Presentation Presenter: Denise Forte (UK) CAME Project 6 th October 2011 Project training materials: Workbooks and Trainers’ Notes from the CA-ME project

Underlying principles and background Principles: A sense of identity and cultural affiliation is essential to any individual human being Person-centred care is the key to culturally competent care Individuals have fundamental human rights including respect for their cultural, religious and linguistic traditions (EU Charter Art. 22) Background: Ageing population and need to meet care needs of ethnically diverse older people Increasing ethnic diversity of care staff across EU Focus groups consulted in all partner countries to explore views and feelings of older people

Results of UK Focus Group What would be important to me if I had to live in a care home Family/ Friend Keeping Active Environment Food Religion Special Skills Attentive Care Language Personal Care My Death And Funeral

Aims and approach Aims The CA-ME Programme aims to improve the quality of care of older people from diverse communities It aims to equip students to work with older people in culturally sensitive and appropriate ways. We refer to this as ‘cultural competence’. It aims to encourage students to reflect on their own culture and how this may impact on their work. Approach Based on three cornerstones of learning: knowledge, skills and attitudes Awareness of one’s own cultural background and affiliation is central to developing cultural competence Applicable to a wide range of students: those in full-time vocational education and those studying while working in the care sector

Structure and delivery The CA-ME programme is based on 3 modules Core Curriculum: to be completed by all students Health and Care Module: for students of care/nursing Food and Nutrition Module: for students of catering and associated activities Delivery – two linked mechanisms Formal training with presentations by a trainer in classroom setting, group discussion and role play (Trainer’s Notes) Distance learning using a workbook (Workbook) Additional teaching/learning materials: Tool box Phrase lists DVD of care scenarios Food cards

Relationship of programme elements Core Curriculum Health and Care Module Tool box Food and Nutrition Module

Duration: guideline time allocation Self study using workbooks Core curriculum: 40 hours + 4 hours tutorial Health and Care: 50 hours + 6 hours tutorial Food and Nutrition: hours + 10 hours independent study and variable number of hours for practical food preparation Taught module using Trainers’ Notes Core Curriculum: 27 hours – 13 hours taught over 3 days + 14 hours self study Health and Care: 37 hours – 21 hours taught over 5 days + 16 hours self study Food and Nutrition: 28 hours – 15 hours taught; 8 hours practical work; 5 hours self study

Learning approach Strong focus on practical exercises using student’s own experience Encouraging students to reflect on their experience and learning Focus on exploration of topics using internet resources and further reading to build knowledge Case studies used extensively Self study – central part of the programme is the assignment to be completed after each element of the module Key points and Action Plans – review of work at regular stages and developing individual Action Plans to reinforce learning.

Icons for learning activity

Core Curriculum Purpose explores the concept of cultural competence focuses on key skills – communication and self-awareness challenges students to examine their own attitudes and prejudices sets the scene for the two specialist modules

Core Curriculum 3 Sections Cultural Awareness Communication Cultural Competence

Section 1: Cultural Awareness Explores meanings of ‘culturally sensitive’ care which is defined as ‘Care that is provided in a manner hat takes account of those individual needs and preferences that are determined by background, customs, traditions and religion

Section 1: Cultural Awareness It also considers why culturally – sensitive care is important Examines the student’s understanding of ‘ethnic minority’ and discusses the impact of cultural background on attitudes and relationships Explores workplace culture

Section 2: Communication Verbal and non verbal communication Key skill – listening Communication challenges – specific challenges of working with older people Attributes of good communication Partnerships – multi- level Staff and managers Relatives The older person

Section 3: Cultural Competence  Summarises learning and draws together learning to help the student develop their own set of cultural competences  These cultural competences will be the basis for the student to move on to one of the specialist modules  Encourages the student to consider what needs to change and improve in their practice  Changes and improvements are worked into a personal Action Plan

Health and Care Module  Purpose:  Explore in detail what ‘care’ means in a multi-cultural context  Establish an understanding of the principles of person-centred care  Examine what needing care means to older people and how it affects their lives  Develop learning using practical situations  5 sections  Person-centred care in a multi-cultural context  Cultural norms and traditions  Food, eating and cultural traditions  Health conditions and cultural issues  Cultural competences

Health and Care: Section by Section  Section 1: Person-centred care in a multi-cultural context  The meaning of care and person-centred care principles  Cultural attitudes and norms  Living in a care home  Understanding individual needs  Self-study – writing a life story

Health and Care: Section by Section  Section 2: Cultural norms and traditions  Importance of religion  Family and personal relationships  Personal and intimate care  Rituals around death and dying  Self study – meeting cultural needs

Health and Care: Section by Section  Section 3: Food, eating and cultural traditions  Cultural norms  Importance of food for physical and mental well-being  Food and social relations  Problems with eating

Health and Care: Section by Section  Section 4: Health conditions and cultural issues  Understanding health and illness in different cultures  Common health conditions affecting older people  Mental health problems in older people  Falls

 Section 5: Cultural competences  Review of learning  Personal competences  Workplace competences  Key learning points and action plan

Food and Nutrition Module  Purpose:  Explore in detail the importance of food and eating as an element of ‘care’ in a multi-cultural context  Examine what food and food traditions mean to older people and how they affect their lives  Develop learning using practical situations  4 sections  Cultural sensitivity and food  Food, religion and identity  Food and other cultural traditions  Action Plan

Food and Nutrition: Section by Section  Section 1: Cultural sensitivity and food  Definitions and concepts of cultural awareness and food  Impact of laws and regulations on work practice  Significance of food for older people  Effect of migration on eating habits and preferences

Food and Nutrition: Section by Section  Section 2: Food, religion and identity  Impact of religion on food traditions  Links between religion, food preparation and presentation  Food and cultural identity

Food and Nutrition: Section by Section  Section 3: Food and other cultural traditions  Differences within cultural traditions  Examples of cultural dishes and ingredients  Migration, food preferences and nutrition

 Section 4: Action Plan  Key learning points and developing a personal Action Plan

Cultural Awareness in Minority Elders (CAME)