Culture Change Througout Aging Services
HOME & COMMUNITY-BASED SERVICES
Will Improve the Quality of Home and Community-Based Care
Individuals from 83 organizations have participated in the workshops
Pennsylvania has been the stage of an exciting training initiative to improve the quality of home- and community-based care. PHI is proud to have been able to participate in a pilot program that prepared in-house staff from local home care agencies, adult day service centers, personal care/assisted living residences, and disabilility service agencies to train direct-care workers in providing relationship-centered care in the state.
P. Afeefa Murray, Patricia Hillebrand, Maureen Sheahan and Maria Elena Del Valle—from PHI’s training and organizational development team—conducted “train-the-trainer” educator workshops, which explored adult learner-centered approaches to leading frontline staff through a competency-based entry-level curriculum for personal care workers developed by PHI for Pennsylvania’s Department of Labor & Industry.
Since April 2008, this PHI team trained 142 individuals from 83 organizations, as part of 11 educator workshops. Training the trainers builds capacity within participating organizations to implement and sustain the training themselves.
Relationship-Centered Caring in the Context of Adult Learner Centered Approaches
In teaching a relationship-centered approach to care, we recognize that by improving communication and problem-solving skills of caregivers, we can build healthier relationships among staff, and between staff and the individuals they assist. These skills build within the participants the competencies necessary to shift away from a task orientation (giving care to people) to a relationship centered orientation (engaging with people to offer care and support).
Using learning circles, small group exercises, role plays, and other interactive activities, the PHI trainers demonstrated methods to connect to a wide variety of learning styles. The trainers that attended the workshops stated they really appreciated the variety of adult learner centered methods they were exposed to.
As an owner from one home care agency recently told us, “Everyone I have talked to within my agency and others have walked away with many new skills and much needed education. This training has been a blessing to many and will be a blessing to many clients. It was extremely informative and [the impact] will last a long time.”
[Download the free, entry-level curriculum] LINK TO ARTICLE
Priorities for an Age-Friendly Bus System
(Source: Canadian Journal on Aging)
E-ISSN: 1710-1107 Print ISSN: 0714-9808
Kieran Broome, Linda Worrall, Kryss McKenna, Duncan Boldy
Canadian Journal on Aging / La Revue canadienne du vieillissement, Volume 29, Number 3, September/septembre 2010, pp. 435-444 (Article)
Abstract: This article presents the results of a study on the barriers and facilitators to bus use for people aged 60 or older. Two complementary methodologies, nominal group technique and focussed ethnography, were used to identify barriers and facilitators and rank their importance. Two sample sites from Queensland, Australia, were selected, with 227 people participating in the nominal group technique and 40 people participating in the focussed ethnography component. Seven priorities for age-friendly bus systems emerged from the data: vehicle entrance/exit; bus driver friendliness and helpfulness; timetables and scheduling of buses; bus stop locations; pedestrian infrastructure; information and training for older people; and bus routes and destinations. These findings will assist researchers, policy makers, and transport providers to set evidence-based strategic directions for creating age-friendly bus systems. Both methods provide complementary perspectives on bus usability, which could not be gained from either method alone. LINK HERE