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LTC Crisis Wait List Educational Program, CCs assess patients within the…
LTC Crisis Wait List Educational Program
WHY - Purpose & Rationale
Purpose of Assessment
Formative
Promote reflection, professional growth & knowledge retention
PSMs & Educators provide ongoing feedback to CCs
LMS has pass / fail grading on modules
Summative
determines competency for crisis priortization
Ensure CCs meet competencies for crisis decision making & compliance with provincial standards
Diagnostic
identifies gaps & learning needs
PSMs are to determine CCs requiring additional learning through routine workload management assessment
Purpose aligns assessments with professional & regulatory expectations
Regulatory / Safety
ensures compliance & equity
Support provincial consistency with Ontario Regulation 246/22
safeguard timely access for patients with highest needs
Educational Rationale
Based on utility and life-centeeredness
learning connected to real world comunity care
Reinforces the principle of fairness & equity in health service delivery
Encourages
empathy
ethical decision-making
critical thinking
WHAT - Assessment Focus & Methods
Type of Assessment
Competency-Based Education (CBE)
guided by
Entrustable Professional Activites (EPAs)
uses an Outcome-Based Education (OBE) framework for alignment with legistlation
Ontario Regulation 246/22
Assessment Methods
Reflective practice exercises ("reflect and connect")
FAQ resources & Job Aids
Q & A Drop-In Sessions
Case-based scenarios & patient simulations
Online Learning Management System (LMS) training modules
Assessment Focus
Knowledge
understanding of legislation & guidelines
Ontario Regulation 246/22
Long-Term Care Act, 2021
Skills
clinical judgement & documentation accuracy
patient priortization
case assessment
Behaviours
ethical practice
empathy
professionalism
Promotes equity & consistency across the province
collaboration
reflection
Assessment methods measure focus areas to verify competencies
WHEN - Assessment Frequency & Timing
Ongoing & Cyclical Process
assessment embedded throughout learning & field practice
Initial LMS modules
mandatory training
Monthly Q & A sessions
formative feedback & clarification
Continous job aid reference
ongoing access to material for self-paced learning & review
Periodic updates
aligned with
demand
seasonal surges (i.e. fall & winter)
regulation
Ontario Regulation 246/22
Limitation: No formal post-program evaluation or continuous assessment mechanism beyond initial sessions
Timing supports reinforcement & spiral learning across contexts
Recommendation: Would benefit from 360 survey of healthcare team & patient working with learner to create parameters for evaluation
WHERE - Learning & Assessment Settings
Location
Learning Settings
Virtual
Peer discussion spaces
Teams meetings with PSMs & Educators
collaborative feedback & reflection
Digital Accessibility
Materials can be reviewed asynchronoushly for reinforcement
concepts are revisited & built upon over time
1 more item...
Drop-in Q & A sessions
Workplace/Field
application of learning in real patient care scenarios
Learning Management System (LMS)
primary site for structured learning
online platform
Settings connect theoretical learning to practical application
Assessment Settings
WHO - Participants
Learners
Community Care Coordinators (CCs)
Heirarchial tension still exists, with CCs sometimes feeling unheard by PSMs
Patient Service Managers (PSMs)
Educators support learning consistency and reduce power differentials
Educators
Facilitate the learning process and module delivery
Verify compliance with guidelines before assinging crisis priority status
PSMs oversee and evaluate CCs
demonstrate competencies in crisis long-term care placement
Apply critical thinking to determine eligibility under Category 1 crisis wait list
Responsible for identifying and assessing patients needing immediate admission to long-term care
Assessors
evaluate performance, ensure compliance, provide feedback
HOW - Framework & Quality
Assessment Tools
Standardized guidelines & process maps
Job aids for both CCs & PSMs; outlining roles & steps
Recommendation: Needs rubrics & competency frameworks for consistent evaluations
Reflective activites to connect learning to personal experience
Validity & Standard Setting
Consistency ensured through shared reference materials & criteria among assessors
Validity inferred through standardization
Workplace Guidelines = consistent criteria
Reliability maintained by collaborative discussion & alignment with regulatory frameworks
Feedback & Quality Improvement
Q & A session function as informal feedback loops
Future Recommendations
Implement structured post-program evaluations & reflective discussion groups
Include calibration sessions for PSM assessors to ensure consistent scoring
Inclusivity & Accessibility
Educational materials include closed captioning, transcripts & multi-format options
HEAR Framework
Hear
emphasizes person-centered care & emotional awareness in community practice
Empathize
Apologize
promotes empathetic communication & mitigates hidden curriculum
Respond
CCs assess patients within the community settings
transitional care context
home care context
Gathering Validity Evidence