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RFOC Facilitator's Guide

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RFOC Facilitator's Guide Revised Fundamentals of Caregiving Facilitator’s Guide Second Edition July 2005 Updated May 2009 Using the Facilitator’s Guide Your Facilitator’s Guide has instructions for teaching the course. Review the material thoroughly and become familiar with the Learners Guide, the Resource Directory, the Common Diseases and Conditions sections, the course techniques, and exercises prior to teaching the course. Facilitator’s Guide set-up Your Facilitator’s Guide has been formatted with the Learner’s Guide page appearing on the left. The right-hand side the page is for additional instructions on how to teach the Learner’s Guide page, if any are needed. Page numbers for the Facilitator’s Guide appear only on the right- hand page. The exception to this formatting rule is when several Learner’s Guide pages appear consecutively with no instructor’s notes needed. In these cases, another Learner’s Guide page also appears on the right-hand side of the page. Course Overview The content of the Revised Fundamentals of Caregiving curriculum is based on the required knowledge and skills outlined for basic caregiver training in WAC 388-112-0055. The WAC defines the following core knowledge and skills. The caregiver will be able to: y understand and use effective interpersonal and problem solving skills with the resident, family members and other care team members; y take appropriate action to promote and protect resident rights, dignity, and independence; y take appropriate action to promote and protect the health and safety of the resident and the caregiver; y correctly perform required personal care tasks while incorporating resident preferences, maintaining the resident's privacy and dignity, and creating opportunities that encourage resident independence; y adhere to basic job standards and expectations. Course Schedule Classroom times Times allocated above for each module are guidelines. Some amount of variation is expected due to things such as class size or the number of questions a class may have on a particular subject. See the Facilitator Guide for specifics of how much time has been allocated for Module Reviews, Module Scenarios, and required exercises. Revised Fundamentals of Caregiving Course Structure and Teaching Techniques Page Intro-1 Course Schedule DAY 1 Time Skills Module 1 – Course Introduction 30 Min. Module 2 Hand Washing Lesson 1 - The Client 15 Min. Putting On and Taking Off Gloves Lesson 2 - Client Rights 2 Hours 35 Min. Module 3 – The Caregiver 1 Hour 40 Min. Module 4 Lesson 1 – Infection Control 2 Hours DAY 2 Time Skills Module 4 Body Mechanics Lesson 2 – Blood Borne Pathogens 1 Hour 10 Min. Transfer Module 5 – Mobility 2 Hours 5 Min. Helping a Client Walk Module 6 – Basic Communication 45 Min. Turn and Reposition a Client in Bed Module 7 Lesson 1 – Skin Care 1 Hour 35 Min. Lesson 2 – Body Care 1 Hour 25 Min. DAY 3 Time Skills Mouth Care Module 7 (continued) 2 Hours 40 Min. Clean and Store Dentures Lesson 2 – Body Care - Continued Module 8 A Shave with Safety Razor Lesson 1 - Nutrition 1 Hour 30 Min. Fingernail Care Lesson 2 – Food Handling 45 Min. Foot Care Module 9 – The Process of Elimination 2 Hours 5 Min. Bed Bath Assist Client with Weak Arm to Dress Put Knee-High Stocking on Client Passive Range of Motion Assist a Client to Eat Assist Client with Pericare Assist Client with Use of Bedpan Catheter Care Assist Client with Condom Catheter Care DAY 4 Time Skill Module 10 Assisting with Medications Lesson 1 – Self Directed Care and Nurse Delegation 20 Min. Lesson 2 – Medications 1 Hour 30 Min. Module 11 Lesson 1 – Self Care and the Caregiver 1 Hour 30 Min. Lesson 2 – Grief and Loss 20 Min. Test Review 20 Min. Written Exam 1 Hour Skill Demonstration Testing 2 Hours Revised Fundamentals of Caregiving Page Intro-2 Course Structure and Teaching Techniques Course Structure Overview The course structure is developed around six key elements, including: 1. Learner’s Guide content and activities; 2. Skill demonstrations; 3. Skill stations; 4. DOC teams; 5. Module Reviews; and 6. Module Scenarios. 1. The Learner’s Guide is the student’s textbook and includes all of the course content and activities. 2. Skills demonstrations give students a clear, visual, step-by-step demonstration of the proper procedure for completing a skill. 3. Skill stations are practice areas set up in the classroom where all the needed supplies to perform a personal care task have been gathered and are available for students to practice skills. 4. DOC Teams (doer, observer, client) give students the opportunity to take turns practicing the skill, experiencing what it is like to be the recipient of care, and practicing observation skills and peer teaching with other students. DOC teams are used with skill stations, Module Scenarios, study teams, and during skills demonstration testing at the end of the course. 5. Module Reviews are practice quizzes at the end of each module. Module Reviews reinforce the major points in the module, lets the instructors know if students understand the materials, and gives the instructor the opportunity to clarify or review particular topics. Module Reviews also ease test anxiety as students become familiar with the testing format and feel better prepared to take the written test. 6. Module scenarios reinforce and give students practice in: y problem solving in common caregiving situations; y understanding how caregiving is impacted by a client’s disease and/or condition; y performing the selected skill correctly while demonstrating respectful communication and attention to client rights. Module Scenarios are mandatory and are completed after the Module Reviews in Modules 5, 7 (after lessons one and two), 9, and 10. Revised Fundamentals of Caregiving Course Structure and Teaching Techniques Page Intro-3 Working with students 1. Learner’s Guide content and activities It is expected that the content on the Learner’s Guide page will be covered with the students. How much depth to cover in each section varies. Highlighted material in the Facilitator’s Guide must be covered thoroughly. For non-highlighted material, follow any specific instructions found on the right-hand page. If no further instruction is given, summarize the main points of the section for students. 2. Skill demonstrations Demonstrating skills is more than just “showing” students how to do something. Teaching a new skill requires a well thought out process that includes an overview of the skill, demonstrating the skill, reviewing the skill with a student volunteer, and time for students to practice. • Step 1: Introduce the skill Give a clear and brief overview of the task or skill you will demonstrate. Build a bridge for the students so they understand why it is important that they know how to perform the skill correctly. • Step 2: Tell them how... Go through each step in the proper sequence, demonstrating and explaining the mechanics of each step. This allows the student to see the steps from start to finish and gives them a good visual of the entire procedure. Make sure all students can see the skill being demonstrated. • Step 3: Review.... Ask for a volunteer to demonstrate how to do the new skill or task in front of the group. Before beginning, review the steps once again. This process helps students see common mistakes made when first beginning to learn the skill. It also reinforces that it isn’t as easy as it looks to do it yourself. • Step 4: Practice.... Allow students to practice in skill stations. 3. Skill stations Setting up skill stations A bed, chair, hand washing facility, wheelchair, mannequin, and other supplies for teaching all of the personal care tasks must be in the classroom. The supplies needed for each skill station will change depending on which skills are taught and practiced during that portion of the day. Set skill stations up prior to students needing to use them. Skill stations should be set up so DOC teams can rotate through different stations during skills practice. For example, supplies for mouth care, denture care, and shaving may be at one station with foot care, fingernail care, and bed bath at another station. This helps reduce the amount of supplies required (though for larger classes you likely need more than one skill station with the same equipment) and helps keep the DOC teams focused. Revised Fundamentals of Caregiving Page Intro-4 Course Structure and Teaching Techniques How many skills you wish to demonstrate before you have the students practice in skill stations is left to your discretion. Keep in mind, students can only retain so much new information at one time. It is recommended that you demonstrate several skills and then allow students to practice. Students need to practice soon after a skill demonstration. It is recommended that you not demonstrate a skill at the end of one day without allowing students to practice that skill before they go home. 4. DOC Teams A DOC team is comprised of three students with distinct roles. y D-Doer - The person who takes the role of the caregiver and performs the selected care task. y O-Observer – The person who observes, helps make sure tasks are done correctly, and offers feedback to the doer. Note: Besides making sure the doer performs the physical aspects of the skill correctly, the observer should be instructed to watch for and provide feedback on the communication/client rights skills noted at the bottom of each Skills Demonstration Checklist (found at the back of the Learner’s Guide starting on page 326). y C-Client – The person who takes the role of the client. Setting up DOC teams Assign students to the DOC team.
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