CCA Program. Report 2014

Transcription

1 CCA Program Report 2014 Continuing Care Assistant Program 2 Dartmouth Road, Bedford, Nova Scotia, B4A 2K7 Telephone: (902) Toll-free: 1 (866) Fax: (902)

2 CCA Program Mission Working together to promote excellence in person-centered care for people in Nova Scotia by maintaining standardized education and support for Continuing Care Assistants. Vision CCAs contributing to Nova Scotians living well. The CCA Program Advisory Committee and Administration values: Leadership We are visionary; we collaborate with stakeholders provincially and nationally, ensure currency, relevancy and promote standards. Integrity We advance the goals of the CCA Program; we demonstrate and promote professionalism, honesty, transparency, trust, and respect. Quality We strive for excellence in education so that CCAs are able to deliver personcentered care and participate as valued members of the health care team. Growth and Development We are innovative, informed by evidence and evaluation. We continually evolve, anticipating and responding to needs.

3 Table of Contents Message from the Chair... 1 Service Structure... 3 CCA Curriculum Standards... 4 Standard Compliance Assessment... 5 Recognizing Prior Learning (RPL) Program... 6 Phase I: Course Recognition Assessment... 7 Phase I: PLAR Assessment... 7 Phase II: The Learning Path... 8 Self-Directed Learning (SDL) Modules... 9 SDL Medication Module Certification Exam CCA Certification Exam Sittings 2013/ Disability Related Needs Exam Accommodations CCA Exam Committee CCA Registry Membership CCA Program Statistics CCA Program Advisory Committee CCA Program Administration Appendix A

4 Message from the Chair For fourteen years the CCA Program has provided a provincially standardized and governed education program for direct care and support service providers. This year the CCA Program continued its journey towards its vision of helping CCAs contributing to Nova Scotians living well. To provide direction for growth and maintain momentum, the Continuing Care Assistant Program Advisory Committee (CCAPAC) set three strategic directions to guide the CCA Program as it moves forward. To continually evolve the CCA Program to meet the needs of the stakeholders the Program has introduced revised curriculum standards, transitioned the Recognized Prior Learning (RPL) and Self-Directed Learning (SDL) to an online platform, refined the Standards Compliance Assessment (SCA) methods to strengthen the provincial consistency of the education delivery, and improved the tools available for educators and employers. To promote professionalism provincially and nationally through advancing recognition of scope, role, and curriculum we continued to strengthen the Certification Exam s integrity and defensibility through standardized development and administrative practices. The RPL Program has incorporated more specific measurements that promote professionalism and we have provided unrestricted access to the CCA Program s SDL Medication Module for current CCAs through their employers. Additionally members of the CCA Administration joined a national network group focused on championing the standardization and professionalism of this role across Canada. The Registry s goal is to facilitate communication between CCAs; increase understanding of human resource needs, plan education delivery, recruit appropriate staff, and develop a supportive and healthy workplace so residents, clients, and patients are provided with consistent care. The CCAPAC and Department of Health and Wellness continue to investigate ways to transition from a voluntary CCA Registry to mandatory in order to promote total participation in the Registry. CCA Program Report Page 1

5 The CCA journey to date is one that we can all be proud of in Nova Scotia, and that in no small way goes back to all of you, and those before you that have believed in the value of the CCA and the importance of quality education for this role. My heartfelt thanks goes out to CCAPAC for their expertise and continued guidance in the evolution of the Program. Every newly elected member brings new insight and contributions to the advancement of the CCA program and believe me, they take their role seriously. On behalf of this Committee, I extend our appreciation to the health care employees, employers, and education providers who contribute to the development of the Program, and ultimately the CCAs. A major strength of the CCA Program has always been the various involvements from people at the grassroots of Continuing Care, as well as the support from Department of Health and Wellness and the various governments throughout the years. However, I can t overstate the value of, and my appreciation for, our CCA Program Administrator, Pam Shipley, and her incredible team Vanda, Cailleagh, Cheryl, and Jennifer, whose tireless efforts have transformed and operationalized the CCA Program into the relevant Program it is today. The efforts from this team are a major player in maintaining and enhancing the CCA Program. Sadly for me, this is my last opportunity to Chair a CCAPAC event or meeting, and I have to say, one of the hardest things about my decision to retire is leaving the CCAPAC. However, I know it is in good hands with those I have mentioned above. I am confident the CCA Program will continue to grow and improve due to all the support it receives from all of you and others who believe in CCAs and continue to advocate for top quality education to prepare CCAs, promoting excellence in person-centered care for people in Nova Scotia. THANK YOU THANK YOU from the bottom of my heart. Alone we can do little; together we can do so much. -Helen Keller Donna Dill, Chair CCA Program Advisory Committee CCA Program Report Page 2

6 Service Structure The CCA Program provides a number of key services focused on promoting quality education delivery and supports for CCAs in Nova Scotia. The Program services flow from the CCA Program Curriculum Standards which define the education preparation and the CCA Registry which supports the CCA and health care sector. The diagram below illustrates the governance structure of the CCA Program and how the different CCA Program services connect. CCA Program Report Page 3

7 CCA Curriculum Standards The 2013 CCA Program Curriculum Standards were successfully rolled-out in September. All licensed education providers are now required to deliver these Standards. The Continuing Care Assistant Program is designed to educate and equip CCAs with the ability to provide respectful, appropriate care to individuals needing assistance with activities, or instrumental activities of daily living in designated care settings. The philosophy of care embedded in the Program is a holistic social model of care, which considers the person and their families to be at the center of the care and services provided. The CCA Program is comprised of thirteen modules, six external certificates, and structured placements. Upon successful completion of the Program, graduates will have demonstrated the ability to: Provide person-centered care Communicate clearly and professionally using a variety of communication media Use appropriate aseptic safeguards Apply environmental safety and security measures Provide appropriate personal care to individuals Provide care setting management duties within the scope of employment Prepare, cook, and serve meals according to Canada s Food Guide and based on individual needs Use proper body mechanics while performing duties Recognize common chronic illnesses experienced by individuals Respond and/or seek appropriate help when any change occurs in individuals conditions Respond appropriately to the physiological, psychological, social, cultural and spiritual needs of people across the life cycle Identify community services available locally, provincially, and nationally Promote healthy lifestyle choices and illness prevention Provide person-centered care within the CCA Scope of Practice and as a member of a health care team Provide person-centered care within Nova Scotia provincial policies and legislation Demonstrate appropriate, respectful, professional behaviour in all settings CCA Program Report Page 4

8 Over the past year the Continuing Care Assistant Program Advisory Committee (CCAPAC) has concentrated on ensuring that the new standards have been incorporated into all of the components that comprise a strong standardized education program. The CCA Program has been working with education providers to ensure the new learning and administrative requirements are understood and incorporated. The necessary components of the Certification Exam and the Standard Compliance Assessment tools have also been revised to integrate the new curriculum. Graduates this June will be the first with the new curriculum. The new graduates have a broadened care setting context (acute care) integrated throughout the Curriculum. They have basic computer literacy, an understanding of technology-based communications, and skills to document using technology. They also have education in topically applied medicated creams, ointments, and drops as identified on individual care plans. In addition, an Open Mentorship allows for flexibility for placement experiences in a variety of care settings. Standard Compliance Assessment CCA Program Advisory Committee (CCAPAC) requires education providers to obtain a CCA Program License before delivering the CCA Program. To gain a license the education provider must first successfully participate in the Standards Compliance Assessment (SCA) Licensing Process. The SCA process ensures the CCA Program (CCA Program Curriculum Standards and supplementary documents) is being delivered consistently throughout Nova Scotia by licensed education providers. CCA Program Report Page 5

9 The SCA process has been in place for four years. During the last year, in consultation with educators and the original SCA Working Group, the process was revised to incorporate lessons learned, feedback, and research. The process and tools incorporates an updated method and reflects the new 2013 CCA Program Standards. A key change in the process is more formal language supporting a stronger and more linear process. To enhance the communications of requirements, a standardized information session has been developed for education providers. The SCA Requirements document guides education providers through the requirements needed to complete the licensing process. The Expression of Compliance document aligns possible evidence of compliance with the CCA Program Standards to aid education providers in meeting license requirements. A new internal operations tool produces a standards matrix score to evaluate the evidence submitted and collected throughout the process. This standards matrix score determines the license term (duration of time the education provider is permitted to use the CCA Program Standards for the express purpose of accessing the CCA Certification Exam). The minimum license term issued is for one course (intake of students). The maximum license term issued is for an unlimited number of courses (intakes of students) over three consecutive years. The revised licensing process was approved by CCAPAC in January Over the next three years all CCA Program education providers will participate in the process to obtain or renew their licenses. The SCA licensing process will continue to grow and evolve with the CCA Program. Recognizing Prior Learning (RPL) Program The CCA Recognizing Prior Learning (RPL) Program assists a person in gaining recognition for his/her knowledge, skills, and attitudes in relation to the CCA Program s learning outcomes. An individual interested in gaining CCA Certification may qualify for one of two RPL methods: Prior Learning Assessment and Recognition (PLAR) or Course Recognition (CR). A participant of the RPL Program has the benefit of accessing guidance from an RPL Navigator (RN with adult education, trained as PLAR Advisor/Assessor and Self-Directed Learning (SDL) guide). The Navigator facilitates the assessment and learning. The Navigators guiding participants for the last number of years have been Jody MacDonald and Futureworx. Starting in April 2014, three RPL Navigators have been engaged: Jody MacDonald, Lorinda Brinkhurst, and Futureworx. See Appendix A for the RPL process flowchart. CCA Program Report Page 6

10 Phase I: Course Recognition Assessment Course Recognition assessment (Phase I), is completed by a CCAPAC assigned evaluator, in partnership with the certificate/diploma being assessed and is based on the curriculum. The assessment does not involve participation from the graduate of the certificate/diploma program or include the individual s work and life experiences. Once the assessment has been completed, credit for applicable modules, placements, and skills demonstrations is recognized and a learning path is assigned. In the last year, the course recognition learning paths were realigned to meet the 2013 Curriculum. Key considerations for the realignment included technology, preparing specific meals, and application of topically applied medicated creams, ointments, and drops. As a quality control measure, the course recognition learning path requires the completion of the Competency Assessment Tool (CAT) and specific skills demonstration. The Course Recognition learning chart lists the curriculums and/or governing body for which we have a learning path assigned. The 31 curricula with assigned learning paths translate to approximately 400 schools and/or campuses. Each school and/or campus that uses the curricula identified in the chart may not be listed. There is a website link identified beside the governing body which will provide a list of schools or campuses that are eligible for the identified learning path. For an up-to-date list of the course recognition learning paths, see the CCA Program website under Resources then the RRL section. Phase I: PLAR Assessment In addition to revising the assessment tools to incorporate the new curriculum standards, over the last year we have been monitoring the significant changes incorporated into Phase I. CCA Program Report Page 7

11 On April 1, 2013, the revised PLAR workshops were released. Revisions included a reduction in the timeline to complete the assessment to 3 months and Phase I was made available in an online format or on a disc. The participant is no longer required to attend classroom workshops but can complete the assessment independently. The independent delivery includes audio presentations and scripts to accommodate different learning styles. A new tool introduced in the revision is an independent development plan (IDP). The IDP is issued after Workshop 2 and provides a summary of evidence submitted to date aligning the participant s evidence with the CCA Program modules. The IDP outlines gaps in evidence and recommends additional documentation which may be used to gain credit for the modules. The IDP has reduced the amount of time a participant spends on collecting evidence for modules they do not have suitable knowledge, skills, and attitudes to challenge. Incorporation of scripted messaging, consistent content, and enforced timeframes for progressing through the workshops has improved consistency, fairness, and transparency of the process. While the revised process is still in its early stages, evidence to date suggests that the revisions better equip the participant to maintain momentum and keep to the assigned timelines. Phase I Status Participants Total Enrolment 34 (100%) Phase I (PLAR) Active 17 (50%) Phase I (PLAR) Complete 11 (32%) Extensions 4 (12%) Incomplete 2 (6%) The table above represents the Phase I enrolments for fiscal year April 1, 2013 March 31, For more information on Phase I, PLAR Assessment, see the CCA Program website ( under Education menu, Recognizing Prior Learning (RPL) Program. Phase II: The Learning Path Effective April 1, 2013, Phase II, the learning path, must be completed within a oneyear time frame. The one-year timeline was implemented with a goal to reduce disengagement and improve completion rates while promoting cost-effectiveness. Evidence to date suggests that the compressed timeline is beneficial to both the participant as well as the process. CCA Program Report Page 8

12 As with Phase I, the CCA Program has incorporated tools to assist the participant in meeting the requirements of the assigned learning path. A key addition to the process requires the participant to submit a learning contract as the first step in Phase II. The learning contract requires the participant to identify a method for completion and a projected completion date for each requirement of their learning path. The learning contract appears to be assisting participants to understand all the required components and maintain momentum to complete. Phase II Status Participants Total Enrolment 46 (100%) Phase II (PLAR) active 8 (17%) Phase II (CR) active 30 (65%) Phase II complete 3 (7%) Incomplete 4 (9%) CCA Certified 1 (2%) The table above represents the Phase II enrolments for fiscal year April 1, 2013 March 31, Self-Directed Learning (SDL) Modules The CCA RPL Program uses the Self-Directed Learning (SDL) modules to meet the CCA Program learning path education module requirements. The SDLs have been updated to align with the 2013 Curriculum. The SDLs are available in an online format using a username and password for both participants in the RPL Program and the sponsoring organization (employer) who purchased the User Rights to use the SDL Modules. The SDL modules are not static; they are continually evolving. Providing SDL Users (sponsoring organizations employers) access to the SDLs through an online format allows for seamless updating and communication promoting fair, transparent, and defensible learning. The CCA Program encourages feedback from individual participants and the sponsoring organizations through evaluations and informal discussions. For more information refer to the CCA Program website ( under the For Employer menu, SDL Modules. CCA Program Report Page 9

13 SDL Medication Module As an alternative to taking the SDL Medication module directly from the CCA Program, CCAPAC has offered SDL Users (Sponsoring Organization employers) unrestricted access to the CCA Program copyrighted SDL Medication module. The unrestricted access allows SDL Users to educationally prepare employees in the application of topically applied medicated creams, ointments, and drops. The CCA Program will waive the per participant fee when the SDL User takes responsibility for the quality controls necessary to ensure the integrity of the education. Through this process CCAPAC is not responsible for the education provided, therefore, will not provide a CCA Program certificate to the participant. The SDL User is responsible for quality controls including: Approving the qualifications of the facilitator guiding the education Approving the qualifications of the participant Determining successful completion of all learning outcomes Providing successful participants with documented recognition of the education Recognizing that some participants may desire a certificate, CCAPAC will implement a formal process for recognizing education provided by an employer using the CCA Program SDL Medication module. To complete the formal process, the following conditions must be met. The participant must: Be a Certified CCA Apply directly to the CCA Program Administration within one (1) year of completing the education Provide documentation of successful completion of all the learning outcomes identified in the SDL Medication Module (e.g., certificate from SDL User identifying the learning outcomes; signed and dated by a qualified instructor (qualification identified in the SDL package)) Provide the completed Skills Demonstration document (included in the SDL Module) Pass a Medication module exam administered by CCAPAC Pay an administration fee (includes exam) of $60 + HST This process is exclusive to the CCA Program SDL Medication modules (revised Medication Awareness). The SDL User and their employee(s) accessing the CCA Program SDL modules to gain CCA Certification are required to meet all the criteria outlined in the SDL modules and the RPL Program. CCA Program Report Page 10

14 Certification Exam The reliability and defensibility of the CCA Program Certification Exam has been strengthened by using standards allied with the Standards for Education and Psychological Testing and the Standards for the Accreditation of Certification Programs. Key activities that meet these standards include: Ensuring content validity Ensuring items (questions) are developed based on best practices Ensuring ample items for multiple versions of the exam are available Ensuring pass mark reflects a minimum level of competency Ensuring items are monitored and adjusted over time based on statistical analysis Documenting the exam development and administration process The Exam Committee has been diligently working to ensure we are ready for the first 2013 curriculum exam writing in June To prepare, the first step the Committee underwent was an analysis of the current items (2009 curriculum) for application to the new curriculum. After the current items were assigned to the 2013 curriculum the committee was able to determine the item gaps. Thanks to the generous contributions of the CCA Program educators and faculty we completed a successful item writing workshop on April 8, Item writing is a process that involves a number of development stages. CCA primary instructors were asked to submit items prior to the workshop. During the workshop primary instructors critiqued the items for content validity and structure. The Exam Committee will conduct a final validation of the items on May 8, The final step before the June sitting will be to set a pass mark that reflects a minimum level of competency using the Angoff Method. CCA Certification Exam Sittings 2013/14 Four exam sittings took place during the fiscal year April 1, 2013 to March 31, During those sittings 705 candidates (graduates from licensed education providers) wrote the Certification Exam at least once. Of those 705 candidates, 92% were successful in gaining CCA Certification; 8% were not successful. Of the candidates who wrote and were not successful, 6% are still eligible to rewrite. Of the 705 candidates who wrote the exam this year, 2% are no longer eligible to rewrite. CCA Program Report Page 11

15 Disability Related Needs Exam Accommodations The work of the Disability Related Exam Accommodations (formerly: Special Accommodations) Working Group was completed in January 2013 and a draft policy was sent to the Human Rights Commission for feedback. Incorporating the feedback from the Human Rights Commission, the policy was approved by CCAPAC on October 4, The Human Rights Commission requested and was granted permission to share the Disability Related Needs Exam Accommodations Policy as an example of a strong policy. Summary of Accommodations: To be eligible to access disability related accommodations the applicant must meet the requirements outlined in the Disability Related Accommodations Policy. Provided the policy conditions are met, CCAPAC will provide, within reason, accommodations during the sitting of the Certification Exam to applicants who believe the regular sitting of the exam discriminates against them on the ground prohibited by the Nova Scotia Human Rights Act (amended 2008) 1. The applicant, in conjunction with the education provider, is responsible for submitting a written request for accommodations to the CCA Program Administration (as the delegate of CCA Exam Committee). Options available for accommodations include, but are not limited to: Separate room Reader (verbatim) Scribe Additional time Large Print Exam Large Print Answer Sheet Technology (example: Kurzweil, Premier) Any other accommodations that may be applicable The Policy is available on the CCA Website under Resources then the Education section. 1 Nova Scotia Human Rights Act (amended 2008) is from here on in referred to as the Human Rights Act and can be sourced by visiting: CCA Program Report Page 12

16 CCA Exam Committee Carol Anne Cowan, NSCC, Education provider Jody MacDonald, Shannex Inc., Nursing Homes and Homes for the Aged and CCAPAC Helen Marsh, New Waterford Homecare Service Society representing Home support agency Christel MacAloney, FutureWorx representing Education provider and CCAPAC Virginia Vacheresse, member at-large Vanda Newton, Health Association Nova Scotia representing CCA Program Administration Pam Shipley, Health Association Nova Scotia representing the CCA Program Administration CCA Registry The CCA Registry is a list of Certified CCAs and counterparts in Nova Scotia. The Registry s objectives include gathering input from members to encourage positive change in the role of the care worker in Nova Scotia. The Registry s data can be used for human resource planning, education planning, recruiting appropriate staff, which assists in the development of a healthy workplace so that residents, clients, and/or patients are provided with consistent care. The Registry offers members an opportunity to connect with peers, employers, and the health industry. The Department of Health and Wellness (DHW) is currently exploring the development of a policy to make the Registry mandatory for CCA and counterparts working with DHW funded clients. Last year s members were renewed at no cost while exploring ways for the CCA Registry to become self-sustainable. The CCA Registry continues to offer a number of services to its members including: CCA Registry Newsletter, containing news contributed by employers, relevant organizations, and members Occupational surveys and membership to CCA Committees and working groups 10% off selected items at Mark s Work Wearhouse Employment availability tool Reports designed to track mobility and attrition rates are available for employers. Available reports include: CCA Registry Members by Credential and Position Type, CCA Registry Members by Credential and Age Group, and Members of CCA Registry Employed at [Name of Organization]. CCA Program Report Page 13

17 Membership Updated numbers (as of April 30, 2014): There are a total of 990 Registered Members in the CCA Registry. 735 Active Members 21 Conditional 234 New Graduates The CCA Registry has average participation for the 2013/14 year. The membership has increased this year from last year s (2012/13) 378 members. In 2011/12 the number of member was 1,123. CCA Program Statistics Certified CCAs Fiscal Year April/March CCA Program Graduates Fiscal Year Grads as of March 31, 2014 by Certificate Date Classroom Graduates Course Recognition PLAR Total CCA 2000/ / / / / / / / / / / / / / Total Certified CCAs The table displays the number of Certified CCAs annually based on a fiscal year of April 1 to March 31. As of March 31, 2014 the CCA Program has certified 8,331 CCAs (6,708 through a traditional classroom education process and 1,623 using a RPL process). CCA Program Report Page 14

18 Current CCA Students in Classroom Deliveries by District Health Authority Total DHA 1 South Shore District Health Authority 46 DHA 2 South West Nova District Health Authority 67 DHA 3 Annapolis Valley District 80 DHA 4 Colchester East Hants Health Authority 52 DHA 5 Cumberland Health Authority 33 DHA 6 Pictou County Health Authority 17 DHA 7 Guysborough Antigonish / Strait Health Authority 18 DHA 8 Cape Breton District Health Authority 101 DHA 9 Capital District Health 132 Total provincial enrollment as of April Given 18% attrition rate, expected graduates from these enrollments by March 31, The table above displays the current CCA student enrollments by health district and a provincial total as of April The CCA Program currently has 546 students enrolled in the CCA Program. Given an average of 18% attrition rate the Program estimates 448 of these students will become Certified CCAs by March 31, Approximately 368 of the current students are expected to write the certification exam by the end of June As there is no consistent start or end date for education deliveries, the numbers in the table represent a snapshot in time. CCA Program Report Page 15

19 CCA Program Advisory Committee Doug Bungay, College of Licensed Practical Nurses of Nova Scotia Allan Chalmers, RJF Healthcare Donna Dill, Department of Health and Wellness, Chair Nancy Gibson, Northwood Homecare Beth Kelly, Department of Health and Wellness Christel MacAloney, FutureWorx Jody MacDonald, Harbourstone Enhanced Care Trent MacIsaac, College of Registered Nurses of Nova Scotia Tammy MacKenzie, Shiretown Nursing Home Marlene MacLellan, Nova Scotia Community College Sharon Preston, Windsor Elms Pam Shipley, Health Association Nova Scotia Kathie Swindell, VON Annapolis (re-nominated in current representation) Thank you to our outgoing members: Andrea Boyd-White, Strait Richmond Hospital Rebecca Dorey, Harbour View Haven Welcome to our new members: Susan Corkum, Valley Regional Hospital, CCA Acute Care Representative Sandra Hatch, Eastern Shore Memorial Hospital/Harbourview Lodge, CDHA Nancy MacConnell-Maxner, Manager, Interprofessional Practice and Education Services, PCHA Cathy Peori, CCA Home Support (City Homemaker Service Society) CCA Program Administration Pam Shipley, CCA Program Manager Cheryl Dunphy, RPL Program Administrative Assistant Vanda Newton, CCA Administrative Assistant Cailleagh Sharples, CCA Certification Coordinator Jennifer Tran, CCA Registry Assistant CCA Program Report Page 16

20 Appendix A

21 RPL Process Steps (For Applicants) Step 1. Determine which RPL method you are eligible for. To determine which method is right for you participate in an information session. Step 2. Determine if you meet the CCA Program minimum admission requirements Step 3. Determine if you meet the RPL Program specific requirements for the method. PLAR You are able to demonstrate currency of skills: have 3-5 years current, robust experience/education in the health care industry. Course Recognition You are able to demonstrate currency of skills and provide a copy of a certificate or diploma that has a CCA Program recognized learning path. the CCA Program to book an appointment or to seek clarification on the process. Step 4. Register for your RPL method with the CCA Program Administration by providing: A copy of each of the admission requirements (including RPL method specific ones) Completed registration form for the phase Payment for the Phase (due prior to starting the phase) Step 5. Complete all requirements for the RPL Method within timeline. RPL Phase I (PLAR) Assessment participants have a three month time frame to complete three workshops. RPL Phase II (PLAR & CR) Learning Path participants have a maximum of one year to complete all modules, external certificates, placements, and skills demonstration. Step 6. Register to write the CCA Certification Exam within one year of starting Phase II Step 7. Pass CCA Certification Exam

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