2015 CAPCE Program Information and Application Process

Transcription

1 HPC Teams for Central LHIN is pleased to present: Fundamentals Enhanced and Comprehensive Advanced Palliative Care Education (CAPCE) For Registered Nurses, Registered Practical Nurses, Nurse Practitioners January to June CAPCE Program Information and Application Process 1

2 Acknowledgements The Hospice Palliative Care (HPC) Teams for Central LHIN acknowledges the contributions of our colleagues of Hospice Palliative Care who have developed, refined and promoted Hospice Palliative Care education throughout Southwestern Ontario. The Comprehensive Advanced Palliative Education (CAPCE) Program combines the art and science of Hospice Palliative Care (HPC) for nurses (RN, RPN, &NP). The program embeds best practice standards and aligns with the Model to Guide Hospice Palliative Care. CAPCE focuses on the development and role of the nurse as a HPC resource for the interprofessional team in long-term care homes, agencies, hospitals and communities. The CAPCE program offers advanced skills and knowledge that will help build nursing leadership in various organizations across the LHIN. The CAPCE resource nurse is able to offer expertise to colleagues, patients and families in order to facilitate the advancement of palliative care. HPC Teams is pleased to present this latest educational opportunity, in an effort to continue to build capacity among primary providers. Please review the information in this package to better understand this exciting new opportunity. If you feel that your skills and qualifications would make you a CAPCE candidate, please complete the application form and forward to the contact below. Erin Ross, Administrative Assistant (HPC Teams for Central LHIN) eross@southlakeregional.org phone: x 6388 fax:

3 Table of Contents Program Overview Fundamentals Enhanced/CAPCE Activity Timeline... 6 Eligibility Criteria.. 9 Performance Objectives.. 11 CAPCE Candidate Information Q&A. 14 CAPCE/Fundamentals Enhanced Application

4 CAPCE Program Overview The Comprehensive Advanced Palliative Care Education (CAPCE) initiative is designed to align with the Model to Guide Hospice Palliative Care. CAPCE is sponsored by the Ministry of Health and Long-Term Care through the Palliative Care Initiatives of Ontario. In 2013, CAPCE underwent extensive revisions by the Southwestern Ontario Hospice Palliative Care Education Program. This revised CAPCE program is now being offered in Central LHIN by HPC Teams. The revised program is 20 weeks in duration and will run from January to June CAPCE also includes a co-requisite that is to be completed within the 2015 session. Fundamentals Enhanced (1 session) followed by CAPCE (18 weeks). The revised program has been developed as part of a blended learning strategy that includes several learning modalities: Self directed content review and reflection (Program Guide and supplementary material) E-Learning Modules Peer-to Peer Exchange Case Based Learning Sessions Coaching Practical Applications Self Directed Content Review and Reflection: Learners are expected to independently review assigned chapters from Program Guides. The purpose of this learning strategy is to provide adult learners with the autonomous opportunity to read and consider content at an independent pace, within a prescribed timeframe. E-Learning Modules: Learners are expected to independently review online e-learning Modules as directed throughout the program. The purpose of this learning strategy is to provide self-directed, asynchronous, self-paced learning events. This allows learners to interact with the module content, practice concepts and engage in self-reflection. Peer to Peer Exchange: At the end of the first Case Based Session, learners will establish small groups for Peer to Peer learning opportunities and will schedule their first conversations. These exchanges take place throughout the program and will happen in person, telephone, OTN, etc. at the discretion of the each learner group. These conversations will be guided by a standard set of questions (found in the Program Guide) to be asked and answered by each peer during the exchange. In 4

5 addition to these questions, learners are encouraged to consider using some of the practice it questions embedded in the e-learning Modules. Peer discussion provides emotional and social support to learners. This learning strategy has been shown to enable collaborative learning and shared solution finding, and to identify and mitigate risks. Case Based Learning Sessions: There are 4 facilitated large group learning opportunities that will provide learners with an environment that enables team-based, case-based problem solving to consolidate and apply the knowledge gained through the independent content review. Coaching: There will be 9 biweekly coaching sessions organized with small groups and a CAPCE coach (HPC Teams CNC). The CAPCE coach will use questions to guide a focused discussion based on assigned reading and E-Modules to consolidate learning. Practical Applications: There are 2 different exercises to complete drug calculations and apply learned information during the coaching/case based scenarios. Fundamentals Enhanced/ CAPCE Program Snapshot: Self Directed Reading (SD): Chapter 1-8 Program Guide &The Pallium Pocket Guide. E-Learning Modules (E-learn): Six, e-learn Modules are to be completed individually throughout the course. Peer to Peer Exchange (P2P): Eight opportunities for learners to connect with each other to enable collaborative learning and shared solution finding while building a network of nurses skilled in the art and science of hospice palliative care. Practical Applications (PA): Learners will complete 2 assignments during the course. Case Based Learning Sessions (CBL): Three facilitated large group sessions. Each CBL session is 4 hours in length. Coaching Sessions (CS): Nine small group sessions throughout the course. Each coaching session is 2 hours in length. 5

6 Fundamentals Enhanced Activity Timeline 2015 SESSION WEEK TIME DATE LEARNER PREP BEFORE EACH SESSION Case Based Learning 4 hr January 21 Self Directed Reading: Fundamentals Program Guide Chapters 12,13 E-modules M,N Domains of Issues laminate SESSION CAPCE Course Activity Timeline 2015 WEEK TIME DATE LEARNER PREP BEFORE EACH SESSION Case Based Learning Week 1 4 hr February 4 Self Directed Reading: # 1 CAPCE Program Guide Chapter 1 & 2 (p ) Case Study Deepa Pallium Pocketbook Chapter 16 & Chapter 5 (p. 1-17) plus Appendix 1 (p ) Domains of Issues laminate CCO Pocket Guide Oral Care (p ) E-Learning: A Complete E-Learn Module A by Week 2 Coaching Session # 1 Week 2 2 hr February 10/ February 11 Peer to Peer # 1 Week 3 February E-Learning: B&C Coaching Session # 2 Week 4 2 hr February 24/ February 25 Self Directed Reading: CAPCE Program Guide Review Chapter 1 & 2 E-Learn Module A Pallium Pocketbook Chapter 5 (p. 1-35) facilitator 3 goals on becoming a CAPCE resource nurse, as referred in E-Learn Module A Arrange to connect with peers and follow guideline for discussion questions Complete E-Learning Modules B&C by Week 6 Self Directed Reading: CAPCE Program Guide Chapter #4 (p ) 6

7 Practical Application Week 4 9 Pallium Pocketbook Chapter #5 (p ; p ) Appendix 2 CCO Pocket Guide (p ) Work on application and discuss any issues in Peer to Peer sessions and contact facilitator(s) for guidance if needed Peer to Peer # 2 Week 5 March 2 8 Arrange to connect with peers and follow guideline for discussion questions Case Based Learning # 2 Week 6 4 hr March 11 Self Directed Reading: Complete E-Learning Modules B&C Case Studies Kim, Shelly & John CAPCE Program Guide Chapter # 3 & 4 (p ) Chapter # 6 & 7 Pallium Pocketbook Chapter # 3, 6, 7, 13, 15, 16 CCO Pocket Guide Delirium (p. 1-9) Dyspnea (p ) Heart Failure: a guide to a palliative approach to care Peer to Peer # 3 Week 7 March Arrange to connect with peers and follow guideline for discussion questions Coaching Session # 3 Week 7 2 hr March 17/ Self Directed Reading: March 18 E-Learning Module B Pallium Pocketbook Chapter # 14 Practical Application #1 Complete Part A & B, questions 2 & 3, Part C Scenario # 3 Peer to Peer # 4 Week 9 March 30 April 5 Arrange to connect with peers and follow guideline for discussion questions Coaching Session # 4 Week 8 2 hr March 24/ Self Directed Learning: March 25 CAPCE Program Guide Chapter 6 (p ) Pallium Pocketbook Chapter # 12, 19, 20 Chapter # 5 (p. 2-3) Peer to Peer # 5 Week 11 April Arrange to connect with peers and follow Coaching Session # 5 Week 9 2 hr March 31/ April 1 guideline for discussion questions Self Directed Reading: Practical Application Part B question # 4 & Part C all cases except Edith CAPCE Program Guide Chapter # 4 (p ) Pallium Pocketbook Chapter # 5 (p ) 7

8 Practical Application Week E-Learning D - F Coaching Session # 6 Week 12 2 hr April 21/ April 22 CCO Pocket Guide Pain (p ) Work on application and discuss any issues in Peer to Peer sessions and contact facilitator(s) for guidance if needed Complete E-Learning Module D - F by Week 14 Self Directed Reading: CAPCE Program Guide Chapter # 8 Practical Application#2: Section 1 Peer to Peer # 6 Week 13 April 27 May 3 Arrange to connect with peers and follow guideline for discussion questions Case Based Learning Week 14 4 hr May 6 Self Directed Learning: # 3 Complete E-Learning D-F CAPCE Program Guide Chapter # 4(p Chapter # 5 Case Study Lee & Maria Pallium Pocketbook Chapter # 2, 3, 5 (p ), 13, 18, 20 CCO Pocket Guide (p ) Coaching Session # 7 Week 15 2 hr May 12/ Self Directed Learning: May 13 Pallium Pocketbook Chapter # 2, 14 CAPCE Program Guide Chapter # 2 (p ), Chapter # 5 Peer to Peer # 7 Week 15 Arrange to connect with peers and follow guideline for discussion questions Coaching Session # 8 Week 16 2 hr May 19/ Self Directed Learning: May 20 Pallium Pocketbook Chapter # 2, 14 CAPCE Program Guide Chapter # 2 (p ), Chapter # 5 Peer to Peer # 8 Week 17 Arrange to connect with peers and follow Coaching Session # 9 Week 18 2 hr June 2/ June 3 guideline for discussion questions Self Directed Learning: Practical Application Section 2&3 CAPCE Program Guide Chapter # 4 (p ) Pallium Pocketbook Chapter # 5 (p ), Chapter # 8 CCO Pocket Guide Nausea & Vomiting (p ) 8

9 Loss of Appetite (p ) Bowel Care (p ) Eligibility Criteria In order for the Nurse Practitioner (NP), Registered Nurse (RN) or Registered Practical Nurse (RPN) to be eligible to participate in the CAPCE program, the following attributes/experience will be considered: A minimum of 1 year experience (or equivalent as determined by the CAPCE coordination office) caring for people with a progressive, life-limiting illness Ability and interest to function as a Resource Nurse, providing primary level support and advanced level knowledge and skills for care team members in his or her organization Ability and interest to coach others, facilitate change and be a role model Sensitivity to the impact of attitudes, behaviours, life experiences, values, thoughts and feelings on the well-being and quality of life from the perspective of all partners in care Ability to listen, learn from others, to question self and others and identify new approaches Ability to solve problems and take action to provide the best care possible Ability to learn and develop, both personally and as part of a team and organization Ability to engage in self-directed study and independent research using resources such as libraries, the Internet, peers and subject matter experts To help ensure his or her success, the NP, RN or RPN also requires the following from his or her organization: Recognition from those in positions of authority (e.g., Administrators, Directors of Care, Medical Directors) to consider policies, protocols and accountability that promote pain and symptom management and end-of-life care Ongoing support and encouragement from those in leadership positions as well as peers (e.g. support for pain assessment, management and staff education) Removal of barriers to learning i.e. work with the most appropriate physician to be a part of the team, scheduling of staff to facilitate attendance at education sessions Assistance with the transfer of new skills and knowledge to the work place Additionally, the NP, RN or RPN must: Have access to an Internet-enabled computer Have working knowledge of basic computer programs (e.g. Power Point, Word, Internet Explorer) 9

10 Be a part-time or full-time employee currently caring for persons requiring hospice palliative care Be available to complete ALL components of the program Completion of PalCare Network Core Concepts 1 or Fundamentals or an equivalency of Fundamentals. Equivalency to Fundamentals may include one or more of the following: Completion of LEAP Completion of 2 DeSouza Courses under the palliative domain of practice CNA Certification in Hospice Palliative Care Completion of HPC Teams LTCH Education program Designation as a palliative care champion or palliative leadership role with workplace 2 professional letters of reference Ability to connect with the CAPCE Coach, throughout the program duration (via teleconference, one-to-one, etc.) CAPCE Web Component Involvement with the CAPCE Program requires that all participants have access to a computer with Internet access and a personal account. There is a mandatory web component where participants are required to complete forms and surveys online. Each Participant is responsible for his or her own computer-related communication costs such as long-distance telephone, subscription, Internet subscription or any other communication service requirements. Each participant must own or have ready access to the following recommended computer hardware and software. Required to Access CAPCE Web Component: PC running Windows or Linux, Mac Internet Browser: Internet Explorer 6.0 and above, Mozilla Firefox, Opera, Safari Internet connection Adobe Acrobat Reader 6.x Adobe Acrobat Reader is free software for viewing and printing Adobe Portable Document Format (PDF) files. A PDF is a file that will look the same on the screen and in print, regardless of what kind of computer or printer someone is using and regardless of what software package was originally used to create it. As you will require this software to view many Internet files, you may download this software, free of charge from Adobe s website - 10

11 Virus Protection Viruses are becoming more prevalent and more destructive. This is especially important with the rise in identity theft. Participants are recommended to have the most up-to-date virus protection on their computer at all times. Accounts is the CAPCE learner s primary method of communication. We recommend that you use a personal address (i.e. one that belongs to you rather than another individual), as you may not receive the information you require in a timely manner. Before signing up for free services such as G-Mail, Yahoo or Hotmail, please consider there are limitations. Most notably is the aggressive spam filtering in which legitimate messages are sometimes deleted or marked junk. Spam is unsolicited "junk" sent to large numbers of people to promote products or services. Be sure to check junk mail folders before ing about a lost or deleted . Performance Objectives Following active participation in all components CAPCE, the learner will practice as a competent HPC Resource Professional and support the development of skills among his or her peers. We refer to this role as the CAPCE Resource Nurse. Please note that this is not a professional designation, but rather a way to reference the skill set detailed below. To demonstrate an understanding of the essential and basic steps of a therapeutic encounter, the CAPCE Resource Nurse will: 1. Serve as a Resource Professional sharing knowledge by engaging in the following activities to the extent that he or she is able to: a. Collaborate with peers in problem solving and the development of an individualized plan of care that responds to the identified needs of the patient/family. b. Identify gaps in care delivery both at the bedside and within the organization, and considers strategies in response to identified gaps and needs. c. Communicate organizational gaps and issues and possible problem solving strategies to management in an effort to enhance delivery of HPC within the organization. d. Advocate for improved delivery of HPC within the organization. 2. Complete an assessment to the extent he or she is able to: a. Utilize appropriate screening questions and assessment tools in data collection related to the domains of issue. b. Complete a comprehensive history of the patient detailing information about health and symptom status, potential cause, associated expectations, needs, 11

12 hope and fears. Document the perceived benefits and burdens of any previous therapeutic interventions for issue or opportunity (including the disease), as well as information about adverse events and allergies. c. Organize and think critically about the assessment findings to prepare for information sharing. 3. Share information to the extent he or she is able to: a. Determine, document and respect confidentiality limits defined by the patient. b. Determine what the patient and family caregivers already know. c. Assess and document the desire and readiness for information sharing. d. Develop a process and document a plan for sharing information in a timely manner in a setting where privacy can be ensured, and in a language and manner understandable and acceptable to the patient and his or her family. e. Determine and document the need for translation. f. Observe and document the physical and emotional reaction to information provided. g. Assess the understanding of information shared with the patient and family. h. Determine and document the desire for additional information. 4. Assists in the decision-making process to the extent that he or she is able to: a. Demonstrate through documentation that the components of consent, disclosure, capacity, and voluntariness have been met. b. Assess and document decision-making capacity regularly. c. Determine and document the legal substitute decision-maker and verifies knowledge of substitute decision-making legislation. d. Determine who the patient wants to include in the information sharing and decision-making processes. e. Encourage discussion related to values, goals and wishes. f. Discuss and document current wishes and clarifies the patient s and/or family s goals for care on a regular basis. g. Collaborate with the patient and/or family to prioritize identified issues. h. Offer and explain therapeutic options in order to obtain informed consent as the patient s condition changes. i. Discuss and document requests for withholding or withdrawing therapy; therapy with no potential benefit; hastened death, euthanasia or assisted suicide with the patient and family. j. Develop a plan for conflict resolution when needed. 5. Engages in care planning to the extent that he or she is able to: a. Determine and document wishes related to the patient s preferred setting of care. 12

13 b. Develop a process to negotiate and determine a plan of care that addresses issues and opportunities and delivers chosen therapies. Includes a plan for care of dependents, backup coverage, respite care, emergencies, discharge planning, and bereavement care. c. Regularly reviews and adjusts the plan of care with the patient throughout the illness trajectory. 6. Engages in care delivery to the extent that he or she is able to: a. Support family and friend caregivers in their potential role as part of the care team. b. Support formal caregivers so they may be competent and confident to provide care. c. Document that care is aimed at meeting the goals of the patient and family. d. Identify team members who will provide leadership, coordination, facilitation and support. e. Organize learning strategies to meet the needs of caregivers. f. Identifies community resources including secondary level consultants and educators and demonstrates knowledge of how to access and utilize services. g. Develop a written plan of care. h. Ensure that mechanisms are in place to communicate the plan of care and information among all health care providers and family caregivers and across all settings of care. i. Regularly review care delivery and adjusts the care plan to compensate for changes in the patient s and his or her family s status and choices. 7. Confirms understanding of, and satisfaction with the treatment plan to the extent that he or she is able to: a. Document the patient s and his or her family s understanding of the disease process and the expected course of illness. b. Document the level of satisfaction of the patient in relation to the plan of care and the delivery of care. c. Determine the perceived complexity of the treatment regime and document concerns, questions and issues raised. d. Determine and documents any expressed level of stress. e. Determine and documents the ability of health care providers and family caregivers to participate in the plan of care. f. Document the therapeutic interventions and advocate for further intervention when goals and expectations are not met. 13

14 CAPCE Candidate Information: Q&A 1. Why am I the right person for this course? I am passionate about Hospice Palliative Care I want to improve my own practice I want to become an expert in this specialty I want to positively influence practice in my workplace 2. Who will the other CAPCE learners be? Registered Nurses, Registered Practical Nurses, Nurse Practitioners from a variety of care settings including community, LTCH, CCAC, etc. 3. What commitment is required of me? Self directed learning and active participation in all aspects of the program! The program relies heavily on self directed, independent learning prior to planned case based learning sessions with coaches, peer groups and large group sessions. You will need to organize your schedule with your workplace to enable your mandatory attendance in all sessions. 5. What is the cost? The CAPCE investment is $350 and includes: Refreshment breaks Mentor support throughout the course and consultation thereafter CAPCE Resource Guide /Fundamentals Resource Guide Pallium Palliative Pocketbook 2013 Online support and additional learning resources Laminate quick reference cards 6. Can I apply for financial assistance? As a Registered Nurse you may apply for the RNAO education assistance program. Please refer to or educationfunding@rnao.org As a Registered Practical Nurse you may apply for the RPNAO education assistance program. Please refer to or 14

15 7. What support is in place for me during and after the formal education program? The CAPCE Coach will provide phone, , and hands on guidance throughout the course. HPC Teams Clinical Nurse Consultants are also available for ongoing consultation and education as required after the education is completed. 8. Will I receive a certificate for continuing education? Certificates will be granted to CAPCE learners when all of the following criteria are met: Attendance at all sessions Successful completion of all practical application assignments Completion of Learner Log which confirms required readings and e- module completion The successful completion of the program will help Registered Nurses in quality assurance efforts and in preparation to write the exam for CNA specialty certificate in hospice palliative care (annual opportunity). Visit: for more details. 9. What if I have to cancel my registration? Individuals whose withdrawal notice is received in the office prior to the program start will be required to pay a $50 administration fee. The remainder of the registration fee will be reimbursed. Registration fees are NOT fully refundable should you withdraw on or after 15 December Extenuating circumstances will be reviewed on an individual basis. 10. What if I miss a session? 100% attendance is a requirement to receive a CAPCE certificate of continuing education. In situations where a learner misses a session due to an adverse personal emergency, the HPC Teams will determine the learner s status. 15

16 Comprehensive Advance Palliative Care Education (CAPCE) & Fundamental Enhanced Application Please note: The Fundamentals Enhanced module is a co-requisite to CAPCE that targets RNs, RPNs and Nurse Practitioners. The Fundamentals Enhanced program will be completed in one 4 hour session prior to the initiation of the CAPCE program. Please forward your completed application to: Erin Ross Administrative Assistant Fax: eross@southlakeregional.org Call Erin with any additional questions: x 6388 Deadline for applications is December 12, There are a limited number of spaces available so please apply early. Successful applicants will receive notification by December 19, Payment of $ will be due upon confirmation of acceptance and includes all course materials. The course material will be available two weeks before courses start. Please PRINT clearly. Name: Mailing Address: Postal Code: Home phone: Work Phone: Employer: Discipline: RN / RPN / NP 16

17 Please discuss briefly how your experience relates to the CAPCE eligibility criteria. Identify any specific courses or certificates in Hospice Palliative Care you have completed (photocopies acceptable). One year experience in Hospice Palliative Care PalCare Network Core Concepts 1 Fundamentals LEAP Two DeSouza courses under the Palliative Domain of practice CNA Certification in Hospice Palliative Care HPC Teams LTCH Education program Certificate of HPC Teams LTCH Standardized Education Series Designation as a palliative care champion or palliative leadership role with workplace ** Don t forget to include 2 Professional letters of reference with your application ** 17