Respecting Resident Rights - California

Respecting Resident Rights - California 

This purpose of this course is to familiarize the learner with three components of providing person centered care: 1) respecting resident rights, 2) promoting dignity, and 3) encouraging independence. Each of these components is discussed in detail and examples are provided to help the learner apply these concepts with residents. The course engages learners in learning how to recognize person centered care and the generational differences that may be affect how one responds to and interacts with others.

$20.00

Hours: 2.00
REL-PAC-0-RRR-C

Certificates

Certificates provided by accrediting body (2 Match)

California Department of Social Services Adult Residential Facilities

2.0 HOURS


Relias, LLC is approved by the California Department of Social Services as a Continuing Education Program Vendor to provide Continuing Education training courses to administrators of Adult Residential Facilities.

Vendor/Provider # : 2000224-735-2
Approval # 224-0243-32623

This activity is approved by the California Department of Social Services for 2.00 contact hours.

California Department of Public Health (CNA)

2.0 HOURS


Relias, LLC is an approved provider of continuing education by the California Department of Public Health, Provider # NAC7001.

The certificate must be retained by the licensee for a period of four (4) years after the course is completed.

This learning activity meets the definition of *** ONLINE *** CEUs. This activity is approved for 2.00 contact hours.

Course Details

Course Code: REL-PAC-0-RRR-C
Hours: 2
Type: Online Course
Content Expiration Date: 12/31/2020
Learning Objectives:
Recognize the importance of resident-centered care.
Name the purpose of each of the components: respect, dignity, and independence.
Identify ways to respect a resident’s confidentiality rights.
Explain the component of residents’ right to privacy.
Recognize ways to enhance a resident’s dignity and self-esteem.
List ways to encourage a resident’s independence.
Identify generational differences that may influence how one interacts with a resident.

Outline:
Hour One I. Introduction a. Defining the principle of Person-Centered Care II. Respecting Resident Rights a. How are “resident rights” defined? b. Basic Rights: i. Reside in a safe and decent living environment, free from abuse, neglect and restraint ii. Be treated with considerations and respect and with due recognition of personal dignity, individuality, and the need for privacy c. Privacy and confidentiality laws and regulations i. Privacy in correspondence ii. Communications iii. Visitations iv. Financial and Personal Affairs v. Hygiene vi. Health-related Services vii. The right to have privacy when making/receiving telephone calls or having visitors viii. Exercise civil liberties, including the right to independent personal decisions, including the right to vote ix. Access to adequate and appropriate health care consistent with established and recognized standards within the community x. Freedom to participate in and benefit from religious activities xi. Present grievances and recommend changes in policies, procedures, and services provided to them d. Learning Engagement Activity: Observe/consider/compare -watch a video of a person having rights supported and not supported. Questions (multiple choice) after video. Link to CMS Resident Rights and Protections. https://downloads.cms.gov/medicare/Your_Resident_Rights_and_Protecti ons_section.pdf III. Person Centered Care i. CEAL defines Person Centered Care: 1. A comprehensive and on-going process of transforming an entity’s culture and operation into a nurturing, empowering one that promotes purpose and meaning and supports well- being for individuals in a relationship-based, home environment ii. Task Oriented vs. Person Centered Care iii. Affects the quality of life and quality of care iv. A culture of mutual respect honors and recognizes the unique of the community v. This understanding permeates all behaviors and serves to rebalance the environment form one that is task-oriented to one that is individualized and person-oriented vi. Includes: 1. How the management of the community treats, trains and empowers the staff b. Who decides what a meaningful life is? i. Definition of “meaningful life” ii. Not simply a task relegated to someone hired for activities iii. Not the same for everyone c. Learning Engagement Activity: Video interview of resident and staff giving examples of the impact of person centered care. d. Learning Engagement Activity: Questions (Multiple choice) Hour Two IV. Promoting Dignity a. Residents have the right to be treated with consideration, respect and full recognition of dignity and individuality b. Residents in care settings are adults i. Our choice of words and tone of voice should be age-appropriate ii. Activities must also be appropriate to an adult population c. Examples in which human dignity is respected i. Move into the resident’s field of vision when speaking and show patience to listen. ii. If the resident has problems answering questions, simplify the question to simple yes-no questions or list the choices to allow the resident to make his/her own choices. iii. Call residents by “Mr.” or “Mrs./Ms.”, ask permission to call them by first name. iv. Help residents stay clean and properly dressed v. Allow the resident to participate in own hygiene care as much as possible. vi. Take time to stop and listen to resident’s stories and conversations. Respect the resident’s knowledge by discussing news or other topics. vii. Explain each step you are going to take when transferring or caring for the resident. viii. Never talk about a resident to another person as if the resident cannot hear you. ix. Learning Engagement Activity: Questions (multiple choice) V. Encouraging Independence a. Overview i. Encourage resident to remain independent ii. Independence affects dignity and self-esteem. Loss of autonomy can cause low self-esteem. iii. Sense of personal worth and ability is fundamental to a person’s identity. iv. A resident who feels powerless or unable to act independently may have feelings of hopelessness and helplessness which may contribute to depression. v. Consider and encourage choices that are available. vi. Examine physical environment to be sure that its helpful for resident in participate in a full life. vii. Staff should be trained and reminded to work with resident preferences. viii. Knowing resident preferences allows staff to develop individualized routines and schedules for that resident. ix. Staff often dictate schedules for their convenience; need to encourage staff to listen, respond, and respect resident choices. x. Learning Engagement Activity: Video: interview of administrative staff encouraging independence of residents. b. Control i. Need to feel in control does not diminish with age, and is important to everyone irrespective of age or generation. VI. Resident Generational Differences a. The generation in which a person is raised directly influences expectations of care i. GI Generation 1. Born 1901-1926 ii. Mature/Silent Generation 1. Born 1927-1945 iii. Baby Boomer Generation 1. Born 1946-1964 VII. Staff Generational Difference a. Staff providing care to residents come from the youngest of the three living generations. 1. Significant to how they communicate 2. Their work ethic/expectations ii. Younger Baby Boomer Generation 1. Born 1946-1964 iii. Generation X 1. Born 1965 -1980 iv. Generation Y 1. Born 1981-2000 v. Learning Engagement Activity: Questions (matching) b. Know your resident i. A person-centered care approach likely begins with a social history of the resident so the staff can better direct the resident’s plan of care c. Know your history i. Where and when a person was raised will tell a staff member quite a lot about how that resident will age ii. At the resident’s pace and on the resident’s schedule d. Use it or lose it i. Helping a resident maintain as much physical function as possible provides them with more independence ii. Physical function is diminished if muscle tone breaks down iii. Person centered care encourages residents to do as much as possible for themselves to retain maximum physical function – an important feature of well-being and self-esteem iv. A staff member who is aware of the emotional benefits of having purpose in daily life will use their knowledge about a resident’s life story, interests, talents and capabilities to find ways to encourage each resident to share their interests and talents with people both inside and outside of the assisted living community VIII. Conclusion and Summary a. Person centered care environment i. Engages residents in meaningful activities and programs ii. Provides superior attention from an engaged and caring staff iii. Incorporates the same care practices to all residents, regardless of their condition or ability to clearly communicate iv. Results in respecting resident’s rights, promoting dignity and encouraging independence. IX. Final Exam (posttest)

Instructor: Holly Carlson, MS, RN, CCRN
Holly Carlson, MS, RN, CCRN, was a subject matter expert for Relias. She has 25 years of healthcare experience in both acute and post-acute healthcare environments. Her experience includes leadership and management across the healthcare spectrum. She has owned and operated an assisted living business. Carlson's clinical practice includes acute care, long-term acute care, home health and hospice. Carlson has served for over a decade in various board positions for State Nursing Associations, including president. She has been a nurse planner for multiple continuing education events and has experience as a leader in the design and implementation of an ANCC-CNE accredited approver unit for a multi-state nursing consortium. Carlson is certified as Critical Care Registered Nurse.    Disclosure: Holly Carlson, MS, RN, CCRN has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.
Instructor: Cynthia McDaniel, MSN, RN
Cynthia McDaniel MSN RN, is a nurse and administrative consultant in long term care. She is the CEO of ElderWise Inc, a senior living consulting and education group. Cynthia has worked as a nurse consultant for the States of Oregon and Washington,  a geriatric care manager, a regional director of clinical operations for a senior living company, and an assistant professor at Oregon Health & Science University School of Nursing. Her research in assisted living focused on the characteristics of residents in assisted living communities and the role of the nurse in assisted living. Cynthia holds a Master's of Science in Nursing from Gonzaga University in nursing education. She is a Fellow of the Sigma Theta Tau/John A. Hartford Foundation Geriatric Nursing Leadership Academy.  Disclosure: Cynthia McDaniel, MSN, RN has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.
Relias will be transparent in disclosing if any commercial support, sponsorship or co-providership is present prior to the learner completing the course.
Course Delivery Method and Format
Asynchronous/Online Distance Learning; please see certificate details for specifics on delivery format.
Relias has a grievance policy in place to facilitate reports of dissatisfaction. Relias will make every effort to resolve each grievance in a mutually satisfactory manner. In order to report a complaint or grievance please contact Relias.
If you require special accommodations to complete this module, please contact Relias Support by completing the web form (https://www.relias.com/help) or by using the chat functionality.
All courses offered by Relias, LLC are developed from a foundation of diversity, inclusiveness, and a multicultural perspective. Knowledge, values and awareness related to cultural competency are infused throughout the course content.
Reference herein to any specific commercial product, process, or service by trade name, trademark, service mark, manufacturer or otherwise does not constitute or imply any endorsement, recommendation, or favoring of, or affiliation with, Relias, LLC.
All characteristics and organizations referenced in the following training are fictional. Any resemblance to any actual organizations or persons living or dead, is purely coincidental.
To earn continuing education credit for this course you must achieve a passing score of 80% on the post-test and complete the course evaluation.
Accommodations
If you require special accommodations to complete this module, please contact Relias Customer Support here.