PRACTICUM: PARTICIPATION IN
CURRICULUM DEVELOPMENT OF
A PERSONAL SUPPORT WORKER
(PSW) CERTIFICATE PROGRAM
For: Dr. Isolde Daiski
Prepared by: Eva Hearn
MY RESEARCH AND READING
 How
did PSW programs come to be in community
colleges?
 What should the PSW graduate look like?
 Role
and responsibilities
 Community and long term care
HISTORY AND DEVELOPMENT
Need for consistency across PSW programs
 Process implemented in Ontario in 1993

Four Phases:
 Occupational assessment to be completed
 Training standards and curriculum to be established
 Quality Assurance Mechanism to be identified
 Implementation Plan to be established

Of special interest to me, input from nursing
organizations was valued to encourage standards and
curriculum that would be relevant and appropriate.
APPROVAL OF PROGRAM
 May
1997, final report received
 Ontario Government approved a new program.
 Graduates
would have the skills to be flexible
while continuing to learn and to adapt as the
focus of college programs was broadened.
 Ministry
of Training, Colleges, and Universities
(MTCU), presently responsible for development,
review, and approval of system-wide standards in
Ontario Colleges of Applied Arts and Technology
THREE ELEMENTS OF PROGRAM
STANDARDS
 Vocational
standard: learning
outcomes are vocationally specific
related to PSW program
 Generic
employability skills
standard: learning outcomes are
generic specific and apply to all
programs that offer similar
credentials
 General
education standard:
required in all postsecondary
programs
ONTARIO NURSES’ ASSOCIATION (ONA)
AND THE EDUCATION STANDARD OF
PSWS
 Ontario
Nurses’ Association (ONA) supports
PSW vocational standard set by the MTCU to be
the educational standard for PSW
 Other institutions to adhere to same standard
curriculum and to be fully accredited for delivery
of education
 One universal definition of PSW with consistent
education to enable graduate to capably
demonstrate knowledge and skills.
CANADIAN EDUCATIONAL STANDARDS
FOR PSWS IN CONTINUING CARE
 Not
only across Ontario, across Canada,
curriculum development at various stages in
PSW programs, again inconsistency exists.
 To
meet healthcare needs of all Canadians,
Federal Government needs to be active in
support of a standardized national model to be
adopted by all PSW programs.
What Should The PSW
Graduate Look Like?
Unregulated care provider (UCP)
 supervised by regulated health professionals, RN or
RPN, supervisor, or directed by client in supported
independent living environment
 provides delegated acts including safe and competent
personal care, routine activities of daily living, home
management services
 works with stable clients whose status will not
significantly change
 follows care plans, policies, and procedures
 communicates effectively
 aware of limitations, personal strengths and
weaknesses within role

BLOOM’S TAXONOMY
HUMBER COLLEGE’S EDUCATIONAL
PEDAGOGY
 Used
worldwide by educators since 1956
 Relevant to planning and designing of college and
university education
 Promotes higher forms of thinking
 Provides meaningful personal development
 Considers breadth and depth
 Consists of three learning domains
 Cognitive
Domain: knowledge recall and
intellectual skills
 Affective
Domain: emotions and feelings
 Psychomotor
coordination
Domain: motor skills and
WRITING THE LEARNING
OBJECTIVES
Cognitive Domain:
 define, label, list, describe
 discuss, explain, give examples
 apply, interpret, demonstrate
 analyze, contrast, compare,
identify
 combine, develop, propose, tell,
write
 assess, debate, evaluate,
conclude
WRITING THE LEARNING
OBJECTIVES
Affective Domain:
 ask, listen, focus, discuss, attend, take part
 respond, seek, interpret, clarify, present
 argue, challenge, debate, propose, report
 build, develop, modify, identify, alter
 act, display, practice, revise, verify, solve
WRITING THE LEARNING
OBJECTIVES
Psychomotor Domain:
 copy, follow, repeat, adhere
 re-create, build, perform, implement
 demonstrate, show, calibrate, complete
 construct, solve, adapt, develop, master
 design, specify, manage, invent
PARSE’S HUMAN BECOMING
TEACHING-LEARNING MODEL
 Teaching-Learning
student focused
 Learning is a journey of co-creation with frequent
changes
 Learning is mysterious
 Allows for unfolding to be witnessed (Parse,
2004).
 My
philosophy of teaching is student-centred
where teacher facilitates student in his learning
goals and outcomes so that student is
accountable for his learning
INFLUENCE OF COLLEGE OF
NURSES (CNO) IN ROLE OF PSW
 Regulated
care provider, RN or RPN, delegates
tasks and care related to education and skills of
PSW
 Plan
of care developed by RN or RPN
 Work
of PSW directed by plan of care
 Supervised
 PSW
by RN or RPN
does not perform an assessment
ROY’S ADAPTATION MODEL
 Application
of some concepts of model to further
educate PSW graduate - Restorative Care
Certificate
 Environment:
conditions, circumstances that
affect development and behaviour of person and
group
 Health: process of being, becoming integrated
and whole, mutual reflection of person and
environment
 Nursing: promotes adaptation to promote health,
quality of life, and dignity in death
RESTORATIVE CARE CERTIFICATE
 Training
to post graduate PSWs
 Private health care agency educators visit on site
 Four mandatory courses
 PSWs to promote well being and quality of life
 PSWs to encourage clients to adapt to health
related changes
 Client encouraged to maintain ability to live in
same environment prior to health related change
REGISTRY FOR PSWS
 June
13, 2012
 New registry for PSWs
in Ontario
 Mandatory
for PSWs employed by publiclyfunded employers
 To promote accountability and transparency
 To protect vulnerable populations
THOUGHTS ?
Will a PSW Registry ensure the need for a
consistent curriculum across programs?
Will the presence of a registry promote classroom
and workplace discussions about professional
conduct and ethical behaviour?
REFERENCES
Anderson, L.W. & Krathwohl, D.R. (2001). Bloom’s taxonomy.
http://www4.uwsp.edu/education/lwilson/curric/newtaxonomy.htm
Association of Canadian Community Colleges and the Canadian
Association of Continuing Care Educators (2012). Canadian
educational standards for personal care providers in continuing care:
a reference guide. National educational standards for personal care
providers in continuing care 1-15.
http://www.accc.ca/ftp/pubs/perscare/Draft_NESPCP_Guide.pdf
Canadian Nurses Association. (2008). Advanced nursing practice: a
national framework. http://www2.cnaaiic.ca/CNA/documents/pdf/publications/ANP_National_Framework_e
.pdf
College of Nurses of Ontario. (2011) Working with unregulated care
providers. http://www.cno.org/Global/docs/prac/41014_workingucp.pdf
REFERENCES
Forehand, M. (2012). Bloom's taxonomy, from emerging perspectives on
learning, teaching and technology. www.coe.uga.edu/epltt/bloom.htm
Hansard Transcript. (2012). Statements by the ministry and responses.
Excerpt-of-Hansard-Transcript-June-13-2012.pdf
Health Professions Regulatory Advisory Council (2006). The regulation
of personal support workers.
www.health.gov.on.ca/english/public/pub/ministry_reports/personal_s
upport_workers/personal_support_workers.pdf
Ministry of Training, Colleges and Universities (2004). Personal
support worker program standard, 1-34.
www.tcu.gov.on.ca/pepg/audiences/colleges/progstan/health/supportw
orker.pdf
Ontario Community Support Association (2009). The history and
development of the personal support worker and personal attendant
programs in Ontario. www.ocsa.on.ca/userfiles/PSW_History.pdf
REFERENCES
Ontario Nurses’ Association. (2012). Submission to the PSW
educational standards consultation.
http://www.ona.org/documents/File/politicalaction/ONA_Subm
ission_PSWEducation_20120518.pdf
Parse, R.R. (2004). A human becoming teaching-learning model.
Nursing Science Quarterly, 17
(1), 33-35. doi: 10.1177/0894318403260549
PSW Registry. (2012). The Ontario personal support worker
registry becomes a reality.
The_Ontario_Personal_Support_Worker_Registry_becomes_a_
reality_v2012_06_14.pdf
Rogers, C. and Keller, C. (2009). Roy’s adaptation model to
promote physical activity among sedentary older adults.
Geriartic Nursing 30 (2), 21-26.