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Jaklina Michael, Vivienne McDonald, Rajna Ogrin, Julie Fraser, Thana Roysmith and Kira Harvey
National Dementia ConferenceNovotel Brisbane21-22 March 2016
1. Diversicare/RDNS collaboration
2. Diversity education resources
3. Evaluation method
4. Results of the evaluation
1. Diversicare/RDNS collaboration
2. Diversity education resources
3. Evaluation method
4. Results of the evaluation
} Collaboration agreement
} Project governance: project brief, project plan with timeframes/milestones and set up of project management group TOR
} Literature review } Ethics approval
} Education sub-committee: diversity education resources developed, tested, reviewed & delivered
} Evaluation : data collection, analysis and interpretation
} Develop and deliver diversity education resources to aged care workers from 3 aged care services in Queensland and Victoria
} Evaluate the perceptions of aged care workers receiving the diversity education on:
� Their understanding of the Diversity Conceptual Model, and
� The application of new diversity knowledge and skills into practice.
1. Diversicare/RDNS collaboration
2. Diversity education resources
3. Evaluation method
4. Results of the evaluation
} Educators from 2 aged care organisations refined existing diversity training package into electronic diversity education resources ‘Working with diversity in health and aged care’.
} Theories underpinning the diversity education resources include:
◦ Campinha-Bacote’s Theory – The process of Cultural Competence in the Delivery of Healthcare Services
◦ Knowledge and graded teaching & learning theory
◦ Knowles Adult learning theory & principles
◦ Diversity Conceptual Model
A range of teaching and Learning methodologies were used:
} direct instruction
} inquiry-based learning
} co-operative learning
} activity based using Individual, pair and group work
} repetition and reinforcement
} real life client narratives
} sharing of experiences and stories by participants
The education was developed to be delivered in 2 levels.
◦ Level one (introduction level) delivered over 45 minutes introduces new diversity concepts, the Diversity Conceptual Model and some organisation structures to support equity
◦ Level two (advanced level) delivered over 90 minutes using the constructs of Campinha-Bacote’s cultural competence theory for participants to identify ways for engaging with consumers and to assess diversity and possible disadvantage within all areas of health and wellbeing as illustrated from a client narrative
1. Diversicare/RDNS collaboration
2. Diversity education resources
3. Evaluation method
4. Results of the evaluation
1. Diversicare/RDNS collaboration
2. Diversity education resources
3. Evaluation method
4. Results of the evaluation
} Thematic Analysis (Thematic Networks by Attride-Stirling (2001)
} Interviews digitally recorded & transcribed professionally
} Researchers identified themes individually and collectively.
Changed their thoughts about diversity - broader concept than country of origin or/and language spoken at home
“I’m surprised you know. Diversity...cover so many areas. Not just different language but you know like lesbian people [and] disability. ..”
Increased awareness “ I am more aware of it now. Even though it’s something
that you do without thinking sometimes, I ‘m thinking more about it. …”
“ I am walking into a new residence looking for cues, already got that radar going for anything that maybe relate to the characteristics, that maybe you should address, or leave alone…..”
Observation“I think one particular one which I did but I wasn't aware of is things like going into someone's house and seeing their photos and getting a sense of who they are through the photos before we actually go any further. So that's one thing that I didn't do as much whereas now I'm kind of using that and …”
Listened more “I [more] listen to - and also their environment or - so more sensitive, more listening to whatever is there, in every sense in front of me, rather than just concentrate on...the regular thing...”
Letting go – not feeling responsible by choices clients make
“You can let it go a bit..... Sometimes you'll go in there and you'll think why are they living like this? How can I help? Sometimes you can't help. That's how they want to live, so you have to work around how they want to live”
Using conversation to elicit more information instead of just using checklists
“You have the general conversation and well you know which questions you have to focus on but do it in a conversation type of way...so you can build a rapport”
Easier – helping clients without imposing own values“…So sometimes we have to go in there for medications or hygiene and the client isn't complying to it. It's just there's something not right and we can't do - and they're focusing on something else, so sometimes you have to actually go with that focus, what they're focusing on, so that you can resolve that and then get back to what you actually need to do”
Overwhelmed – need to consider many aspects of client and their environment
“….[Diversity model], really big, really really big so many characteristics, so many”
‘Going the extra mile’“... I remember once a lady, she was almost dying, she had cancer..... She was from Lithuania and knowing what I learned here [diversity training] I looked for music from Lithuania. So even though she was almost the last days I gather some music and I - we listened to that and she was so happy..”
‘Diversity means you provide service for everyone without judging“I mean diversity cover that so if you've got that client you still are provide a service for them. You couldn't say no, I'm female, I'm not going to shower for a male. I'm not going to do that for the lesbian or gay whatsoever. Diversity mean you provide service for every people. You don't judge people for the outside, where they come from, their male or female or whatsoever...”
“..each group did a different case study and so then it was interesting to listen to the other groups and what they had identified in their case-study”
“I think sharing work was good”
“ Anybody who works out there in the community should consider doing the diversity education”
} Small sample – 11participants
} Language Barrier- for some, as English was not first language, communication could have been an issue in articulating complex themes.
Jaklina Michael, Vivienne McDonald, Rajna Ogrin, Julie Fraser, Thana Roysmith and Kira Harvey
National Dementia ConferenceNovotel Brisbane21-22 March 2016
