Background/Objectives
In recent years, the number of available dementia education programs geared towards staff has grown considerably. While employers have a legal responsibility to assure that they are equipping care providers with appropriate education to ensure their safety and promote quality patient/resident care, it has become increasingly difficult to select reputable programs that will impart effective knowledge to practice across a variety of settings. The objective of the Behavioural Education and Training Support Inventory (BETSI) is to strengthen the capacity of planners and leaders to choose best practice education programs to enhance knowledge and skill amongst their staff.
Methods
The original BETSI was created in 2012 by Behavioural Supports Ontario in collaboration with behavioural education experts. In July 2017, a working group sought to update the BETSI due to the aforementioned growth in the number of available programs and the need to remove programs no longer offered. In the updated version, we also sought to include programs building capacity in caring for individuals with other complex mental health conditions alongside dementia, including delirium, depression and substance use. The BETSI was updated in consultation with approximately 100 previous BETSI users who responded to a survey which informed the creation of a new BETSI application form. Applications received (n=35) were evaluated by the BETSI Working Group based on a set of evaluation criteria. Those meeting the set criteria are included in the BETSI’s list of recommended clinical training programs. Other recommended programs not meeting all criteria are listed in ‘Additional Curricula’.
Results
The updated BETSI was released in March 2019. It includes methods by which organizations can assess their education needs; considerations for multiple types of capacity building; a core competency matrix which outlines each program’s target population and core competencies; and a program inventory. The program inventory is separated by core clinical training programs and other additional curricula to consider. Each program is described, including information such as the goals and objectives of each program; target learner; method of delivery; length of training; curriculum update cycle; program evaluation details; methods by which the program elicits practice change; quality assurance for trainer(s); cost; and contact details. Following the release of the paper-version of the document, the BETSI Working Group is also actively creating an electronic database and associated algorithms to further enhance the decision-making process for staff education about dementia and other complex conditions.
Conclusion
Those attending the poster viewing/presentation will be provided with an overview of the robust process undertaken to update the tool along with a variety of examples of how the BETSI may facilitate decision-making pertaining to staff education about dementia and other complex conditions across sectors including long term care, community and hospital. Attendees will also be provided with multiple methods upon which the BETSI can be accessed and provide opportunity to engage in conversation regarding further enhancements to the BETSI. This poster/presentation will also serve as an excellent opportunity to disseminate the new BETSI to previous users across the country.