2019 Professional Development & Education by Hospital News

17TH ANNUAL

Professional Development Education +

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JANUARY 2019 HOSPITAL NEWS 21

PROFESSIONAL DEVELOPMENT AND EDUCATION

New staff education program to erase stigma around mental illness By Veronica Magee or people struggling with mental health, confiding in others can often be as difficult as battling their illness. This is partly because of the stigma attached to mental illness – the stereotypes that make people vulnerable to prejudice and discrimination. Due to stigma, many people suffer in silence. Hamilton Health Sciences (HHS) is launching a new program to change that. This fall, HHS will implement a staff education program called The Working Mind (TWM). It’s an evidence-based program developed by the Mental Health Commission of Canada (MHCC) to address and promote mental health and reduce the stigma of mental illness in the workplace.

According to MHCC, mental illness affects one in five Canadians, and will indirectly affect everyone at some point in their life, either through a family member, friend, or colleague. “We know that our people are at a higher risk of mental health problems than any other occupational group,” says Lisa Gilmour, manager of health, safety and wellness initiatives at HHS. She points to Mental Health Commission of Canada research that shows healthcare workers are 1.5 times more likely to be off work due to illness or disability than people in other sectors. Chronic stress and burnout are common, and many health workers report a range of conditions related to workplace stress including depression, anxiety, and substance misuse.

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For further information call today! 519-668-2000 or visit www.westerveltcollege.com 22 HOSPITAL NEWS JANUARY 2019

“We believe in talking openly about mental health among our employees, and working together to remove the stigma attached to mental illness,” says Michelle Cassidy, a healthy workplace coordinator. “We want to reduce any negativity faced by our colleagues with mental health challenges by encouraging everyone to discuss these issues and help our colleagues seek the support they need.” Part of Michelle’s job is to develop and implement an employee mental health strategy to build a mentally healthy working environment. “The goal is to create an environment where mental health is actively promoted, stigma is reduced, and people feel encouraged to seek support when they need it,” she says. “Overall, staff in a mentally healthy environment feel equipped with the appropriate knowledge and skills. There is a lot we can do to promote the mental health of our employees.” The Working Mind is a natural tie to HHS’ strategic plan, which includes

a focus on engaging and empowering our people to do their best work. Supporting employee mental health is a key component. Volunteer trainers from HHS will assist in delivering training and all employees are invited to take part. Those attending will learn how to recognize changes in their mental health and that of others, examine the impact of stigma and discrimination in the workplace, support colleagues with mental health problems, and use skills to improve their coping and resiliency. Education sessions will be scheduled at H various sites. ■

Veronica Magee is a public relations Specialist at Hamilton Health Sciences. www.hospitalnews.com

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PROFESSIONAL DEVELOPMENT AND EDUCATION

Service with a smile:

Hospitals use service standards training to improve communication By Nadia Daniell-Colarossi t North York General Hospital (NYGH) our goal is to ensure that when patients and families come through our doors they feel compassion, well cared for, and respected. We’ve heard clearly from our Patient and Family Advisors (PFAs) – volunteers who lend us their patient and family perspective to ensure everything we do at the hospital reflects their needs and

interests – that simple actions such as smiling, introducing yourself, listening, empathizing and responding appropriately when a concern is voiced is fundamental to the patient experience. This is why the hospital has adopted Communicate with Heart™, an industry-leading practice on effective communication and relationship-building designed by the Cleveland Clinic. It consists of two programs that we pro-

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Clara Ho, Consultant, Patient- and Family-Centred Care and Leela Prasaud, Patient and Family Advisor provide all new employees with training on our Patient- and Family-Centred Care approach and service standards. vide to our staff, physicians and volunteers: S.T.A.R.T with Heart and Respond with H.E.A.R.T.

S.T.A.R.T Smile and greet warmly, Tell your name, role and what to expect, Active listening and assist, Rapport and relationship building, Thank the person

H.E.A.R.T Hear, Empathize, Apologize when a concern is voiced, Respond, Thank Throughout the education session, participants in the Communicate with Heart program draw on their own experiences and learn from others in a group setting to reconnect with the patient, family, and caregiver perspective. The programs are interactive and involve breakout sessions to role-play different scenarios to identify opportunities to improve communication and build warm and supportive relationships. Whether someone has been working in healthcare for two years or 20, participants benefit from reflecting on their communication style and understanding how small changes can improve interactions with patients, families and colleagues.

MY NAME IS LEELA, HOW CAN I HELP? “When someone smiles at you and says ‘hello my name is,’ it opens the door that allows people to connect with each other – we can’t go on to build trusting relationships without

By the numbers: • In a 24-hour period, patients have approximately 2530 interactions with staff, physicians and volunteers. • Over a three-day period, patients have approximately 100 interactions with staff, physicians and volunteers. • Each interaction is 10 minutes or less • Since we launched the Communicate with Heart program in Sept 2017, over 1500 staff, physicians and volunteers have been trained. these vital first steps,” says Leela Prasaud, a NYGH Patient and Family Advisor. “These small actions enhance communication by setting a positive tone. This signals to patients and families that we are here to support them through every aspect of their care, even when they are not feeling their best.” In addition to the feedback from our PFAs, there is ample evidence that using service excellence standards in healthcare settings is as beneficial to patients as the safe, high-quality treatment they receive. In a 2017, report from the Ontario Patient Ombudsman, Christine Elliot – now the Ontario Minister of Health and LongTerm Care, revealed the need to improve communication was a reoccurring theme in healthcare. Continued on page 26

Nadia Daniell-Colarossi is a Senior Communications Specialist at North York General Hospital. www.hospitalnews.com

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PROFESSIONAL DEVELOPMENT AND EDUCATION

Enhancing

geriatric patient care with Medicine Refresher Day By Kyla Young n October 18, 2018, a record number of 180 primary care providers, nurses and allied healthcare professionals who work as part of interdisciplinary geriatric teams across Northeastern Ontario, came together at the 5th annual North East Geriatric Medicine Refresher Day. This conference is aimed at building clinical capacity in specialized geriatrics across the region. The event was hosted by the North East Specialized Geriatric Centre in Sudbury and brought together six experts from across the province to share

best practices in geriatric medicine with healthcare professionals serving older adults. Guest speakers included Dr. David Conn, Dr. Cindy Grief, Dr. Katriina Hopper, Dr. Joanne Ho and Dr. Lyne Giroux who covered a wide range of topics including, substance use disorders, grief, advanced care planning, geriatric clinical pharmacology, and dermatology. A highlight from the day was a moving presentation delivered by Mr. Dale Hall who described his role as an active caregiver to his father-in-law who was diagnosed in 2016 with vascular

THE FOCUS OF THIS YEAR’S CONFERENCE ALLOWED THE SPEAKERS TO PRESENT EVIDENCE-BASED BEST PRACTICES ALONG WITH NEW LEADING INDUSTRY TOOLS AND SKILLS TO OPTIMIZE CARE FOR FRAIL, MEDICALLY COMPLEX, OLDER ADULTS. dementia. Mr. Hall reflected on their journey navigating the complexities of the healthcare system, which resonated professionally and personally with conference participants. Dr. Felicia Janulewicz, a Care of the Elderly Physician, says the information shared

at the conference will help patients across Northeastern Ontario. “I find it exciting that the education provided, especially the innovative approaches to substance abuse, polypharmacy, and grief, will help those health professionals who attended to better

Service with a smile Continued from page 24

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26 HOSPITAL NEWS JANUARY 2019

The challenge in hospitals is that speed and efficiency are necessary in order to care for the high volume of patients. The key is that kindness and empathy don’t carry any additional cost or take more time. “People who work in healthcare are genuinely caring individuals who want the best for all patients, but there are times when administering a test or procedures can become quite routine,” says Jennifer Quaglietta, Director of Patient Experience, Quality, and Patient- and Family-Centred Care. “But we must never forget that for the patient and their family, it may be something completely unknown, confusing and sometimes scary, which is why we need to utilize strategies like service excellence standards to keep the patient experience at the forefront of everything we do.” As the notion of patient- and family-centred care continues to evolve

and spread throughout the healthcare system it has given rise to the understanding that how care is delivered is just as important as providing the right, the quickest and most technically advanced care. When patients feel safe, calm and understood they are more likely to be an active participant in their care and be able to fully engage with their healthcare team. “As a physician, we are often driven to ‘fix the problem’ as quickly and efficiently as we can. We focus on establishing a diagnosis and developing a treatment plan,” says Dr. Shaheen Doctor, Neonatogist and Medical Director of the Neonatal Intensive Care Unit. “Communicate with Heart helped me to understand the value of pausing in the ‘hearing’ and ‘empathizing’ phase of the patient interaction. This small investment in time has a powerful effect on the interactions I H have with patients and families!” ■ www.hospitalnews.com

serve their elderly patients. The day concluded with a touching message on the caregiver experience which was a beautiful reminder of why we do this work, and why we continue to gather each year to share in our experience and knowledge.” The North East Specialized Geriatric Centre is a leader in providing education in geriatric medicine and has hosted the North East Specialized Geriatric Medicine Refresher Day for five consecutive years. The focus of this year’s conference allowed the speakers to present evidence-based best practices along with new leading industry tools and skills to optimize care for frail, medically complex, older adults. Attendees were able to network and collaborate with regional partners regarding innovative healthcare delivery. “This event provides a wonderful opportunity to network with other geriatric medicine providers and experts in the field,” says Dr. Katriina Hopper, Geriatrician at the Sault Area Hospital. “As a geriatrician working in a northern, it is

Participants at the North East Geriatric Medicine Refresher Day in Sudbury. important to nurture and maintain these professional connections.” Following the one-day conference, participants are asked to provide feedback in survey format on elements they enjoyed about the conference, areas of interest, and future opportunities for improvement. This year’s feedback highlighted an appreciation for the diversified topics and engaging speakers as well as the structure of the day which supported col-

laborative group discussion through question and answer periods and networking breaks. Future opportunities for improvement suggested tailored break-out sessions and varying clinical applications for all healthcare providers in order to emphasize the importance of teamwork and multidisciplinary expertise in geriatrics. The planning committee reviews all feedback received through the online survey and uses this information to

Kyla Young is the North East Specialized Geriatric Centre’s Assistant.

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guide the development of future conference programs. For more information on this year’s speakers and their presentations visit the North East Specialized Geriatric Centre’s website at www.nesgc.ca. The North East Specialized Geriatric Centre will be hosting next year’s conference on Thursday, October 17th in Sudbury, ON. Further information pertaining to this event will be updated throughout H the year on Twitter @NE_SGC. ■

PROFESSIONAL DEVELOPMENT AND EDUCATION

Training to improve HIV care By Caroline Dobuzinskis ince its launch in 2011, the BC Centre for Excellence in HIV/AIDS (BC-CfE)’s highly regarded Education and Training program has engaged over 13,500 participants in educational programs and events by the end of June 2018. Of those, over 11,000 participated in lecture events, over 1,400 took online courses and over 580 attended clinical training programs. “The BC-CfE clinical education program aims to diminish barriers to continuing education on HIV care and prevention for health care providers and the community at large, including those who may be in underserved or remote areas,” says Dr. Silvia Guillemi, Director of the BC-CfE Education and Training Program. In October, Dr. Guillemi received the UBC Faculty of Medicine Award for Innovation in Continuing Professional Development/Continuing Medical Education. The honour recognized that Dr. Guillemi and her team had implemented “unique and innovative opportunities for training and education in the field of HIV/AIDS in BC”. To offer learners the most up-todate content, the award-winning education programming often corresponds with the latest HIV care initiatives, highlighting new research from BC, Canada and abroad. The most recently launched training program will provide nurse practitioners in BC with the knowledge required to prescribe and monitor post-exposure prophylaxis (PEP) and pre-exposure prophylaxis (PrEP) for people at risk of acquiring HIV. This program was developed to facilitate access to HIV prevention medications (tenofovir/emtricitabine) that have been publicly available to eligible individuals in BC since January of last year. The BC-CfE’s Education and Training programs reach individuals in multiple professional roles – from health care providers to researchers to community workers and people living with HIV. They are accessed from with-

Dr. Silvia Guillemi is the Director of the BC-CfE Education and Training program.

TO OFFER LEARNERS THE MOST UP-TO-DATE CONTENT, THE AWARD-WINNING EDUCATION PROGRAMMING OFTEN CORRESPONDS WITH THE LATEST HIV CARE INITIATIVES, HIGHLIGHTING NEW RESEARCH FROM BC, CANADA AND ABROAD. in all of BC’s Health Authorities, as well as nationally and internationally. Reaching thousands with training programs for HIV prevention and care in British Columbia is key to improving access to the successful Treatment as Prevention® (TasP® ) strategy. A large portion of the programming is globally accessible through online courses and online video access to lectures. Offline, the BC-CfE’s Intensive Preceptorship Program is a postgraduate program for family physicians and nurse practitioners that provides more hands-on, specialized clinical training. There is also a threemonth-long UBC Enhanced Skills in

HIV/AIDS residency program for family physicians. The preceptorship consists of an online component followed by clinical placements at HIV clinics and other associated sites. Trainees participate in a series of tutorial lunch sessions focused on key issues related to the care of people living with HIV and their individualized learning objectives. Once the clinical placement is completed the trainees will access the ongoing mentorship. Feedback on the intensive preceptorship has been positive; trainees have expressed it has increased confidence when caring for people living with HIV and pro-

vides accessible, quality education. Recently, the BC-CfE hosted a delegation of family physicians from Saskatchewan – Drs. Sarafa Tijani, Natasha McNamara, and Laura Marshall – for the week-long preceptorship. Their visit was arranged by the Saskatchewan Infectious Disease Care Network. In addition to increasing HIV prevention and care knowledge, the program highlighted how interprofessional teams could provide HIV care that addresses issues related to social determinants of health and harm reduction. “It’s really nice to see how all the disciplines work together as a team. The medical side of HIV is just one small facet and it’s nice to see how the social determinants of health are addressed here,” says Dr. Marshall. “It gave me lots of things to take back to my practice and my community,” says Dr. McNamara. For more information visit bit.ly/ Ht BCCfE_education ■

Caroline Dobuzinskis is the Communications Coordinator at theBC Centre for Excellence in HIV/AIDS. 28 HOSPITAL NEWS JANUARY 2019

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PROFESSIONAL DEVELOPMENT AND EDUCATION

Finding engaging ways to educate and prepare for accreditation By Yeena Peng his year Markham Stouffville Hospital (MSH) participated in the Accreditation Canada survey process between September 24-27, 2018. Similar to other hospitals that are in their year of accreditation, staff, physicians and volunteers put in a monumental amount of work and countless hours planning and preparing for the actual survey. MSH is no exception. And for this reason, it was important for the MSH accreditation organizers to come up with exciting and engaging ways to educate and celebrate the accreditation process. The term accreditation is not often associated with anything fun or exciting; rather it is often referred to as a process by which hospitals are

30 HOSPITAL NEWS JANUARY 2019

measured against a set of standards developed by Accreditation Canada and the Ontario Hospital Association to ensure continuous improvement of the quality of care delivered. However, after months of hard work, in the final weeks leading up to the actual survey, it was time for MSH to have some fun. One week prior to the survey, MSH held an interactive accreditation fair, where ROP (required organization practice) leads developed games and activities at their booth for all staff, physicians and volunteers to participate in. Activities at the fair included an IPAC fashion show, where proper donning and doffing of PPE (personal protective equipment) was exhibited, as well as an area where staff were asked to aim for qual-

ity – literally aiming and shooting at a target with the correct answer. The hospital also developed an escape room. The escape room concept was designed around a code orange that led to a patient being admitted to MSH. The scene unfolds with clues and questions to be solved within that patient room. All the clues revolve around/lead back to the ROPs. For example, patient Clark Kent, (which was purposefully selected) a person with two first names was intended, as a part of patient safety is ensuring that we are identifying people properly, but also MSH’s overall accreditation theme was focused on superheroes achieving a mission. Teams then had to go into the room and evaluate the situation based on their accreditation knowledge they

gained over the past year – to solve the challenge and get out of the room as fast as they could. Participation in the escape room saw teams from a cross-section of departments and levels, from clinical areas at both the Markham and Uxbridge sites as well as leadership members through to corporate services staff. Everyone was engaged and excited. Even staff who couldn’t participate in the actual room, did not miss the enjoyment, footage from the escape room challenge was shared at the internal MSH celebration. “The escape room was a successful activity that engaged staff at all levels, and was one of many methods of sharing information about accreditation,” says Barb Steed, Executive Vice President and Chief Practice Officer, MSH.

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PROFESSIONAL DEVELOPMENT AND EDUCATION

THE ESCAPE ROOM CONCEPT WAS DESIGNED AROUND A CODE ORANGE THAT LED TO A PATIENT BEING ADMITTED TO MSH. Throughout the accreditation process the committee ensured information was made available online, in hard copy and through hands-on learning (tracers), as well as creative experiences such as the escape room. “This was important because we wanted to address the different types of learning styles every individual has. The way each person receives and retains information is different from one another, even the way clinical and non-clinical staff learn and train can vary. We needed momentum to sustain the message for a year – and executing a mixture of activities allowed us to do so,” says Steed. In early November, MSH announced that it was accredited with

Exemplary Standing – Accreditation Canada’s highest award. “We are incredibly honoured to be placed among top-ranked hospitals in Canada achieving 100 per cent of the required organizational practices and 99 per cent compliance with over 2,300 internationally recognized standards,” says Jo-anne Marr, President & CEO, MSH. “This achievement is a testament to our staff, physicians and volunteers who are committed to providing exceptional care to our patients and families each and every day.” Surveyors acknowledged despite its considerable growth in recent years that MSH has worked hard to maintain a warm and collaborative workplace. This is aligned with the unique

The escape room at MSH encouraged all level of staff and physicians to have fun while still learning and preparing for the accreditation survey.

And Steed agrees, “We don’t see accreditation as an event that takes place every four years, but rather as a constant process of quality Ht improvement.” ■

culture at Markham Stouffville Hospital – an honoured to care culture that focuses on continuous quality improvement and patient-centred care.

Yeena Peng is the Manager, Communications and Public Affairs at Markham Stouffville Hospital.

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JANUARY 2019 HOSPITAL NEWS 31

PROFESSIONAL DEVELOPMENT AND EDUCATION

How a leadership development program is helping to transform mental healthcare at owur hospital By Carol Lambie t Waypoint, mental health care isn’t just what we provide for our patients, or part of our name. Like other successful organizations we are striving to create an atmosphere and culture where everyone feels their mental health is a priority. And while we all have a responsibility to treat each other with respect, it’s our leaders who set the stage to build a psychologically healthy workplace. In today’s complex healthcare environment, hospitals require experienced, strong and collaborative leaders. Historically, advancement to leadership positions in healthcare was often based on the candidate’s academic or clinical accomplishments. In recent years there has been an increased awareness of the importance of leadership and formal leadership training, bringing to light required competencies such as budgeting, team

Carol Lambie building, communication skills and emotional intelligence. Leadership can come from anywhere in an organization. Investing in our people ensures leaders at all levels are equipped with the necessary skills

Addiction Awareness & Education: Breaking The Cycle Of Pain According to the Centre for Addiction and Mental Health (CAMH), 1 in 5 Canadians will experience a mental illness or an addiction problem. That’s why Crystal Smalldon, Executive Director at The Canadian Addiction Counsellors Certiﬁcation Federation (CACCF), believes there’s an urgent need for service providers to have a thorough understanding of addictions care. “This will allow for more effective case management in referring substance abuse clients through the continuum of care,” she says. But this can only be done if service providers are educated in the physiological and cognitive processes of individuals struggling with addiction issues, and if they know what resources they should utilize to best assist the person in need. It’s also critical to develop an appreciation of the many factors that contribute to the development of addiction issues and impact an individual’s recovery. Without comprehensive addiction education, a healthcare provider may not recognize the areas that require attention. McMaster University Continuing Education recently launched its Professional Addiction Studies program, which has been accredited by the CACCF. The program meets all the core competencies related to addiction, and is designed to provide holistic information about various aspects of this complex human issue while recognizing the prominence of trauma in the addiction ﬁeld. Learn more at www.mcmastercce.ca/addiction-studies-program.

to not only care for our patients, but also for our staff. Our current Strategic Plan included objectives to implement psychological health and safety standards and enhance leadership capacity. Our goal is to create an environment that is caring, compassionate and empathetic for everyone, and where our staff feel supported through their day to day challenges, and are recognized for the work they do. The National Standard of Canada for Psychological Health and Safety in the Workplace provided the tools and resources to guide our efforts in promoting mental health and prevent psychological harm. Targeted awareness campaigns for mental health week, promotion of civility and respect in the workplace, and education to gain a common understanding of what it means to be a psychologically healthy workplace were all part of the plan.

leading to increased stress levels and caregiver burnout. The LEADS in a Caring Environment framework outlines what caring looks like in action, detailing the capabilities they need to create such an environment. The leadership team and I were the first cohort to complete the LEADS program, which began with 360 evaluations followed by education in each of the LEADS domains: Lead Self, Engage Others, Achieve Results, Develop Coalitions and Systems Transformation. Our managers were next, followed by the latest cohort, a group of emerging leaders from across the hospital. The process hasn’t stopped there. We’re working on sustainability with continued education and the formation of triads and quads. These multi-disciplinary groups support the learnings, encourage developmental activities, and grow and develop all LEADS capabilities.

THE LEADS IN A CARING ENVIRONMENT FRAMEWORK OUTLINES WHAT CARING LOOKS LIKE IN ACTION, DETAILING THE CAPABILITIES THEY NEED TO CREATE SUCH AN ENVIRONMENT. We adopted the LEADS in a Caring Environment framework from the Canadian College of Health Leaders as the basis for our leadership development program. Dubbed Developing Our People, this dynamic initiative aims to foster a values-driven community of leaders built on sharing experiences, building relationships and a commitment to learning. Why LEADS in a Caring Environment? Most people who work in the health system care about health and wellness. At least we assume this is the driving force compelling them to pursue this challenging, yet rewarding line of work. However no matter how eager they may have once been, the demands of the job, the routines, policies, procedures, protocols and practices, can overshadow the notion of caring for the welfare of another human being,

It was Peter Drucker who says “Culture eats strategy for breakfast.” We’re aiming to change the culture. It takes time but we’re making some positive strides. We’ve seen an improvement in our employee engagement survey scores related to how employees interact with their supervisor and how supported employees feel. This isn’t the first time I’ve completed leadership training, but each time I learn something new. Collaborating with my colleagues, exploring new evidence and hearing new ideas always inspires me to become a better leader. Healthcare, and in particular mental healthcare is ever-evolving and there’s always more to learn. If you’re thinking of implementing a leadership development program at your hospital, I would definitely H recommend doing so. ■

Carol Lambie is President and CEO, Waypoint Centre for Mental Health Care. 32 HOSPITAL NEWS JANUARY 2019

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PROFESSIONAL DEVELOPMENT AND EDUCATION

Education night helps high school students prepare for a career in medicine By Kaylee MacMillan s a healthcare professional, Shannon Puna thought she had all the resources she needed to answer any questions her Grade nine son asked about medical school. “I work in healthcare. I’ve asked the doctors I work with what my son could start doing now to make a difference when he was ready to apply to med school,” says Puna. “I shared what I had learned with my son, but what really inspired him was hearing it firsthand from current family medicine residents at an Education Night.” Education Nights are an initiative by Barrie Area Physician Recruitment (BAPR), in partnership with Royal Victoria Regional Health Centre

(RVH), the Simcoe County District School Board and the Simcoe Muskoka Catholic District School Board. The evening provides local high school students the opportunity to discuss prerequisite courses, how to apply to medical school and what to expect while at medical school – all directly with local physicians. “We wanted a way to share with students what it takes to get into medical school,” says Brittany Thompson, physician recruitment coordinator with BAPR. “We thought, if we could get current residents from RVH’s Family Medicine Teaching Unit, a partnership with the University of Toronto, to host an education night, we could help alleviate some of the unknowns for high school students. The residents

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34 HOSPITAL NEWS JANUARY 2019

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“WE WANTED A WAY TO SHARE WITH STUDENTS WHAT IT TAKES TO GET INTO MEDICAL SCHOOL,” could educate students, answer questions and even share personal stories from their journey to med school and becoming a physician.” And the concept has taken off. Since 2012, more than 300 high school students and their parents have participated in an Education Night. “As a parent, I found the evening to be informative and well organized,” says Puna. “The speakers were engaged with the audience and the information was relevant. They even provided a basic timeline from high school straight through to residency. When I tried to share the information I had gathered from my colleagues with my son, it did not have the same impact as this Education Night. I do not believe that there is another source – and certainly not a single source – that would provide as much info as this event did.” Parents and students aren’t the only ones benefitting from the Education Nights either. “It was a privilege to speak to the high school students and parents from the community,” says Andrew Kim, medical student at Queen’s University and presenter at a recent Education Night. “It was a great opportunity to share our experiences so far in our own medical education and hopefully inspire curious students to explore a career in healthcare. The process of getting into medical school is, and should be, unique to each person so we were able to address the misconception that there is a ‘right way’ to get in. The journey is challenging but extremely rewarding and filled with opportunities for fun and personal growth.”

Dr. Anastasiya Nelyubina, chief resident in RVH’s FMTU, commented after the event that it gives her and other medical residents the opportunity to inspire future physicians to practice in the Simcoe Muskoka region. In addition to Education Nights, another way physicians at RVH are sharing their medical expertise is through the health centre’s Observership program. The program pairs students with a member of RVH’s professional staff for a 14-day placement in an area of the health centre. It provides an excellent opportunity for individuals who are passionate about healthcare to gain insight into how it’s delivered in hospitals as well as provide an understanding of various healthcare professions. Medical education has always been a top priority at RVH. One of the health centre’s strategic directions is to Accelerate Teaching and Research and in May 2018, RVH opened its Centre for Education and Research (CER), creating a space within the health centre fully dedicated to learning and research. Beyond an official designated space for education and research, RVH is helping shape the next generation of healthcare providers by sharing its medical expertise. For parents like Puna, it’s all about educating and inspiring the next generation of healthcare providers. “I hope that events like the Education Night continue to happen. There is such a need for medical providers in our community – what better way to get them interested than when they H are young!” ■

Kaylee MacMillan works in communications at Royal Victoria Regional Health Centre. www.hospitalnews.com

PROFESSIONAL DEVELOPMENT AND EDUCATION

Dr. Giulio Didiodato, chief research scientist, Centre for Education and Research at RVH, guides high school students through a demonstration in RVH’s Simulation Lab. The students are participating in the health centre’s Observership program which provides students the opportunity to gain insight into how healthcare is provided as well as an understanding of various healthcare professions.

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PROFESSIONAL DEVELOPMENT AND EDUCATION

Burnout training

can help prevent physician burnout By Dr. Rich Castellano

NEPHROLOGY AND MENTAL HEALTH NURSING PROGRAMS HELP NURSES SPECIALIZE IN THEIR PRACTICE Nurses in Ontario must stay current as they adapt their practice to meet the health care needs of diverse patients. With chronic kidney disease on the rise and an increased focus on mental health promotion in the health care sector, there has never been more demand for nurses specializing in these two practice areas. The Mental Health Nursing and Nephrology certiﬁcate programs at Durham College (DC) are designed to meet the professional development needs of nurses looking to enhance their knowledge and skills in these areas. With courses delivered online, busy professionals have the ﬂexibility to study while also balancing work and other commitments. Courses can be taken individually or the full program can be pursued.

hysician health – particularly burnout and depression – is a mounting concern in Canada. A recent survey of 2,947 doctors across Canada by the Canadian Medical Association (CMA), the CMA National Physician Health Survey: A National Snapshot, revealed 26 percent of respondents admitting they have experienced burnout and 34 percent reporting symptoms of depression.

years. Among the most cited reasons for not using these services were: “believing the situation was not severe enough” and “being ashamed to seek help.” There’s no question that emotional exhaustion is pervasive in the health profession. Many Canadian physicians commonly develop burnout incrementally as a result of escalated stress levels, unmanageable workloads, inefficiencies and feeling a loss

PROVIDER BURNOUT HAS NUMEROUS DOCUMENTED NEGATIVE IMPACTS ON PATIENT CARE, INCLUDING MEDICAL ERRORS, LONGER RECOVERY TIMES AND DECREASED SATISFACTION.

DC’s Nephrology certiﬁcate prepares nurses to work with affected patients across all stages of the kidney-care journey, from early detection through to dialysis, palliative care or transplant. The Mental Health Nursing certiﬁcate explores issues and ethics and prepares nurses to assess patients, develop plans of care, and advocate for those with mental health issues across a variety of institutional and community settings. To learn more or to register for these programs, visit www.durhamcollege.ca/ coned/ or call 905.721.3052. Courses start January 2019!

Although the majority of physicians and residents report being aware of the professional health services available to them, only 15 per cent says they utilized these resources in the last five

of control. Symptoms can gradually surface in the form of depersonalization, negative responses, feelings of inadequacy, incompetence or feeling unappreciated. Continued on page 38

36 HOSPITAL NEWS JANUARY 2019

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NEPHROLOGY NURSING RN/RPN The program prepares nurses to deliver kidney care to affected patients across all stages of the kidney care journey, from early detection through dialysis, palliative care and transplant. Current nurses will learn the knowledge required to promote and deliver competent, safe and ethical care to those at risk for developing or affected by renal disease and/or insufďŹ ciency. The curriculum has been designed and developed in accordance with the Canadian Nurses Association (CNA) nephrology nursing competencies and standards of practice established by the Canadian Association of Nephrology Nurses and Technologists (CANNT).

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PROFESSIONAL DEVELOPMENT AND EDUCATION

Burnout training Continued from page a Provider burnout has numerous documented negative impacts on patient care, including medical errors, longer recovery times and decreased satisfaction. Even worse, the effects of burnout can quickly progress into battles with depression, substance abuse, poor selfcare, suicidal thoughts and more.

WITH PHYSICIAN BURNOUT, PREVENTION STRATEGIES ARE KEY There is no doubt that healthy doctors deliver higher quality healthcare. And, overwhelmed, stressed out, and burned-out doctors can be impaired in their ability to serve their patients. These challenges are not new, and many providers have lived with this for so long they think it is normal. Very few realize how small the changes need to be to make an enormous impact, especially if you know the warning signs and how to redirect your focus.

Now U.S. and Canadian physicians can obtain their required continuing medical education (CE/CME) hours through “Burnout Training.” Improved physician mental health and communication has been proven to enhance patient care. As part of this new holistic training, we focus on teaching providers how to better identify, measure and influence psychology, emotional literacy and nonverbal communication skills. Program participants learn how to: • Identify subtle cues and measure their emotions, including empathy, kindness and happiness • Create empathic communication in any situation with patients or team members • Diagnose and treat worrisome behaviors in patients and healthcare teams before they escalate

TAKE THIS QUICK TEST How can your organization get started in this process? I recommend

CMA National Physician Health Survey: A National Snapshot, revealed

26 percent

of respondents admitting

they have experienced burnout and

34 percent

reporting symptoms of depression. taking 60 seconds of your time to use this simple self-assessment and body language tool – you might dramatically change the course of your career: • What is the “Smile Score” of your team, 1-10 (with 10 being the highest)? Most teams have a combination of high, middle and low “smilers.” If you average out the team, what is their score? Be honest if you want the best solution for your challenges. • What is the “Energy Score” of your team, 10 (with 10 being the highest)? Most teams have a mix of high, middle and low “energy” team members. If you average out the team, what is their score? Again, be honest if you want transparency and to achieve the best results. • What is the “Story Score” of your team, 1-10 (with 10 being the highest)? We all have a story to tell. Some team members are very polished and well trained, and some are not. Some are so polished, they appear to others like rock stars, and others need more rehearsal. How do you rate the “story” score, or the experience your team creates for each patient 1-10 (with 10 being the highest)?

So why are these scores so impactful with regards to preventing burnout? It is very clear that team members or providers that are burning out are not high in their body language scores. Surrounding ourselves with low or average smilers and low energy colleagues will bring us down. The real key is how do we get our team to increase their scores? When we feel a sense of purpose, that we are making a difference, and that we are appreciated for our work and well rewarded, your body language will show this and your Smile Scores, Energy Scores, and Story Scores go up. It may sound simple and easy, though how do we actually make this change? That is what we teach! Either the administration or the team members themselves can take the lead and seek out or implement these CME trainings. Confronting burnout and depression issues in the medical profession requires us to role model healthy behaviors and train our team to do the same. Together, through body-language awareness and training, we will continue to improve the healthcare experience and reduce burnout, assisting doctors to deliver the best possible H care to their patients. ■

Dr. Rich Castellano is a Wall Street Journal best-selling author. His Wall Street Journal Bestseller “The Smile Prescription,” explores the art of body language, facial expression and innovative communication strategies. 38 HOSPITAL NEWS JANUARY 2019

www.hospitalnews.com

We have a wide range of Medical Education programs to choose from! The Centre for Distance Education oﬀers a complete series of Professional Medical programs designed to give you the skills, experience and certification it takes to launch a successful career. Unlike other schools that have lengthy wait lists, at CD-ED our classes start monthly, so you can start your career when you want!

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PROFESSIONAL DEVELOPMENT AND EDUCATION

Enhancing the patient experience through

specialized Lean training By Carla Wintersgill unnymede Healthcare Centre is committed to providing the tools and resources to empower its staff and promote engagement. By supporting ongoing professional development, the hospital is enhancing patient care. Runnymede staff recently underwent Lean training with the goal of enhancing efficiency and patient care. The goal of Lean is to provide the right services to the right patients in the right way by reducing waste in

processes, increasing value, and optimizing logistics. Itâ&#x20AC;&#x2122;s an opportunity to review the hospitalâ&#x20AC;&#x2122;s care and identify any non-efficient steps. â&#x20AC;&#x153;Lean perfectly matches hospitals,â&#x20AC;? says Morteza Zohrabi, a Lean Six Sigma master black belt and the trainer for Runnymedeâ&#x20AC;&#x2122;s Lean sessions. â&#x20AC;&#x153;Everyone is coming here to help people. By using Lean, they can find ideas for a wide range of improvement.â&#x20AC;? Examples of waste include areas where staff duplicate actions, time spent waiting for information, or delayed decision-making. In some areas,

Runnymede Healthcare Centre staff spent a week undergoing specialized organizational efficiency training called Lean. the waste activities could be eliminated by redesigning or simplifying the current process. â&#x20AC;&#x153;Runnymede is committed to supporting our staffâ&#x20AC;&#x2122;s success,â&#x20AC;? says Sharleen Ahmed, VP, Strategy, People and Corporate Affairs. â&#x20AC;&#x153;Lean training provides an opportunity for professional development and ensures we are actively working toward providing

the most efficient, high-quality care possible.â&#x20AC;? The staff spent up to six days in interactive training sessions that used a combination of tools, techniques and structures. â&#x20AC;&#x153;In healthcare we have the passion and desire to improve outcomes,â&#x20AC;? Morteza says. â&#x20AC;&#x153;We just need the tools and H structure to improve patient care.â&#x20AC;? â&#x2013;

Carla Wintersgill is a Communications Specialist at Runnymede Healthcare Centre.

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Strategies for Managing Unprofessional Behaviour KU C workshop VJCV helps leaders recognize and address unprofessional behaviour within their healthcare teams. The workshop includes the development of personal and institutional improvement plans to ensure the program has a lasting impact. ,WUV %WNVWTG KU CP KPPQXCVKXG EQWTUG VJCV YKNN JGNR GPIGPFGT C EWNVWTG QH NGCTPKPI VJCV ECP KORTQXG RCVKGPV UCHGV[ .GCFGTU YKNN NGCTP JQY VQ TGKPHQTEG DGJCXKQWT VJCV UWRRQTVU VJG QTICPK\CVKQPÉ&#x153;U U[UVGOU TGFWEGU PGICVKXG QWVEQOGU CPF KORTQXGU VGCO OQTCNG Communicating Unexpected Outcomes is a workshop HQT VGCOU that will improve transparency with patients and families after unexpected clinical outcomes. Healthcare teams who participate in this program will learn to disclose clinical errors with empathy and respect, as well as to improve their support of other team members in these often-difficult circumstances. Hospital and healthcare leaders interested in learning more can CALL 1-833-435-9979 or EMAIL info@saegis.solutions

40 HOSPITAL NEWS JANUARY 2019

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*QURKVCN CPF JGCNVJECTG VGCO NGCFGTU Organizational and cultural issues can impact team morale, put patients at risk and be costly.

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Providing trauma simulation t By Elise Copps

35-YEAR-OLD WOMAN, UNRESTRAINED DRIVER OF AN ALL-TERRAIN VEHICLE. ROLLED MULTIPLE TIMES INTO THE RAVINE, APPROXIMATELY EIGHT FEET DOWN AN EMBANKMENT. BLOOD PRESSURE IS 90/60, PULSE 110, RESPIRATORY RATE 40. SHE HAS DECREASED BREATH SOUNDS ON THE LEFT SIDE AND AN UNSTABLE PELVIS. ETA IS 9 MINUTES. You receive this briefing from paramedics about a patient who’s en route to your hospital. What do you do? This high-stakes situation was played out at a recent simulation training event at a community hospital in our region. A trauma scenario like this one is stressful for everyone. It can be particularly tough for smaller hospitals. They don’t see trauma cases as often as the lead trauma hospital, which makes it difficult to practice the rhythm of these critical events. That’s where realistic simulation training comes in. Last year, Dr. Paul

Engels, a trauma team lead with Hamilton Health Sciences’ Hamilton General Hospital (HGH), launched the Rural Trauma Team Development Course (RTTDC) in our region. The course was developed by the American College of Surgeons Committee on Trauma as a way to educate trauma care providers in smaller hospitals, so these providers can learn a standardized approach. “Eventually, everyone in the region will be working from the same ‘song book’ so to speak,” says Dr. Engels. “By providing the RTTDC, we have a certified and standardized approach to teaching within the Central South region.” Hamilton General Hospital (HGH) is the lead trauma hospital for Central South Ontario. The hospital has a robust trauma program, and the majority of trauma patients in the region are sent directly to HGH for care. As the lead trauma hospital, HGH is responsible for providing education within the region, and working with regional partners to improve the trauma system. This training is part of that work. So far, the team has hosted four training sessions at community hospitals across our region. During training, the course attendees learn the components of trauma care and what to do under different circumstances. Each

session typically includes a simulation of a pediatric, adult, and geriatric trauma case.

THE PATIENT ARRIVES IN THE EMERGENCY DEPARTMENT. BLOOD PRESSURE IS 88/64, PULSE 120, RESPIRATORY RATE 40 AND SHALLOW. CERVICAL COLLAR AND LONG BACKBOARD HAVE BEEN APPLIED. A SINGLE ATTEMPT AT IV ACCESS WAS MADE AND THIS WAS UNSUCCESSFUL. OXYGEN HAS BEEN APPLIED VIA NONREBREATHER MASK. NO MEDICATIONS BEEN GIVEN. THE PATIENT COMPLAINS OF SEVERE PAIN IN HER JAW AND IN HER LEFT CHEST, ABDOMEN/ PELVIS AND FLANK. Now the team has to assess and act. What are the patient’s exact injuries? What equipment is avail-

able, and where is it located? A scenario like this one prompts the providers to think about the resources they can make use of in dire circumstances. “The goal is to get them thinking about how they work together,” says Dr. Engels. “What works well? What are their challenges and why? The focus is on them as a community hospital providing trauma care.” Because the training takes place in the community hospital, the team gets authentic experience. They’re working with the space and tools they’ll have when a real trauma case comes through their doors. It allows them to test their action plan under the watch of seasoned trauma experts. Research shows this standardized trauma training speeds transfer time from a community hospital to a trauma centre. “Effective treatment and speedy transfer to a regional trauma centre improves survival rates and recovery,” says Barb Klassen, Trauma Program Coordinator at HGH. “This program emphasizes early communication with the regional trauma team at HGH. That ensures patients get the best possible care at their community hospital, and can be transferred quickly to our hospital for specialized trauma care.”

Elise Copps is the Public Relations Specialist at Hamilton Health Sciences. 42 HOSPITAL NEWS JANUARY 2019

www.hospitalnews.com

n training THE TEAM LEADER CALLS THE REGIONAL TRAUMA HOSPITAL. A LIST OF ALL CURRENTLY RECOGNIZED INJURIES IS GIVEN. THE TRAUMA TEAM LEAD ADVISES ON THE BEST APPROACH TO STABILIZING THE PATIENT FOR TRANSFER. WITHIN AN HOUR, SHE IS LOADED INTO AN AIR AMBULANCE FOR TRANSFER TO HAMILTON GENERAL HOSPITAL. So far, the training sessions have been very well received by participants. They get a chance to provide feedback to the trauma team about what works and doesn’t work with current processes. They are not only learning, but also improving the system as a whole. Early data suggests the program is also moving the needle on patient transfer times. The trauma team plans to continue offering three to four sessions each year to community hospitals in H our region. ■

www.hospitalnews.com

Staff at Hamilton Health Sciences’ Hamilton General Hospital participate in the Rural Trauma Team Development Course. HOSPITAL NEWS 43

PROFESSIONAL DEVELOPMENT AND EDUCATION Cedar-Sinai surgical resident viewing Essential GI Surgeries course on Oculus Rift in 360-degree virtual reality.

How virtual reality and streaming media are transforming medical education By Brian Conyer ver the last decade, there have been two significant advancements in the way people experience video content. The first is that streaming media OTT platforms have made consuming content easily accessible across all connected devices. The second is the mass commercialization of virtual reality technologies that fully immerses consumers into virtual environments. Despite VRs slower than expected adoption in consumer-driven industries such as gaming and entertainment, analysts are extremely optimistic about the clear benefits the technology offers in healthcare and education. Grandview Research estimates the healthcare Virtual Reality (VR) and Augmented Reality (AR) markets will be a $5.1 billion industry

by 2025, and medical education will represent a sizeable portion of that. With medical information and innovations growing at alarming rates, physicians must master more information in shorter time frames than their predecessors. The vast improvements of streaming media and fully immersive virtual reality technologies will fundamentally change the way medical professionals access and engage with educational materials. Virtual conferences and operating room experiences will provide unprecedented access to the most renowned physician leaders and will significantly reduce the cost of travel, conference fees, and missed work days that physicians currently incur to keep abreast the rapid influx of information in medicine.

STREAMING INFLUENCE IN MEDICAL EDUCATION Although the quality and volume of clinical evidence in modern medicine are abundant, the delivery mechanisms of this information remain outdated. This includes traditional print publications, antiquated websites with poorly designed user interfaces, and low-quality user-generated videos. Knowledge sharing at scale is undoubtedly a major challenge for the medical community, particularly for hospitals and geographies that lack resources, but the adoption of streaming video will ease this burden for the global community. With thoughtfully produced educational videos leveraging the most cutting-edge video technologies currently available and featuring the foremost

subject matter experts, physicians will no longer need to attend to medical conferences or visit the operating rooms of expert surgeons to learn new information. On-demand streaming videos can provide physicians with the most relevant and pertinent information that is packaged to the preferences of the younger generation of doctors. Beyond the scalability and the economic benefits of educational video content for the medical community, this will be the preferred method of consumption because of its inherent accessibility and convenience. In addition, streaming video also addresses many of the limitations that medical education currently faces. The convenience of on-demand video is better suited for the chaotic and unpredictable schedules of the modContinued on page 46

Brian Conyer is CEO and Co-founder of GIBLIB. GIBLIB is the only streaming media platform to provide medical professionals anywhere in the world access to high-fidelity, immersive 360-degree virtual reality video content of the most current medical topics and sought-after surgical procedures performed by the worldâ&#x20AC;&#x2122;s leading specialists. 44 HOSPITAL NEWS JANUARY 2019

www.hospitalnews.com

Financial support for your RPN continuing education may be available The Nursing Education Initiative, developed by the Ministry of Health and Long-Term Care (MOHLTC), gives Registered Practical Nurses registered with the College of Nurses of Ontario (CNO) an opportunity to apply for financial support for continuing education courses or programs that improve their knowledge and professional skills. Nurses undertaking professional development courses or programs may be eligible for education grant funding of up to $1,500 this funding year (April 1, 2018 to March 31, 2019). These education grants are intended to reimburse nurses who have paid base tuition fees as well as registration fees for conferences, seminars, and workshops. To be eligible for grant funding, the professional development courses or programs must enhance the quality of care and services provided in Ontario.

To learn more, visit rpnao.org, click on the Nursing Education Initiative box on the homepage for detailed information on the application process, program eligibility requirements, deadlines and more.

Please note that each year there is not enough funding to provide education grants to all of the nurses who submit eligible applications. Applicants are advised that funding is not guaranteed.

For more than 60 years, the Registered Practical Nurses Association of Ontario (RPNAO) has been the one true uniﬁed voice for Registered Practical Nurses (RPN) in Ontario. RPNAO advances the knowledge of RPNs so they can respond to the continually changing nursing environment, including eLearning programs on conﬂict de-escalation, leadership, patient-centered care, role clarity, and workplace violence prevention. To learn more about RPNAO, its mandate, and how RPNs contribute to Ontario’s health care system, visit rpnao.org.

Supporting Registered Practical Nurses working in Hospitals

Join the RPNAO Community. And invest in your professional practice excellence. For more than 60 years, the Registered Practical Nurses Association of Ontario (RPNAO) has been the one true uniﬁed voice for Registered Practical Nurses in Ontario. Registered Practical Nurses comprise almost one-third of Ontario’s total nursing workforce. As the demands on Ontario’s hospital system grow and the need for innovative, practical, value- and outcome-driven health system solutions increases, it’s critical that knowledgeable and highly skilled RPNs continue to be essential to ensuring Ontarians receive safe and high quality care in our hospitals.

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A 4K head-mounted camera affixed to Dr. Yosef Nasseri, MD (left) to capture POV for the incision.

Transforming medical education STRESS, RESILIENCE, & HAPPINESS Special Seminar To Be Held What are the origins of happiness, stress, and fear? How can patients attain tranquility and bounce back from unpleasant or disastrous experiences? Áǝƺ ɀƬǣƺȇɎǣˡƬƏǼǼɵ‫ٮ‬ƫƏɀƺƳً ɀǣɴ‫ٮ‬ǝȒɖȸ ƬȒɖȸɀƺً ‫ٹ‬³Ɏȸƺɀɀً «ƺɀǣǼǣƺȇƬƺً ƏȇƳ RƏȵȵǣȇƺɀɀً‫ ٺ‬ is designed to provide health professionals with answers to these questions. The course will cover remedies for overcoming stressful or damaging experiences. The seminar will be presented four times in Alberta Province: Thursday, April 11, 2019 The Glenmore Inn, 2720 Glenmore ÁȸƏǣǼ ³0ً !ƏǼǕƏȸɵً ǼƫƺȸɎƏٕ Friday, April 12, 2019 Radisson Hotel and Convention Center, ‫הוٮ׎אדג‬Ɏǝ ɮƺȇɖƺ zȒȸɎǝɯƺɀɎً 0ƳȅȒȇɎȒȇً ǼƫƺȸɎƏٕ

Thursday, May 2, 2019 Radisson Hotel and Convention Center, ‫הוٮ׎אדג‬Ɏǝ ɮƺȇɖƺ zȒȸɎǝɯƺɀɎً 0ƳȅȒȇɎȒȇً ǼƫƺȸɎƏٕ Friday, May 3, 2019 Carriage House Inn, 9030 Macleod ÁȸƏǣǼ ³ȒɖɎǝً !ƏǼǕƏȸɵً ǼƫƺȸɎƏِ The seminar times will be 8:30 A.M. to 3:30 P.M.

The course will examine learned optimism, the savoring of pleasure, and proven ways to feel more joy in life. It will cover daily exercises that help to ǣȇƬȸƺƏɀƺ ɀƏɎǣɀǔƏƬɎǣȒȇ ƏȇƳ ɯƺǼǼ‫ٮ‬ƫƺǣȇǕ ǣȇ Ǽǣǔƺِ The course will review how genetics, personality, and the environment can create happiness. The course will examine positive psychology’s role in tough times and in achieving better mental health. To obtain more information, please contact: Biomed General, Box #622, Unit 235, 3545-32 Avenue NE, Calgary Alberta T1Y 6M6

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Visit Biomed's Web site at www.biomedglobal.com Telephone: 1-877-246-6336 (toll-free) or (925) 602-6140 E-mail: info@biocorp.com

46 HOSPITAL NEWS JANUARY 2019

ern physician. The analytics will help content creators develop better and more engaging content. The ability to stream to any connected device can effortlessly reach a global audience. Lastly, machine learning and predictive algorithms that analyze what viewers consume will further enhance individualized learning experiences.

VIRTUAL REALITY INFLUENCE IN MEDICAL EDUCATION While streaming fulfills the promise of accessibility and scalability, it is 360-degree virtual reality that provides the immersive medical education experience. With entertainment, people do not need to watch their favorite movie in VR, whereas in contrast, the immersion of VR delivers a critical element to education. For example, VR creates an authentic operating room environment for those learning new techniques and technologies such as advanced laparoscopy and robotics. With a multitude of camera angles, including surgeon POV, 360-degree panoramic views of the OR, and digital overlays that highlight the surgical procedure, there has never been a better option to experience an authentic

Continued from page 44 OR environment other than physically being present. Cedars-Sinai is a recent example of the integration of VR in medical education, becoming the first to offer a CME-accredited virtual reality course called the Essential GI Surgeries. The course offers 25 hours of high-definition, fully-narrated surgical procedures featuring the latest in laparoscopic and robotic techniques performed by Cedars-Sinai’s experts. Cedars Sinai is ranked No. 3 in Gastroenterology and GI Surgery by the 2018 Best Hospitals edition of U.S. News & World Report, which means that anyone around the globe can now learn directly from some of the best physicians in the US and also earn continuing medical education credits. As medical procedures continue to grow in complexity and become more technology-driven, the way medical education is shared and delivered must also keep pace. Streaming media and virtual reality are not a preference, but rather the clear evolution of medical education. Surgeons and physicians can learn from the convenience of their homes, digesting more information with improved context that will ultimately help them H provide better patient care. ■ www.hospitalnews.com

BIOMED PRESENTS...

STRESS, RESILIENCE, & HAPPINESS A Seminar for Health Professionals TUITION $109.00 (CANADIAN) Conference registration is from 7:45 AM to 8:15 AM. The conference will begin at 8:30 AM. A lunch break (on your own) will take place from approximately 11:30 AM to 12:20 PM. The course will adjourn at 30 DW ZKLFK WLPH FRXUVH FRPSOHWLRQ FHUWLÂżFDWHV DUH GLVWULEXWHG

Registration: 7:45 AM â&#x20AC;&#x201C; 8:30 AM Morning Lecture: 8:30 AM â&#x20AC;&#x201C; 10:00 AM â&#x20AC;˘ Perception, Thinking, Emotions, and Memory: Where Behavior Originates. â&#x20AC;˘ Life-Threatening Events: Why Do They Make Us Afraid, Angry, and Sad? â&#x20AC;˘ Happiness: An Emotion or a Mood? â&#x20AC;˘ Emotional Intelligence: A Key to Resilience? Social Intelligence? â&#x20AC;˘ How To â&#x20AC;&#x153;Sixâ&#x20AC;? Your Way To Happiness: Six Key Virtues and Their Major Strengths. â&#x20AC;˘ Acute Stress and Chronic Stress: Three Causes and Three Brain-Body Pathways of Fear. â&#x20AC;˘ Why Zebras Donâ&#x20AC;&#x2122;t Get Ulcers: Stress from Ourselves or the World. â&#x20AC;˘ Chronic Stress, Anxiety, and Depression: Negative Emotions and Moods. â&#x20AC;˘ Men, Women, and Stress: Sex and Gender Issues. Fight Or Flight Vs. Tend and Befriend. â&#x20AC;˘ Fear: Learning and Practicing Skills to Cope with Fear. Mid-Morning Lecture: 10:00 AM â&#x20AC;&#x201C; 11:30 AM â&#x20AC;˘ Achieving Tranquility: The Magic of Mindfulness Meditation. â&#x20AC;˘ Cognitive-Behavioral Therapy for Stress Management: Change Your Mind, Change Your Body. â&#x20AC;˘ Dental Management of Patient Stress: Distractions, Control, and Expectations. â&#x20AC;˘ Resilience: Developing the Capacity to Bounce Back from Stress and Trauma. â&#x20AC;˘ Practice Makes Perfect: How Resilience Can Get Better Over Time.

â&#x20AC;˘ Building Resilience: Learning to Use 10 Key Strategies When Challenged. â&#x20AC;˘ One Size Does Not Fit All: The Many Methods of Developing Resilience. â&#x20AC;˘ Positive Psychology: The Science of Well-Being, Life Satisfaction, and Happiness. Lunch: 11:30 AM â&#x20AC;&#x201C; 12:20 PM Afternoon Lecture: 12:20 PM â&#x20AC;&#x201C; 2:00 PM â&#x20AC;˘ The â&#x20AC;&#x153;50-40-10â&#x20AC;? Rule: How Genetics, Personality, and the Environment Create Happiness. â&#x20AC;˘ Genes and Happiness: Are We Born Happy or Unhappy? Are There Happiness Genes? â&#x20AC;˘ Blissful Ignorance: Do People Really Know What Will Make Them Happy? â&#x20AC;˘ What Does Make Us Happy? What the Happiness Research Says. â&#x20AC;˘ Choices, Choices, Choices: Does Having More of Them Make Us Happier? â&#x20AC;˘ Happiness and Health: Does Greater Life Satisfaction Mean Less Disease and Longer Life? Mid-Afternoon Lecture: 2:00 PM â&#x20AC;&#x201C; 3:20 PM â&#x20AC;˘ Learned Optimism: Challenging Negative Thinking, Appreciating Strengths, and Looking Up. â&#x20AC;˘ Savoring Pleasure: How Mindful Enjoyment Helps Create Happiness. Â&#x2021; 1LQH 6FLHQWLÂżFDOO\ 3URYHQ :D\V 7R )HHO 0RUH -R\ ,Q /LIH â&#x20AC;˘ Simple Daily Exercises That Help To Increase Life Satisfaction And Well-Being. â&#x20AC;˘ Positive Psychologyâ&#x20AC;&#x2122;s Role in Tough Times and Mental Health. Psychotherapies. Evaluation, Questions, and Answers: 3:20 PM â&#x20AC;&#x201C; 3:30 PM

Biomedâ&#x20AC;&#x2122;s Website: www.biomedglobal.com

MEETING TIMES & LOCATIONS CALGARY, AB

EDMONTON, AB

CALGARY, AB

Thu., April 11, 2019 8:30 AM to 3:30 PM 7KH *OHQPRUH ,QQ 2720 Glenmore Trail SE Calgary, AB T2C 2E6

Fri., April 12, 2019 8:30 AM to 3:30 PM 5DGLVVRQ +RWHO &RQYHQWLRQ &HQWHU 4520 76th Avenue Northwest Edmonton, AB T6B 0A5

Thu., May 2, 2019 8:30 AM to 3:30 PM 5DGLVVRQ +RWHO &RQYHQWLRQ &HQWHU 4520 76th Avenue Northwest Edmonton, AB T6B 0A5

Fri., May 3, 2019 8:30 AM to 3:30 PM &DUULDJH +RXVH ,QQ 9030 Macleod Trail South Calgary, AB T2H 0M4

INSTRUCTOR

Dr. Michael E. Howard (Ph.D.) is a full-time psychologist-lecturer for INR. Dr. Howard is a boardFHUWLÂżHG FOLQLFDO QHXUR SV\FKRORJLVW DQG KHDOWK SV\FKRORJLVW ZKR LV DQ LQWHUQDWLRQDOO\ UHFRJQL]HG authority on brain-behavior relationships, traumatic brain injury, dementia, stroke, psychiatric disorders, aging, forensic neuro-psychology, and rehabilitation. During his 30-year career, Dr. Howard has been on the faculty of three medical schools, headed three neuro-psychology departments, and directed treatment programs for individuals with brain injury, dementia, addiction, chronic pain, psychiatric disorders, and other disabilities. Biomed reserves the right to change instructors without prior notice. Every instructor is either a compensated employee or independent contractor of Biomed.

FEE: CHEQUES: $109.00 (CANADIAN) per person with pre-registration or $134.00 (CANADIAN) at the door if space remains. CREDIT CARDS: Most credit-card charges will be processed in Canadian dollars. Some charges will be in U.S. dollars at the prevailing exchange rate. The tuition includes all applicable Canadian taxes. At the seminar, participants will receive a complete course syllabus. Tuition payment receipt will also be available at the seminar. ACCREDITATION INFORMATION NURSES (RNs, RPNs, & LPNs)

7KLV SURJUDP LV GHVLJQHG WR SURYLGH QXUVHV ZLWK WKH ODWHVW VFLHQWLÂżF DQG FOLQLFDO LQIRUPDWLRQ DQG to upgrade their professional skills. Numerous registered nurses in Canada and the United States have completed these courses. This activity is co-provided with INR. Institute for Natural Resources (INR) is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center's Commission on Accreditation.

ACCREDITATION INFORMATION (cont'd) PHARMACISTS

$OEHUWD OLFHQVHG SKDUPDFLVWV VXFFHVVIXOO\ ÂżQLVKLQJ WKLV FRXUVH ZLOO UHFHLYH VWDWHPHQWV of credit. Biomed is an accredited provider through the American Council on Pharmaceutical Education. The ACPE universal activity number (UAN) is 0212-9999-19-001-L04-P. This is a knowledge-based CPE activity.

DIETITIANS

CPE Biomed, under Provider Number BI001, is a Continuing Professional Education (CPE) Accredited Accredited Provider with the Commission on Dietetic Registration (CDR). Registered Provider dietitians (RDâ&#x20AC;&#x2122;s) and dietetic technicians, registered (DTRâ&#x20AC;&#x2122;s) will receive 6 hours worth of continuing professional education units (CPEUâ&#x20AC;&#x2122;s) for completion of this program/materials. Continuing Professional Education Provider Accreditation does not constitute endorsement by CDR of a provider, program, or materials. CDR is the credentialing agency for the Academy of Nutrition and Dietetics. This course has Activity Number 128674 and Suggested Learning Codes: 1120, 5460, and 6010. CPE Level: I.

SOCIAL WORKERS 6RFLDO :RUNHUV FRPSOHWLQJ WKLV SURJUDP ZLOO UHFHLYH FRXUVH FRPSOHWLRQ FHUWLÂżFDWHV 7KLV FRXUVH is cosponsored by the Institute for Natural Resources (INR). This program is approved by the National Association of Social Workers (Provider #886502971-1267) for 6 Social Work continuing education contact hours.

PSYCHOLOGISTS

Biomed General is approved by the Canadian Psychological Association to offer continuing education for psychologists. Biomed General maintains responsibility for the program.

REGISTRATION FORM

Please check course date:

Please return form to: Biomed General Box #622 Unit 235, 3545-32 Avenue NE Calgary, AB T1Y 6M6 TOLL-FREE: 1-877-246-6336 TEL: (925) 602-6140 Â&#x160; FAX: (925) 687-0860

(This registration form may be copied.)

Thu., April 11, 2019 (Calgary, AB) Fri., April 12, 2019 (Edmonton, AB)

Thu., May 2, 2019 (Edmonton, AB) Fri., May 3, 2019 (Calgary, AB)

REGISTRATION INFORMATION

Please print: Name: Profession: Home Address: Professional License #: City: State: Zip: Lic. Exp. Date: Home Phone: ( ) Work Phone: ( ) Employer: E-Mail: QHHGHG IRU FRQÂżUPDWLRQ UHFHLSW

Please enclose full payment with registration form. Check method of payment. Cheque for $109.00 (CANADIAN) (Make payable to Biomed General) Charge the equivalent of $109.00 (CANADIAN) to my Visa

MasterCard

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Most credit-card charges will be processed in Canadian dollars. Some charges will be in U.S. dollars at the prevailing exchange rate.

Card Number: Signature:

(enter all raised numbers)

Exp. Date:

CVV:

(Card Security Code)

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ÂŠ Biomed, 2019, CODE: SRH-C1000-HospitalNews

For all inquiries, please contact customer service at 1-877-246-6336 or (925) 602-6140.

Please register early and arrive before the scheduled start time. Space is limited. Attendees requiring special accommodation must advise Biomed in writing at least 50 days in advance and provide proof of disability. Registrations are subject to cancellation after the scheduled start time. A transfer at no cost can be made from one seminar location to another if space is available. Registrants cancelling up to 72 hours before a seminar will receive a tuition refund less a $35.00 (CANADIAN) administrative fee or, if requested, a full-value voucher, good for one year, for a future seminar. Other cancellation requests will only be honored with a voucher. Cancellation or voucher requests must be made in writing. If a seminar cannot be held for reasons beyond the control of the sponsor (e.g., acts of God), the registrant will receive free admission to a rescheduled seminar or a full-value voucher, good for one year, for a future seminar. A $35.00 (CANADIAN) service charge applies to each returned cheque. A $15.00 fee ZLOO EH FKDUJHG IRU WKH LVVXDQFH RI D GXSOLFDWH FHUWLÂżFDWH )HHV DUH subject change without notice. The rate of exchange used will be the one prevailing at the time of the transaction.

PROFESSIONAL DEVELOPMENT AND EDUCATION

Professional development in food and nutrition in long-term care By Dale Mayerson and Karen Thompson rofessional development is a process for increasing capabilities and improving confidence. This may focus on enhancing knowledge and competencies, or more generally on improving effectiveness. Continuing competence is an expectation for registered health professionals (Regulated Health Professions Act, 1991 (RHPA)) such as Registered Dietitians, and should be encouraged and supported for other healthcare professionals working in Food and Nutrition services in LTC, such as Nutrition Managers. Both Cooks and Food Service Workers in LTC require mandatory education in order to be hired, and they also benefit from continuing to learn and keeping up with changes and trends in food services and in LTC. All levels of staff should promote an attitude of client-centred care, a commitment to continuing education and a desire to enhance personal knowledge, skills and judgement. This will benefit the individuals, the organization and the residents. Professional development can be accomplished through access to education and training opportunities in and outside the workplace. The education may lead to enhanced credentials or certification, or may address specific areas of knowledge or skills. It may come from developing a relationship with a mentor or by simply watching or learning from others performing their work. Professional development is not limited to these more traditional choices and may include other options e.g. networking via social media or creating or contributing to a blog or website. For dietitians, regardless of where they work, there is a philosophy of lifelong learning. Recent developments and research continue to amass new and changing information that dietitians are expected to understand. These are only a few examples:

• GMO foods – genetically modified organisms/foods • Gut microbiome • FODMAPs – fermentable oligo-, di-, mono-saccharides and polyols • Vegan, whole food and plant based eating • Nutrigenomics • Ketogenic diet • Alcohol • Vitamin D • Coconut oil Specifically in LTC, dietitians and others in food services are becoming proficient in the International Dysphagia Diet Standardisation Initiative; this includes the newly defined food textures and fluid consistencies that will be put into place across the globe in 2019/2020 (See www.IDDSI.org for more information.) Other research, taking place in Canada, is changing how LTC residents are provided with food and meal service, with special emphasis on residents with cognitive impairments that face challenges in eating an adequate healthy diet.

PROFESSIONAL SKILL DEVELOPMENT Professional organizations are a reliable resource for education, conferences and workshops on current, relevant topics and issues for professional development. For food service professionals in LTC in Ontario, these include: • College of Dietitians of Ontario (www.collegeofdietitians.org) • Dietitians of Canada (www.dietitians.ca) • Canadian Society of Nutrition Management (http://csnm.in1touch.org/) • Ontario Society of Nutrition Management (www.osnm.org) • AdvantAge Ontario (http://advantageontario.ca/) • Ontario Long Term Care Homes Association (www.oltca.com) • Local Public Health Departments (e.g. www.toronto.ca/food-safety)

• Restaurants Canada (formerly CRFA) (www.restaurantscanada.org) Keeping up with healthcare developments on a consistent basis can be challenging, but the internet is an excellent source of free information. These are just a few examples that can be followed online or with apps. There are free short courses, through organizations such as: • Advancing In (www.advancingin.com) • Prime (www.primeinc.org) Free articles and videos at: • Medscape (www.medscape.com) and • Medical News Today (www.medicalnewstoday.com) • New England Journal of Medicine (www.nejm.org) monthly table of contents with free articles For food service professionals, there are healthcare related videos and articles through food companies. These are just a few examples: • Nestle (https://www.nestlenutritioninstitute.org/) • Becel (https://secure.becel.ca/en/ healthcareprofessionals/). • Abbott Nutrition Health Institute (https://abbottnutrition.com/continuing-education) There are many associations that have information relating to specific health conditions. The information is usually very reliable and credible and many sites have sections for healthcare professionals as well. Examples of these websites relevant to nutrition in LTC include: Diabetes Canada, Heart and Stroke Foundation of Canada, Osteoporosis Canada, Hypertension Canada, Alzheimer’s Society, Parkinson Canada and many more. Relevant food service and nutrition information may also be found through various websites for food commodities. Chicken Farmers of Canada, Pulse Canada, Egg Farmers of Canada, Dairy Farmers of Canada, Canadian Wheat Board and Beef Information Centre

are just some of the organizations that have available Canadian resources. A quick Google search will quickly identify many valuable sources.

PERSONAL AND INTERPERSONAL SKILLS Personal skills are an important part of success in the workplace and can be relevant in many roles. Personal development is part of professional development and is a lifelong process. It is a way for people to assess their skills and qualities, consider their aims in life and set goals in order to realize and maximize their potential. Planning to make relevant, positive and effective life choices and decisions for the future requires considerable self-reflection and enables personal empowerment Communication and interpersonal skills can include listening, speaking and writing, as well as analytics and research. There are many examples of problems and situations that occur in LTC homes due to poor communication and lack of teamwork. They are highlighted in the Ministry of Health and LTC annual Resident Quality Inspection reports that are available at http://publicreporting.ltchomes.net/ for every LTC home in Ontario.

CONCLUSION From an organizational perspective, professional development helps to build and maintain the morale of staff members and is thought to attract and retain higher quality staff to an organization. Those who work in LTC should strive to make a difference each day by pursuing knowledge to continually improve in their work. In today’s world, information is available and readily accessible through the internet, making it easy for organizations and/or individuals to develop stronger, more knowledgeable Food and NutriH tion Departments. ■

Dale Mayerson, B Sc, RD, CDE, and Karen Thompson, B A Sc, RD are Registered Dietitians with extensive experience in Long-term care. They are co-authors of “Menu Planning in Long Term Care and Retirement Homes: A Comprehensive Guide” and have participated for many years on the Ontario Long Term Care Action Group, an advocacy group of Dietitians in Canada. 48 HOSPITAL NEWS JANUARY 2019