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DOCUMENT RESUME Essential Skills for the Care Team. A DOCUMENT RESUME ED 419 937 CE 076 574 TITLE Essential Skills for the Care Team. A Program for New Employees in Residential and Home Care. INSTITUTION State Univ. of New York, Albany. Rockefeller Coll.; Eddy/Northeast Health, Troy, NY. SPONS AGENCY Office of Vocational and Adult Education (ED), Washington, DC. National Workplace Literacy Program. PUB DATE 1998-00-00 NOTE 456p.; For a related document, see CE 076 575. CONTRACT V198A40098-96 PUB TYPE GuideS Classroom Teacher (052) EDRS PRICE MF01/PC19 Plus Postage. DESCRIPTORS Adult Basic Education; Allied Health Occupations Education; Classroom Techniques; Competence; Competency Based Education; *Home Health Aides; *Nurses Aides; *On the Job Training; Postsecondary Education; Teaching Methods; Units of Study; *Workplace Literacy ABSTRACT This document contains modules for two types of training. It provides 20 hours of training to newly hired Nursing Assistant Trainees (NATs) in residential care settings preparing to become state Certified Nursing Assistants (CNAs), using eight stand-alone modules supported by training process guides. It also includes 7 hours of training for newly hired NATs in the home care settings preparing to become state certified Home Health Aides (HHAs), using five stand-alone modules with training process guides. The materials are suitable for workplace literacy programs for adults with low levels of English literacy skills. A learning strategies module serves as an introduction to both programs. The CNA program contains the following modules: understanding your assignment sheet; managing your assignment; basic communication; advanccd,communication; communicating with families and residents; knowing and understanding your residents; and handling the stress of the floor. The CNA modules follow the same format, consisting of a training process guide for trainers that includes the following: learning objectives, competencies, procedures for trainers and students, vocabulary discovery, use of quoted material, use of job-specific materials, and learner assessment with an answer key; and a participant packet that includes learning objectives, learner preassessment, activity sheets, and information sheets. The HHA program includes the following modules: goal identification and priority setting; time management; following directions and map reading; and stress management. The HHA modules are self-instructional units with the following common elements: rationale and goal, objectives, and competencies; personal contract; learner preassessment; overview; learner postassessment; learner assessment answer key; and summary and closure. Subject-specific sections are included in each module. (KC) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** The UNIVERSITY AT ALBANY Eddy STATE UNIVERSITY OF NEW YORK A MEMBER OF NORTHEAST HEALTH ESSENTIAL SKILLS for the CARE TEAM A Program for New Employees in Residential and Home Care Learning Strategies Handling the Stress of the Floor Understanding Your Knowing and Understanding Assignment Sheet Your Residents CERTIFIED NURSING ASSISTANTS Managing Your Assignment Communicating with Families and Residents Basic Communication Advanced Communication U.S. DEPARTMENT OF EDUCATION Ott e of Educational Research and Improvement E UCAT1ONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it Learning Strategies O Minor changes nave been made to improve reproduction quality. Points of new or opinions stated in tnisdocu- Following Directions ment do not necessarily represent official OERI Position or policy and Map Reading Goal Indentification and Priority Setting HOME HEALTH AIDES Stress Management Time Management 2 Essential Skills for the Care Team for new employees in residential and home care, and New Directions in Customer Service for experienced employees, were produced under a United States Department of Education, National Workplace Literacy Program Grant (V198A40098-96). The project was developed by the Professional Development Program, Rockefeller College, University at Albany, in partnership with The Eddy/Northeast Health, and administered by the Research Foundation of State University of New York. Professional Development Program Nelson A. Rockefeller College of Public Affairs and Policy University at Albany, State University of New York 135 Western Avenue Albany, New York 12222 Eugene J. Monaco, Special Assistant to the Provost Diane Tesiny, Associate Director Dorothy Negri, NWLP Program Director The Eddy/Northeast Health The Margaret W. Krause Center 2212 Burdett Avenue Troy, New York 12180 Craig Duncan, President and Chief Executive Officer, Northeast Health Jo-Ann Costantino, Executive Vice President and Chief Executive Officer, The Eddy Barbara McCandless, Vice President of Corporate Human Resources, Northeast Health The contents of this manual do not necessarily represent the policy of the U.S. Department of Education, but rather are reflective of the philosophy and approach of the grant recipient and all the partners identified with the project. Acknowledgements We wish to thank all those who contributed to the development of these materials. Their assistance has supported our efforts to produce a complete, accurate, and functional resource for clinical instructors and staff developers. Rockefeller College Curriculum Development and Training Staff Dorothy M. Negri, NWLP Program Director Joan L. Malone, Senior Education Specialist Laurie L. Lieman, Project Staff Assistant The Eddy/Northeast Health We greatly appreciate those who provided guidance and support in the development of the New Directions in Customer Service curriculum: Carla Hines, Staff Development Manager, Eddy Home Care Colin McCarty, Performance Improvement Advisor, Northeast Health Bob Willower, Manager of Training and Employee Relations, Samaritan Hospital We greatly appreciate those who provided guidance and support on sections of the Essential Skills for the Care Team curriculum: Sandra Garrity, RN, Staff Development, Eddy Memorial Geriatric Center Susan Pezzi, Assistant Director of Nursing, Eddy Memorial Geriatric Center Jim Sheridan, RN, Eddy/Ford Cohoes Rehabilitation Center Sharon Shephard, RN, Staff Development, Heritage House Nursing Center Brenda Travis, RN, Staff Development, The Eddy Home Care We wish to thank those administrators who offered feedback and allowed the use of their facilities to conduct training sessions and test material: Peter Young, Vice President and Administrator, Eddy Memorial Geriatric Center Suzanne Loftus Phelps, Vice President and Administrator, Heritage House Nursing Center Albert Pasinella, Vice President and Administrator, Eddy Cohoes Rehabilitation Center Kathy Seymour, Vice President and Director, Eddy Community Care, Home Care Division Norman Dascher, Chief Operating Officer, Northeast Health, Acute Care Division For their technical expertise, we wish to thank the following: Jorie Philippi, Performance Plus Learning Consultants, Inc. William Matthiesen, Berkshire Film and Video, Inc. A special thank you to: Susan Douglas, Human Resources Manager, The Eddy/Northeast Health, for her financial management expertise and assistance with in-kind contributions. Christine Katchmar, former NWLP Program Director, Rockefeller College; Rick lanello, former Executive Director, The Eddy; and Barbara McCandless, Vice President of Corporate Human Resources, Northeast Health, who were instrumental in obtaining the grant and whose collaborative vision and initiatives helped establish the program's goals. 4 NATIONAL WORKPLACE LITERACY OVERVIEW Congress created the National Workplace Literacy Program (NWLP) in response to those concerns that an increasing percentage of the American work force lacked the skills to compete in the world marketplace. Since 1988, the NWLP has provided grants to fund local projects that are operated by exemplary partnerships of business, labor, and educational organizations. These partnerships are funded to provide education and related services that affect the productivity of the workforce through the improvement of those basic and higher order skills needed in the workplace. Although NWLP projects focus on developing the knowledge and the skills of workers in specific jobs, the knowledge and skills taught through the projects enable workers to develop a broad spectrum of literacy, reasoning, and other workplace skills that can and will be transportable to other jobs. The term workplace literacy may be misleading because of the connotations it has in relation to traditional education. In actuality, workplace literacy is today's "New Literacy;" it is much broader than generic reading and writing. Today's basic skills go beyond those into critical thinking, problem solving, and decision making. They teach learners to work in teams and have a high level of independence with less and less reliance on monitoring and supervision; they emphasize strong communication and interpersonal skills. These are very positive, proactive skills and concepts that both workers and management see as the essentials or basics for today's workers. THE ROCKEFELLER COLLEGE WORKPLACE LITERACY GRANT In 1994, a partnership was formed between the Professional Development Program, Rockefeller College, University at Albany, and The Eddya not-for-profit network
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