Dr. Raquel Meyer PhD, RN manages the Ontario Centres for Learning, Research and Innovation in Long-Term Care at Baycrest, which evaluates educational innovations to enhance interprofessional competencies in the long-term care workforce. Her nursing career includes 15 years with the University of Toronto’s Nursing Health Services Research Unit where she completed her doctorate and an early career research award. Raquel’s expertise integrates the areas of educational innovations, health human resources, leadership, health policy and care delivery models.
Accelerating virtual interprofessional training in long-term care: Enhancing quality and safety with whole-person care
Shoshana Helfenbaum MSW RSW Phd(c) is an Interprofessional Educator for Ontario Centres for Learning, Research and Innovation in Long-Term Care at Baycrest. Shoshana designs curriculum and educational methodology for relational care and leadership focusing on mindfulness, simulation and Appreciative Inquiry for knowledge mobilization and sustainable practice change on interprofessional teams. Shoshana’s career spans 20+ years in community, hospital and long-term care settings as a geriatric social worker, psychotherapist, gerontologist, clinical simulationist, instructional and eLearning designer.
Daniel Galessiere, MScPT, BScKin is an interprofessional educator for the Ontario Centres for Learning, Research and Innovation in Long-Term Care at Baycrest. Daniel is currently involved in healthcare delivery research, educational design of online, in-person and simulation-based education, and facilitates individual, team and leadership training locally, provincially and nationally. Daniel is a clinical simulationist and physiotherapist with 12 years of experience as a clinician and preceptor in the private clinic and geriatric hospital settings.
Raquel Meyer, Research & Innovation in Long-Term Care, Canada
Shoshana Helfenbaum, Research & Innovation in Long-Term Care, Canada
Daniel Galessiere, Research & Innovation in Long-Term Care, Canada
David Chandross, Ryerson University, Canada
The long-term care (LTC) system is a changing landscape where vulnerable and marginalized populations require increasingly complex and intense care. Such care must go beyond mitigating risk to value the entire spectrum of needs of the whole-person, including relational, social, emotional, psychological and spiritual aspects of care. Developments in the field of healthcare quality and safety support this shift, underlining the importance of co-created and collaborative care planning, delivery, and education towards whole-person wellness.
Technologically and methodologically innovative forms of education are needed to promote whole-person wellness and foster a sustainable workforce for the future. This is of special concern, particularly as the workforce shrinks, and the clinical placements available to train them become more scarce. In response, the Ontario Centres for Learning, Research and Innovation in Long-Term Care developed the Accelerator for Learning Inter-Professionally in Healthcare App (ALPHA).
ALPHA provides the link between theoretical and practical learning opportunities by creating a virtual world to practice in. This virtual training solution combines leading practices in simulation and game-based learning to improve care outcomes and experiences for residents, families, and teams. Team member performance in observation, safety and risk assessment, personalized and relationally-based care approaches, care interventions, and collaborative team communication are enhanced by solving real-world cases and scenarios in a virtual learning environment that offers safe exploration.
The content of ALPHA was designed to address lack of exposure by upcoming staff to the specific, and more frequently occurring clinical profiles, while the pedagogical design of ALPHA empowers care providers with the relational skills to enhance clinical practice for greater quality and safety of care. ALPHA endeavours to significantly reduce time to proficiency of new team members while enabling access to centralized, evidence-based educational resources. As a flexible and modifiable platform, the content and design of ALPHA can respond to the changing landscape of LTC by preparing learners for new challenges as they arise.
In a time of virtual learning, ALPHA is a powerful way for care providers to overcome barriers to proficiency by offering asynchronous learning, solo and team play, remote learning, and economical, high-quality education. In the workshop, we propose to guide learners to:
- Discover the rationale for combining the innovative design of ALPHA with the educational methodology of serious educational games
- Understand how the relational educational framework of ALPHA increases provider competencies in support of improving the quality and safety of whole-person care
- Experience an immersive ALPHA case scenario in real-time to explore the potential applicability of ALPHA to each learners’ organizational setting