RA Assignment – Educator’s perspective

1. RA Assignment – Educator’s perspective Tracy Dignum, BSc(PT), MEd. Coordinator, Rehabilitation Assistant Diploma Program Capilano University tdignum@capilanou.ca

2. RAs in British Columbia All new grads coming from accredited programs from Capilano, Okanagan and VCC = insures that National standards being met Competition for program admission resulting in high caliber of student and grads Not regulated and no title protection Insurance options and limitations

3. RA role in British Columbia • More creative applications of RAs in service delivery models • New graduates tend to begin in acute care facilities to gain experience • Experienced RAs often seek the challenge of community contexts • RA job satisfaction survey indicated that “opportunities for growth” are key

4. Potential strategies to enhance, assess and track RA competencies • Skill refresher sessions • Shadowing • Vitual and hard copy skills inventories • Intervention plan templates • Transfer of function documentation templates

5. Supervision of RAs: • A supervision plan should be developed prior to task assignment • Outlines supervision method and frequency • Re-evaluate at regular intervals for effectiveness

6. Supervision of RAs: • To decide supervision model, consider: • Complexity of service component / task • Needs of client population • Environment • Competencies of RA

7. Supervision of RAs: • Must be ongoing • Regular contact with supervising OT/PT

8. Supervision of RAs: • Involve a combination of methods including: • Observation of interventions or interactions • Record reviews • Informal or formal meetings • Input may be obtained from other health professionals • Face to face contact at regular intervals

9. Supervision of RAs: • Supervision of RAs: • Mechanisms to access the supervising OT/PT must be identified, particularly for emergency situations • Completion of assigned tasks must be regularly monitored and evaluated by the OT/PT as outlined in the supervision plan