In October 2020, Fairview Mennonite Home in Cambridge, Ontario, launched its Living Classroom Personal Support Worker (PSW) program in partnership with St. Louis Adult Learning and Continuing Education (Waterloo Catholic District School Board). Despite the challenges of the COVID-19 pandemic, Steve Pawelko, Director at Fairview Mennonite; Tammy Cantin, then-PSW Program Manager at St. Louis; Michele Breault, Program Manager, Partnerships and Proposals at St, Louis; and Jill Corkery, LC PSW Instructor at St. Louis, collaborated to bring the program to life.
Building Upon a Strong Foundation
The relationship between Fairview Mennonite and St. Louis began well before the Living Classroom. St. Louis had already run satellite PSW programs, with many students completing practicums at Fairview Mennonite, laying the groundwork for the Living Classroom. When the PSW team at St. Louis learned about the Living Classroom model, they saw the potential for collaboration between a school board-run program and a non-profit long-term care (LTC) home.
This partnership was built on shared values and goals, guided by key individuals like Jill, a nurse with over 14 years of PSW teaching experience, and Steve, a champion of the program at Fairview Mennonite.
Rising to the Challenge
Launching the Living Classroom during COVID-19 brought both challenges and opportunities. Some students were hired as Resident Support Aides, providing Fairview Mennonite with skilled support and reducing the need to hire costly external agency staff to fill shortages. A separate entrance for PSW students allowed the program to continue safely.
Beyond COVID, Fairview Mennonite and St. Louis had to adapt to the Living Classroom model. With Ashley Voisin’s leadership as the new PSW Program Manager at St. Louis, buy-in from key parties was required and school-board policies had to fit into this offsite location. Leveraging experience with their satellite PSW programs, they successfully aligned policies to meet the requirements and expectations of a LTC home.
Approach to Integrated Learning
Interaction among students, residents, team members and families is central to the Living Classroom model. Students engage with residents not only for caregiving but also for social activities, fostering meaningful connections. Often, someone on the LTC floor will call down to the Living Classroom to ask if the students can come to participate in an activity. Students can also engage with residents in non-structured activities that regular staff may not have the time for, such as playing chess or conversation. Positive feedback from both residents and students highlights the enriching experiences gained through these interactions, challenging students’ preconceived notions about working in a LTC home.
Since the program is school board-run, students can earn secondary school credits towards their high school diploma (OSSD) while training as a PSW. Many graduates choose to continue to work at Fairview Mennonite, as they are already familiar with the environment and have pre-established connections with residents.
“In the Living Classroom, we were able to get such a good grasp of what it’s like working as a PSW in long-term care. We went up to meet the residents, do fun activities like crafts, and later in the year would go up every week to assist with mealtime, which was so helpful. I think while I was a student I didn’t realize how lucky I was, but now as a PSW I can see we really were blessed. If I had walked into LTC without the familiarity and experience I had from being a student I would be so much less confident or prepared than I was.”
–Brendan L., Fairview Mennonite/St. Louis Living Classroom graduate, November 2024
Removing Barriers
To ensure student success in the program, Fairview Mennonite and St. Louis are invested in providing wraparound supports and removing barriers before students even start the program. This includes covering pre-program expenses, making sure students are aware of parking options, adjusting placement schedules so that they align with public transportation, and any extra help they might need to be successful.
Ensuring Partnership Success
Success relies on ongoing communication and involvement of all parties, including families and residents. Regular check-ins and collaborative planning sessions help maintain alignment on goals and expectations. Strong commitment from leadership is crucial; Steve’s advocacy for the program at Fairview Mennonite has been instrumental in gaining support from staff and administration. This was particularly important in the initial set up of the Living Classroom, as Fairview Mennonite provided the necessary investments in the space and getting buy-in from family and resident councils and the board of directors. Teachers also receive regular check-ins from the care home staff to ensure that they feel included and supported.
Long-term Sustainability
To ensure long-term success, Fairview Mennonite and St. Louis are committed to sustaining their relationship and adapting the program as needs evolve. Key roles, like Jill as the new Living Classroom Coordinator and a student coordinator at Fairview, help balance the workload. As student recruitment relies largely on word-of-mouth by current PSW students keen to share their experiences, maintaining high-quality programming and recruiting excellent teachers is vital to program sustainability.
Outreach to community organizations, such as front-line service agencies and city council, also helps bring visibility to the program’s success and value to the community.
Looking to the Future
A recent program expansion within the partnership has seen the creation of a brand-new second Living Classroom site at Parkwood Mennonite Home in Waterloo. This partnership has flourished with the goal of offering two full-time PSW cohorts in one year. If capacity, resources and student interest allow, future plans are being reviewed to include possible evening classes at Fairview Mennonite to accommodate working adults, thereby increasing access to the program.
Recruiting more teachers and ensuring they have what they need to be successful remain priorities. Increasing academic support services has also been identified as important, particularly for those adult students who are returning to school after several years.
Lessons Learned
- Communication is key: Establishing transparent and ongoing communication between both parties is vital for building trust and ensuring the program’s success.
- Flexibility is crucial: The ability to adapt to changing circumstances, such as pandemic-related challenges or care home outbreaks, is essential in maintaining the program’s integrity.
- Community engagement: Involving families, staff and the broader community in the Living Classroom experience enriches the program and fosters a supportive environment.
Advice for New Living Classrooms
- Focus on shared values: Align on common goals to foster a co-operative spirit among all partners.
- Prioritize flexibility: Be prepared to adapt to unforeseen challenges to maintain the quality of the program.
- Identify champions: Have strong advocates at all levels within both the educational institution and LTC home to drive the program forward.
