Our programs

As part of our designation as a Centre for Learning, Research and Innovation in Long-Term Care, Baycrest offers innovative educational initiatives and resources for Ontario long-term care homes to engage care teams and students in cultures of learning and to integrate evidence-informed approaches to care.

Baycrest’s CLRI offers 6 main programs:

Team Essentials: Leading Practices for Long-Term Care

Photo of staff taking the core course in geriatricsProactive, reflective and collaborative teams are essential to enhancing care quality and safety in long-term care. Based in leading practices, evidence and standards, Team Essentials offers innovative educational solutions to priority practice issues. Experiential, team-based learning and interprofessional competencies are integrated to foster discovery, critical thinking, communication and solution-focused team responses. The five modules include:

Team Essentials for Preventing Acute Deterioration – Day 1

Target Learners: Personal Support Workers, Registered Practical Nurses and Registered Nurses

Purpose: The module enables staff to recognize and communicate changes in resident condition through the use of the Sensory Observation System (SOS) and SBAR techniques. Staff will learn how to apply this system to common clinical scenarios and to transfer this learning to their daily practice setting. Anticipated outcomes include enhanced information sharing, enriched appreciation for role interdependency and decreased emergency transfers.

Objectives: After this module, participants will

  1. Recognize some of the common acute changes in condition for long-term care residents
  2. Build a common understanding of the team’s role in early identification, prevention and response to acute changes
  3. Perform systematic observations to identify and effectively communicate acute changes to the team (including the attending physician) and in the plan of care
  4. Enhance team skills and values related to being self-reflective, relational-centered and proactive
  5. Apply team communication and collaboration strategies

 

Team Essentials for Responding to Acute Emergencies – Day 2

Target Learners: Registered Practical Nurses and Registered Nurses who have completed Team Essentials for Preventing Acute Deterioration

Purpose: Building on the Sensory Observation System (SOS) and SBAR techniques learned in Day 1, this module refreshes and enhances nurses’ focused assessment skills and offers opportunities to practice leadership, delegation and communication skills in a safe, simulated learning environment. Nurses will practice these skills for key acute events such as code blue, respiratory distress, sepsis. Standardized actors enact the roles of doctors, paramedics, other staff and residents. Anticipated outcomes include enhanced information sharing, increased confidence in managing and leading staff through acute emergencies, and improved handovers during emergency transfers.

Objectives: After this module, participants will:

  1. Apply focused assessment skills and think critically to manage key acute changes in resident condition
  2. Apply leadership skills by delegating and by fostering proactive behaviours and accountability of staff
  3. Communicate and report in a manner that supports inter-professional collaboration and meets the information needs of physicians and paramedics

 

Team Essentials for Coordinating Care for Responsive Behaviours

Target Learners: Personal Support Workers, Registered Practical Nurses, Registered Nurses and Allied Health Professions

Purpose: This module enables teams to recognize and communicate responsive behaviours through the use of the Sensory Observation System (SOS) and SBAR techniques. Principles of team-based behavioural reporting include: objectivity, specificity and descriptiveness, risk assessment, self-reflection, strategizing, monitoring, debriefing and team competencies. Staff will learn how to apply this to common clinical scenarios and to transfer this learning to their daily practice setting. Anticipated outcomes include enhanced reporting of responsive behaviours, improved understanding and ability to reflect on a resident-centered approach to care, and enhanced information sharing within the care team.

Objectives: After this module, participants will:

  1. Build a common understanding of the team’s role and contribution in managing responsive behaviours
  2. Develop observation and team reporting skills focused on responsive behaviours
  3. Enhance team skills and values related to being objective, self-reflective, relational-centered and proactive
  4. Apply team communication and collaboration strategies

 

Team Essentials for Engaging Families in Care

Target Learners: Personal Support Workers, Nurses, Allied Health Professions, and Unit Clerks

Purpose: This module enables staff to actively listen, recognize and respond to family concerns through the customer service principles and emotional regulation. Staff will gain skill in reflection, using SBAR and in applying principles of team-based family reporting including: relational centeredness, proactivity, objectivity, specificity and descriptiveness, risk assessment, confidentiality, responsiveness and team collaboration and communication competencies. Staff will learn how to apply this to common scenarios of family / staff interaction and to transfer this learning to their daily practice setting. Anticipated outcomes include improved collaboration and engagement with families, improved ability to assess the effectiveness of chosen responses to family concerns, and enhanced information sharing and support within teams, which include families.

Objectives: After this module, participants will:

  1. Recognize family conflict as expressions of grief and distress
  2. Build a common understanding of the team’s role and contribution in engaging families in care
  3. Develop communication skills in action and team reporting skills focused on family concerns
  4. Enhance team skills and values related to being self-reflective, relational-centered and proactive
  5. Apply team communication and collaboration strategies

 

Team Essentials for Enhancing Collaboration and Shared Values

Target Learners: Personal Support Workers, Nurses, Allied Health Professions, Unit Clerks and Support Services Staff

Purpose: This module is grounded in an applied theatre approach which uses experiential, process-based exercises to help participants develop transferable skills such as communication, active listening, body language and empathy. This module offers staff an opportunity to enhance personal growth and communication skills as a foundation for acquiring competencies in interprofessional collaborative practice such as: relational-centered care, empathy, communication, perspective taking and power dynamics. Staff will gain skills and explore new ways of being related to non-verbal communication, body language, listening and reading cues, emotional temperature and group process. Through facilitated reflection and debriefing staff will transfer this learning to their work settings. Anticipated outcomes include greater attunement to the nuances and dynamics of communication, enhanced self-reflection, psychological rejuvenation and renewed appreciation for the humanistic elements of care and team relationships.

Objectives: After this module, participants will enhance their team competencies related to:

  1. Listening, feedback, information sharing and non-verbal communication
  2. Perspective taking, flexibility and interdependence
  3. Being relational-centered, diversity sensitive and self-reflective

Inter-provider Learning Units

Located on the 3rd and 7th floors of Baycrest’s Apotex Jewish Home for the Aged, the Inter-provider Learning Units offer hands-on learning experiences for students and interns. The space includes simulation and observation rooms as well as a smart classroom. Working alongside interprofessional educators, learners take part in small-group learning opportunities that are clinical and simulated and help to trial new educational approaches.

Summer internships

We offer summer fellowships for students in the health professions to help encourage Ontario’s future geriatric leaders. These internships offer undergraduate health students opportunities to gain knowledge and experience in a variety of long-term healthcare settings. Interns actively participate in small group learning focused on aging, clinical issues in geriatrics and gerontology, evaluation techniques and team competencies.

More details

Knowledge exchange

Join us in Ottawa on November 9 and 10, 2015 for the 3rd Annual Conference of the Ontario CLRIs entitled Building Momentum for Long-Term Care, hosted by the Bruyère CLRI. For more information go to: www.clri-ltc.ca.

In March 2014, the Schlegel CLRI hosted the 2nd Annual CLRI Conference Walk with me – changing the culture of aging together.

The inaugural conference was hosted in February 2013 by the Baycrest CLRI. The focus was on Transforming Practice in Long-Term Care through Innovative Learning.

Download speaker and presenter PowerPoint slides for:

Educational research and innovation

The Baycrest CLRI has been developing, exploring and evaluating the use of innovative educational approaches such as simulation, standardized patients, gamification, applied theatre, visual thinking strategies and arts-based learning. Educational research projects include development and evaluation of applied theatre to enhance team competencies in long-term care; eSimulation and gamification to develop an eLearning App; and, the delivery of a blended learning Medical Directors Curriculum for long-term care.