Embed Size (px)
Citation preview
Recognizing Formal & Informal Education:
Strengthening and Engaging Health Managers in First Nations Communities
Emily Lecompte (FNHMA) & Jim Pealow (AMCES)
The 1st Annual FNHMA Conference & Tradeshow (Winnipeg, Manitoba)
November 22nd – 24th, 2011
The FNHMA is:
• The national, professional association that serves the needs of individuals working for or aspiring to health manager positions with aboriginal organizations.
• Committed to excellence in expanding health management capacity for aboriginal organizations.
• Responsible for providing training, certification, and professional development opportunities in health management.
• The FNHMA promotes and contributes to the advancement of aboriginal health management and provides opportunities to share knowledge.
Health managers have recognized & voiced the need to be provided with:
different sustainable types of support systems;
the ability to share best practices and resources;
the opportunity to participate in activities; and
access to training and professional development.
How the FNHMA is supporting
Canada’s health managers
Standards and Tools Developed by FNHMA:
• FNHM Competency Standards
• FNHM Competency Self-Assessment Guide
• Ethical Standards
• Academic & Professional Institution Environmental Scan
• Certification Standards
• Information Guide for the Prior Learning Assessment and Recognition (PLAR)
• PLAR Program Portfolio Assessment & Supporting Evidence Grid
• Information Guide to the FNHMA
• FNHMA Website – Knowledge Circle
Current Activities of FNHMA:
• Curriculum Development (Aboriginal Health Manager Program), AHM 1 - Health Issues and Systems course in progress
• Newsletter Development
• MOU and Partnership Agreement development
• FNHMA 1st National Conference (Winnipeg, Manitoba: Nov 22 – 24th, 2011)
• Expanding the Knowledge Circle content
• Growing membership
Professional Standards
• Competency Standards
o Knowledge, Skills & Attitude
o Functional
o Enabling
• Ethical Standards
o Code of Conduct
o Standards of Ethical Conduct
o Administration
• Certification Standards
o Pathways and Entrance Requirements
o Regular Path & Prior Learning Assessment & Recognition (PLAR) Path
o Professional Program (Educational Course Requirements, Practical Work Experience Requirements and Professional Examination)
o Maintenance of Certification - completion of ongoing professional development
FNHMA members benefit from:
FNHMA Competency Standards
The 10 core competency domains:
1. Leadership and Governance
2. Professionalism
3. Advocacy, Partnerships and Relationships
4. Human Resources Management
5. Financial Management and Accountability
6. Health Services Delivery
7. Quality Improvement and Assurance
8. Planning
9. Communication
10. Cultural Awareness
The professional Certified Aboriginal Health Manager (CAHM) designation:
• The FNHMA offers a certification program leading to the CAHM designation.
• Health managers from across Canada can take advantage of the professional program leading to certification and the CAHM professional designation.
• CAHMs can access ongoing professional development to increase their knowledge and achieve their peak professional growth.
What is a Certified Aboriginal Health Manager (CAHM)?
• A highly-skilled professional, committed to personal career development, standards of ethical conduct and aboriginal health management.
• An expert in health management for Aboriginal organizations
• Valued for their understanding of health management and services:
Is a source & interpreter on health issues & health management matters
They help improve the decision-making process.
Two ways to become a CAHM:
1. Prior Learning & Assessment Recognition (PLAR) Path to Certification Working as a First Nation Health Manager for more than seven years and have
supervisory experience complete the competency self-evaluation tool.
Achieved 80% of the CAHM Competencies in the Self-Assessment.
Involves the completion of a portfolio that is outlined in the PLAR policy.
2. Regular Path to Certification
Has less than seven years of experience working as a First Nations Health Manager.
Involves taking or earning exemptions for courses in the Aboriginal Health Manager’s (AHM) Program, meeting the working experience requirements and successfully passing the professional examination.
How you can become a Certified Aboriginal Health Manager (CAHM)
Becoming a CAHM can be achieved through two different paths:
1. Regular path to certification:
2. Prior Learning Assessment & Recognition (PLAR) path to certification:
Become a candidate member
Enroll and successfully complete the AHM
Program (five courses)
Successfully complete the Professional Examination
Meet the Practical Work Experience
Requirements
Meet Sponsorship
Requirements and agree to
ethical requirement
Admission to Professional Membership
Become a candidate member
Have more than seven years related
aboriginal health management
experience
Complete the Competency Self-
Assessment and, if ready, complete the
PLAR Portfolio
Obtain approval of your PLAR Portfolio
Meet Sponsorship
Requirements and agree to
ethical requirement
Admission to Professional Membership
How you can become a Certified Aboriginal Health Manager (CAHM)
How do we become members of the FNHMA today?
Become a member of the FNHMA today!
Membership Requirements
To be admitted as a candidate member of FNHMA you must:
a) Be working in health management or have completed several courses that relate to the competency standards;
b) Fill required fields on the membership form; and
c) Pay the required annual membership dues.
LET’S TALK & SHARE What pieces of information helped influence your health
management practices in a positive way?
What support systems have been helpfull & influencial in how you meet the needs of the community?
What do you know and do now that you wish you knew & did when you first started your career in health management?
Prior Learning Assessment & Recognition (PLAR)
What is PLAR? History
• A small amount of adult learning is recognized in society even though most learning, skills, attitudes and experiences come in forms not captured easily by a education transcript, where it is more difficult to identify, assess and recognize these assets.
• Little is known about the nature of informal learning and its relationship to formal learning.
• PLAR is one successful tool that helps increase recognition of informal learning
• Much of the evidence of PLAR’s efficacy is based on anecdotal accounts of the experiences of individuals and specific projects.
• Prior Learning Assessment and Recognition (PLAR) is the formal evaluation and credit-granting process that individuals may obtain for prior learning.
• Individuals may have their knowledge and skills evaluated against the First Nations Health Manager’s Association’s Competency Standards
• Prior learning includes experience, professional development, education & skills that individuals have been acquired formally and/or informally.
• Candidates with 7+ years of practical health services management experience gained in an aboriginal environment may take the PLAR path to certification.
• PLAR path requires the completion of a professional portfolio
PLAR: the FNHMA Context
Where to start?
Steps to follow:
1. Become a Candidate Member of the FNHMA;
2. Complete the Competency Self Assessment to verify your readiness for PLAR;
3. Review requirements for the PLAR Program;
4. Complete the Evidence Grid and input proof of 7+ years of practical health management experience gained in an aboriginal environment;
5. Develop your personal PLAR Portfolio based on the information recommended in the PLAR Portfolio Development Guide;
6. Submit your PLAR Portfolio and all required documents.
NB: There is no guarantee that your portfolio will be approved, additional development may be required;
FNHMA Competency Self-Assessment Tool
Objectives of the FNHMA Competency Self-Assessment tool:
• To provide an opportunity to assess one’s current knowledge and skills;
• To determine one’s professional development needs; and
• To measure progress towards becoming a culturally competent and professional aboriginal health manager.
FNHMA Competency Self-Assessment Tool
RATING SYSTEM:
Excellent: You are performing in this area at a consistently superior level. This is one of your major strengths.
Satisfactory: Your performance is effective and occasionally you perform at a superior level.
Needs Improvement: You sometimes perform well and on occasion fall below the standards expected. You require some development and change in order to improve performance to a consistent effective level.
Unacceptable: You require substantial development and change for this item in order to function effectively.
Unable to Rate: You have not engaged in this activity.
FNHMA Competency Self-Assessment Tool Example
E = Excellent S = Satisfactory NI = Needs Improvement U = Unacceptable UR = Unable to Rate
E S NI U UR
Domain 8: Planning
8.1 Strategic and operational planning:
8.1.1. Knowledge and abilities in strategic and operational planning.
√
i. Develops processes for long and shorter term organizational and community
health planning. √
ii. Incorporates and integrates key components of strategic planning such as
vision and mission statement development, SWOT analysis, issue
identification, strategy development, implementation and innovation. √
iii. Facilitates strategic, operational and program planning with staff. √
iv. Links individual workplans and staff performance to strategic plans. √
v. Involves staff and relevant community members in strategic planning process. √
vi. Develops and implements strategic and operational plans. √
vii. Communicates the plan and its progress to relevant stakeholders, including
the community. √
Domain E S NI U UR
Domain 1: Leadership & Governance
Domain 2: Professionalism
Domain 3: Advocacy, Partnerships & Relationships
Domain 4: Human Resource Management
Domain 5: Financial Management & Accountability
Domain 6: Health Service Delivery
Domain 7: Quality Improvement & Assurance
Domain 8: Planning
Domain 9: Communication
Domain 10: Cultural Awareness
TOTAL
Your Score Card:
FNHMA Competency Self-Assessment Tool Example
My Competency Development Action Plan (CDAP).
Indicators Requiring
Improvement
What needs to occur? When does
this occur?
What resources
are required?
How will I measure
success?
I will hold myself accountable by: ______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
I am committed to making this plan work
______________________ _____________________
Signature Date
FNHMA Competency Self-Assessment Tool Example
TIPS ON COMPLETING THE FNHMA COMPETENCY SELF-ASSESSMENT TOOL
Getting ready for PLAR:
Think SMART: Specific, Measurable, Agreed, Realistic, Time-Bound
Choose a time and place where you can think and write without interruption
Think critically about your experiences and contributions to projects, reports, etc… that support your claim for competence
Give yourself enough time to collect all necessary documents and information from external sources
Write a list of names and contact details for mentors, trainers, supervisors and helpers for activities in which you have participated that can help support your claim.
This will be helpful when you are collecting specific information (dates, projects titles, reports, transcripts, job descriptions, etc...)
Planning & Building Your PLAR Portfolio: Getting the right information & documentation
What is a Portfolio?
• A portfolio is a record of your learning from educational, work and personal experience. It allows you to integrate college & university education along with work-based learning and demonstrates how one supports the other.
• It is developed by you to support your claim of competence and credit toward being accepted as a certified member.
• It’s a mechanism through which to highlight your credentials, recognitions & achievements. The art of assembling a portfolio gives you a better sense of direction and accomplishment through personal reflection.
• Simply put, it’s a carrying case that creatively showcases your skills, experience, contributions, ideas, and involvement in and outside the community
Some items your portfolio should contain:
a) A letter of introduction
b) A resume that demonstrates the seven years work experience requirement
c) A completed evidence grid for each of the competencies for which you are seeking advanced standing
d) Related education and work experience to prove the competencies for which you are applying
What should my PLAR portfolio contain?
What types of evidence should my PLAR portfolio contain?
KNOWLEDGE EVIDENCE PERFORMANCE EVIDENCE PRIOR LEARNING
EVIDENCE
- tests, reports, documents - designs - products - projects or assignments - testimonials from:
Employers, supervisors, teachers or mentors
- observations in the workplace - workplace examples - simulations - skill tests - job description - performance appraisal - testimonials
- certificates, diplomas - transcripts - course outlines and descriptions related to health services management - Workshop and conference outlines or descriptions
Evidence can be gathered from any or all of the following sources:
• Scan of post-secondary and professional institutions: completed in Spring 2011
• Objectives of the scan were to determine the following:
1) The courses and programs offered from post-secondary and professional institutions that support the CAHM competencies;
2) The mix and distribution of courses based on educational or professional development attainment outcomes (certificate, diploma, citation, degree, masters, doctorate); and
3) The delivery models for courses related to the CAHM competencies from education suppliers across provincial and territorial jurisdictions.
4) Which courses and programs in Aboriginal health management are available to serve as a source to support the AHM Program;
5) Should Aboriginal curriculum specific to the CAHM competencies be available through certain academic or professional institutions, the objective is to:
Determine partnership arrangements to support the delivery the AHM Program.
Build on the curriculum of existing courses and programs (if available & appropriate) to develop the courses required in the AHM Program.
Environmental Scan of post-secondary & professional institutions
Finding highlights:
Course curriculum & content:
Areas judged as important by First Nations health managers are not covered in their entirety in curriculums currently taught in academic or professional institutions
There is no single program offered at any of the institutions across Canada that cover all of the CAHM Competencies.
Few courses offered by institutions cover sufficient areas of information required to complete the AHM Program.
Minimal Aboriginal health course content
Many courses are taught from an outsiders perspective about how exchanges are conducted in the health context
o Courses on Cultural Awareness: Context is not health related and the course content is not always developed or provided by someone who is Aboriginal or from an Aboriginal community.
Environmental Scan of post-secondary & professional institutions
Finding highlights:
Course availability:
o Dependent on location, academic year, session and number of interested and enrolled students, program bias, and finding a professor to teach
o Out of all universities, none offers a course on Professionalism
Course Access:
o Access to courses can be difficult for those who do not live in proximity to the institutions where it is offered
o Not all courses are offered online, by correspondence or distance education
Course selection:
o As one moves from West to East (From B.C. to Maritimes), course access and selection become more limited and there are fewer options to take courses at the certain institutions
Environmental Scan of post-secondary & professional institutions
Example:
• AHM 1 – Health Issues and Systems, key areas that would not be necessarily covered by other institutions include an adequate and satisfactory portrayal of Aboriginal history as it relates to health and well-being from Aboriginal perspectives as well as the current arrangements between reserves and governments in the delivery of health care to First Nations peoples.
• AHM2 – Leadership and Strategy, while many institutions offer a variant of a leadership course, few courses offer information on how to best utilize these skills with an understanding of the sensitive political structures and important Aboriginal issues in First Nation communities.
Environmental Scan of post-secondary & professional institutions
Example:
• AHM3 and AHM4, Health Management Services I & II, many course offerings cover information from the business and financial management perspectives. However, the health context within the management of health services is absent from most courses currently available.
• AHM5- Professionalism, Ethics and Cultural Awareness, few courses are currently offered on professionalism. Furthermore, the themes of professionalism, ethics and cultural awareness that some courses touch upon do not necessarily reflect Aboriginal perspectives.
Environmental Scan of post-secondary & professional institutions
Sample List of Aboriginal Health Courses Offered by Canadian Colleges
Province Institution name Course British Columbia Camosun College IST 114 - Indigenous Studies Health 1
IST 115 - Indigenous Studies Health 2 HLTH 111 - Indigenous Community Health
Justice Institute of BC ABLD 111 - Individual and Community Wellness in Aboriginal Contexts
Nicola Valley Institute of Technology
ACHD 120 - Developing Community Health Leadership ACHD 123 - Traditional Health and Wellness Practices ACHD 223 - Current Issues in Health ACHD 227 - Contemporary Health & Medical Practices ACHD 231 - Health Administration and Program Development
Okanagan College ANTH 227- Culture, Health and Illness
College of the Rockies ANTH 105 - Introduction to Aboriginal Community Health & Wellness
Vancouver Community College
OPTA 1102 - Health Care Concepts
Ontario Georgian College of Applied Arts & Technology
NATV2000 Aboriginal People/ Politics and Health Care
St. Clair College of Applied Arts & Technology
NST102 Traditional Indian Health Practice NST202 Native Community Health Issues
Sample List of Aboriginal Health Courses Offered by Canadian Universities
Province Institution name Course British Columbia University of British
Columbia
Aboriginal Health and Community Administration Certificate Program Course 1: Communication and Leadership Course 2: Fundamentals of Administration Course 3: Policy and Research Course 4: Information Management Course 5: Aboriginal Health and Wellness
Saskatchewan University of Regina Professional Seminar on Aboriginal Perspectives on Health and Wellness INHS100 Indigenous Health Studies I INHS101 Indigenous Health Studies II INHS200 Traditional health Concepts INHS 210 Contemporary Issues in Indigenous health
Manitoba Brandon University 96:252 - Foundations of Indigenous Approaches to Healing and Wellness 96: 360 - Indigenous Health & Human Services 96: 351 - Health Inequalities and Determinants of Indigenous Health 96: 352- Indigenous People: Challenges & Barriers to Healing 96: 454 / 97: 454 - Native Health Issues
University of Manitoba 32.324 Native Medicine and Health 47.334 Providing Care in Culturally Diverse Society 32.300 Exploring Aboriginal Healing Ways 46.142 Medicines in Aboriginal Health
University of Winnipeg REL 3802 - Aboriginal Healers
Ontario Algoma University SWLF 3406 E Concepts of Wellness in First Nations’ Communities: An Historical Exploration SWLF 3407 E Concepts of Wellness in First Nations’ Communities: The Contemporary Context
Victoria College at the University of Toronto
ABS350Y1 - Aboriginal Health Systems JFP450H1 - First Nations Issues in Health and Healing (PHM450H)
Wilfred Laurier University ID450 Indigenous Health & Wellness
Nova Scotia Dalhousie University HESA 4000- Canadian Health Care Delivery System
HOW DO I ASSEMBLE THE EVIDENCE TO DEMONSTRATE COMPETENCE IN THE 10
DIFFERENT CORE DOMAINS?
Portfolio Self-Assessment Evidence Grid Example
Competency Evidence
1.4 Managing Change: 1.4.1. The ability to guide and manage change, consistent with the vision and values of the organization. i) Implements and sustains positive
change. ii) Leads staff through stressful or unusual
situations and maintains positive morale.
iii) Empowers staff to undertake their own problem-solving and organizational improvements.
Educational: Successful completed the U of M course, Working with Change 205. See Appendix one for the course description and transcript.
Professional Experience: I have put in place three new health programs and phased out one. Using managing change techniques disruptions were limited and an orderly transition occurred.
LET’S TALK & SHARE
Competence Evidence
1.3 Capacity building: 1.3.1. The ability to build capacity within the organization and the community.
i) Develops and maintains organizational performance standards. ii) Obtains constructive feedback from and provides feedback to the team. iii)Builds constructive and supportive networks and relationships. iv)Maintains awareness of new information related to job. v) Gathers & analyses client feedback to inform organizational development. vi)Shares knowledge, tools and expertise to contribute to capacity building. vii)Utilizes negotiation skills in health care delivery.
Knowledge Evidence: ____________ Performance Evidence: ___________ Prior Learning Evidence: __________
What evidence can we include to illustrate how a health manager or
director meets the competence of Capacity Building?
What type of knowledge evidence?
Performance evidence?
Evidence of prior learning?
WHEN SHOULD I START PLANNING & BUILDING MY PORTFOLIO?
• TODAY!
• Start sifting through your files, your office and your computer for documents to support your claim for competence
• You can include your participation at the 1st FNHMA Conference in Winnipeg in your PLAR portfolio!
Who assesses my portfolio?
• Assessors are experienced professionals with a sound awareness of the competency standards and training in the assessment of portfolios.
• The assessors follow a guide and evaluate each submission according to the national competency standards.
• Assessors will look for evidence that the candidate is competent in at least 80% of the FNHMA competencies
Portfolio Decisions
After your PLAR Portfolio is reviewed you may be faced with one of the following options:
a) Your name will be presented to the board for approval
b) You will be required to write the professional exam
c) You will be required to write the professional exam and complete specific courses
Remember...
• Before December 31st, 2016:
o Candidates who ‘s portfolio evidence is approved will be exempt from writing the Professional Examination.
• After December 31st, 2016:
o Successful PLAR Candidates will be required to write the Professional Examination.
And if do not qualify for PLAR or if it is suggested I take courses in the in the Aboriginal Health Manager Program,
when can I start taking them online?
• The Aboriginal Health Manager (AHM) Program:
AHM 1: Launch in 2012
Other courses will be available as funding permits
• The AHM Program courses (5):
AHM 1 - Health Issues and Systems
AHM 2 - Leadership and Strategy
AHM 3 - Health Management Services I
AHM 4 - Health Management Services II
AHM 5 - Professionalism, Ethics, and Cultural Awareness
AHM 1 - Health Issues and Systems
• History
• Policy
• Systems and Programs
• Determinants
• Epidemiology
• Health Human Resources
• Communities
• Health Governance
• Health Issues
• Future Directions
Lesson Topics:
AHM 2 - Leadership and Strategy
• Leadership
• Problem-Solving and Decision-Making
• Working with People
• Working with Change
• Strategy Formulation
• Strategy Implementation
• Strategy Evaluation
• Accountability
• Performance Management
• Policies and Structures
Lesson Topics:
AHM 3 - Health Management Services 1
• Understanding Community Needs
• Program and Services Development
• Program and Project Management
• Program and Services Evaluation
• Quality Improvement and Assurance
• Continuous Improvement
• Benchmarking and Best Practices
• Advocacy, Partnerships & Relationships
• General Communications
• Program Communications
Lesson Topics:
AHM 4 - Health Management Services 2
• Human Resource Management - People
• Human Resource Management - Practices
• Meeting Management
• Negotiations and Dispute Resolution
• Financial and Management Accounting
• Funding and Reporting
• Technology
• Information and Knowledge Management
• Risk and Continuity Management
• Legal Considerations
Lesson Topics:
AHM 5 - Professionalism, Ethics and Cultural Awareness
• Cultures and Communities
• Cultures and Health Care
• Professionalism
• Continuous Learning
• Ethical Considerations
• Self-Care
• Integration of Information & Knowledge Project
Lesson Topics:
Maintenance of Certification (MOC)
To maintain your CAHM designation, you need to:
Be a member in good standing with the FNHMA;
Meet the Maintenance of Certification (MOC) requirement.
• To ensure CAHMs are up-to-date on issues and practices in Aboriginal health management:
The MOC requirement requires all CAHMs to engage in 20 hours of continuing professional development which must be relevant to aboriginal health management each year.
The FNHMA?
Becoming a Member?
Paths to Certification?
The CAHM designation?
PLAR Policy and Process?
The Aboriginal Health Manager Program?
Maintenance of Certification (MOC)?
For more information about becoming a
Certified Aboriginal Health Manager
visit our website http://www.fnhma.ca
or contact:
Emily Lecompte Research & Education Project Coordinator 202-300 March Road
Ottawa, Ontario, K2K 2E2
(T) 613-599-6070
(F) 613-595-1155
Email: [email protected]
We hope you become a professional Certified Aboriginal Health Manager and help FNHMA
make a difference
