- 10. Promote and Sustain/Expand Value
10. Promote and Sustain/Expand Value
Investment and opportunities do not stop once the LC is up and running.
- 7. Identify and Connect Post-Secondary Education Faculty and Long-Term-Care Teams
7. Identify and Connect Post-Secondary Education Faculty and Long-Term-Care Teams
People are the greatest asset in Living Classrooms, as in many other businesses and collaborations.
- 8. Integrate Curriculum and Long-Term-Care Activities
8. Integrate Curriculum and Long-Term-Care Activities
A curriculum is the heart of any given educational program.
- 9. Define Communication and Coordination Mechanisms
9. Define Communication and Coordination Mechanisms
Open and ongoing communication is encouraged and valued.
- 4. Formalize the Collaboration
4. Formalize the Collaboration
A business relationship focused on collaboration is optimal for our Living Classroom.
- 5. Commit to the Physical Space for the Living Classroom
5. Commit to the Physical Space for the Living Classroom
There are many items that go into making the LC an inviting and interprofessional working
- 6. Create Standard Operating Protocols and Formal Agreements
6. Create Standard Operating Protocols and Formal Agreements
There are many Standard Operating Protocols that have to be considered between both organizations when
a Living Classroom is developed, but only two formal agreements are recommended.
- 1. Agree on the Living Classroom Definition
1. Agree on the Living Classroom Definition
There is a definite increase in confidence of staff working together.
Residents of the Village of Riverside Glen
- 2. Determine Operational Viability
2. Determine Operational Viability
Operation viability is the “make or break” elements to help understand if a Living Classroom is possible.
- 3. Identify Win-Win Opportunities and Develop Shared Values
3. Identify Win-Win Opportunities and Develop Shared Values
The Living Classroom offers many opportunities for both a Long-Term Care home and a Post-Secondary Educator.
- Living Classroom
Unlock the potential. Open the door to the living classroom.
Develop the Foundations for the Living Classroom: (4) Formalize the Collaboration, (5) Commit to the Physical Space for the Living Classroom, (6) Create Standard Operating Protocols and Formal Agreements
A Living Classroom requires rigorous planning and agreement discussions, followed by documented and signed agreements. Although these agreements take a considerable amount of time and careful planning, it is important for any formal collaboration wishing to be successful. We recommend that you have an operational viability plan, a collaboration plan, the Living Classroom physical design, standard operating protocols, and formal agreements in place before the implementation phase begins.
Standard Operating Protocols
Standard Operating Protocols (SOPs) are written documents that describe the regularly recurring operations that are relevant to the Living Classroom (LC). Typically, SOPs provide step-by-step instructions on how to perform a routine or regular activity, which maximizes the safety and operational efficiency and predictability of the LC.
The LC presence in a LTC home requires several SOPs to protect the day-to-day activities of the LTC team and residents, in accordance with the LTC home and PSE operating regulations.
These protocols address areas beyond academic policies of the college and LTC policies of the LTC home. Table 9 below provides a few examples that reflect our experience in defining practices that are important for operation of the LC.
Although there are many SOPs that have to be considered between both organizations when a LC is developed, only two formal agreements are recommended. These formal agreements protect the interests of the PSE and the LTC home throughout the LC initiative:
The Use of Space Agreement (a unique requirement for the LC) sets out expectations related to use of space at the LTC home and by the PSE. It also defines financial, safety, insurance, and liability considerations for both parties. Table 10 outlines the elements of this agreement.
The Clinical Affiliation Agreement (typical of all PSE-LTC Home agreements when the PSE has students in the LTC home) identifies expectations of both parties related to unpaid education placements and to manage considerations regarding legal liability. Table 11 outlines the elements of this agreement.
These two agreements:
- provide each party with enforceable rights;
- ensure key administrative expectations related to the LC are understood by all parties involved;
- set out financial obligations of each party;
- show that each party is committed to the entire project; and
- determine how to terminate or add more parties.