural lens in all Ontario CLRI activities
Pillar Two – Identifying resources to fill gaps
Pillar Three – Ideas for education and training
Pillar Four – Identifying research projects
Pillar Five – Guidance for stakeholder outreach
The initial gathering of the OCAC took place on April 24, 2018 at the Toronto Birth Centre. At this gathering, the OCAC came together to plan their shared vision for the work ahead. Through process and spirit, the group’s terms of reference were birthed. The OCAC met several times a year via video/teleconference or face-to-face.
Since culturally appropriate imagery is important to the OCAC, the names of Indigenous artists living in Ontario were put into a hat during the October 24, 2018 face-to-face gathering at the Thunder Bay Art Gallery. Robert Kakegamic’s name was drawn and he was contacted to design and paint the OCAC’s logo to represent their spirit. Robert continues the Woodland School of Art tradition while including cultural values and old legends in vivid colours as part of the new way of presenting and expressing Indigenous identity. Robert lives in Sandy Lake, Ontario, a Swampy Cree-Ojibwa First Nations community.
This initiative supports workforce capacity building and fosters person-centred care through the identification, development and spread of information and resources that support equity, diversity and inclusion in long-term care (LTC) homes. This initiative recognizes that care experiences can be influenced by individual circumstances, including language, ability, race, ethnicity, religion, spirituality, gender identity, gender expression, sexual orientation and socio-economic status. This initiative aims to educate and share resources that support LTC homes in delivering care that honours resident and team member diversity.
A Supporting Equity, Diversity and Inclusion in Long-Term Care Advisory Committee and other experts, including persons with lived experience, contribute to the work of this initiative and the identification and spread of resources that support diversity and inclusion of all residents, care partners (family and friends of residents) and team members in LTC, and inform diversity and inclusion across all CLRI activities.