care – winter 2009 | college of licensed practical nurses of alberta

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Proven Dynamics in Geriatric Care

Pandemic Influenza and YouNew support available

Métis DreamA Family of Nurses

People Focused - Patient CenteredSpring Conference 2010

MythBusting

ISSN 1920-6348 CARE

2 care | VOLUME 23 ISSUE 4

I am constantly challenged by the work I do and am amazed at the opportunities I get to learn, grow and stretch my skills. It makes an exciting job even better.

ADVANTAGES excellent wages & benefits urban & rural opportunities work life balance relocation assistance full time or part time positions new & established facilities opportunities for growth flexible hours diverse workforce world class education,

recreation & leisure making a meaningful difference

There are many reasons why you should choose Alberta Health Services (AHS) as a career option.

For starters, AHS is one of the leading healthcare systems in Canada, responsible for overseeing the planning and delivery of health supports, services and care to more than 3.5 million adults and children.

Plus, our organization is home to great employment opportunities at over 400 sites situated in both rural and urban locations throughout Alberta.

What’s more, working at the AHS enables a better quality of life, not only for our staff, but for their families – providing the kind of lifestyle that you’ll only find in Alberta. Our flexible hours will allow you plenty of time to juggle your other passions.

To learn more about career opportunities and lifestyle advantages, or to apply, please visit:

www.albertahealthservices.ca www.healthjobs.ab.ca

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care | WINTER 2009 3

CARE is published quarterly and is the official publication of theCollege of Licensed Practical Nurses of Alberta. Reprint/copy ofany article requires prior consent of the Editor of Care magazine.Editor - T. Bateman

Signed articles represent the views of the author and not neces-sarily those of the CLPNA.

The editor has final discretion regarding the acceptance ofnotices, courses or articles and the right to edit any material.Publication does not constitute CLPNA endorsement of, orassumption of liability for, any claims made in advertisements.

Subscription: Complimentary for CLPNA members. $21.00 fornon-members.

winter 2009VOLUME 23 ISSUE 4

cover story

feature

Myth BustingContinuing care today providesopportunities in Leadership,Innovation and Relationships. This feature showcases three different continuing care environments.

Cover photo: Jennifer Jennings, LPN - by Sue Robins

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Pandemic Influenzaand YouThe College has released information to assist membersin providing care during a pandemic. Know what isexpected of you and what you can expect from youremployers.

From the College

Nursing in the FamilyMétis Dreams, a family of Nurses

Know Your Healthcare TeamProfile: Optometrists

The Operations RoomStay Informed with Member Information

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from the college

The mission of the College of Licensed Practical Nurses of Alberta is: “To lead andregulate the profession in a manner that protects and serves the public throughexcellence in Practical Nursing.” Supporting our members in practice is part of thisrole and we recognize that more can be done today to promote the science ofpatient safety.

Patients and families expect to receive care that promotes health and well-being.They do not expect to be harmed during the care process. Yet the literature paintsa sobering picture and tells us that healthcare is not as safe as it should be. Everyday, one in ten patients worldwide is harmed by the same care that is supposed toprovide comfort and healing (World Health Organization, 2007).

In healthcare environments, the typical reaction when someone makes an error is to assign blame. Rarely are errorsfully examined to determine the root cause of why the error happened. Rather, we tend to deal merely with the factthat an error has happened. However, health professionals make mistakes for a variety of reasons that have littledo with lack of good intention or knowledge (Henriksen et al, 2008). There is substantial evidence which demon-strates that system weaknesses can create error-provoking situations where even the most educated, the mostcareful, and the most experienced care provider will make a mistake.

In 2008, the Canadian Patient Safety Institute released a competency framework andseries of safety competencies applicable to all healthcare professionals while in trainingand for all care providers in the workforce as part of continuing education. Many of thesecompetencies introduce the science of patient safety which is a new body of knowl-edge that has entered healthcare.

The science of patient safety looks at human performance and safety from a broadersystems perspective. (This is detailed in “The Safety Net” feature in this issue of CARE.)

CLPNA views the science of patient safety as a priority in the education of our member-ship. Whether at the front line of patient care or in leadership roles, LPN's with knowl-edge of patient safety from a systems approach and with a clear and strong nursing voiceto address system problems will improve patient safety and quality care.

The CLPNA action plan related to the science of patient safety includes:

1. Adding relevant competencies to the Competency Profile for LPN's.2. Working with education institutions in the province to add this new safety science knowledge into curriculum

for students, and for LPN's in the workforce as continuing competency.3. Providing learning resources to the CLPNA Council and conduct committees.4. Partnering with other stakeholders to mobilize broader action plans as appropriate.

Together, the Canadian Patient Safety Institute, the Health Quality Council of Alberta, government, education insti-tutions, and the health sector can advance essential safety science knowledge at multiple levels to keep patientssafe from harm. CLPNA strongly supports increased integration of quality improvement, leadership, and riskmanagement competencies into the scope of practice of the LPN. You comprise one of the largest groups of healthcare providers in the workforce and are in the position to promote patient safety and help to build a saferhealthcare system for all Albertans.

Hugh Pedersen, President and Linda Stanger, Executive Director

Bringing the Science of Patient Safety to Alberta LPN’s

System weaknesses can create error-provokingsituations where even themost educated, the mostcareful, and the most

experienced care providerwill make a mistake…

View reference list at www.clpna.com


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at issue

As a health professional it is important for LPNs to be wellinformed. This way you have the ability to clarify mythsand misconceptions about pandemic influenza, seasonal

influenza and vaccine safety.

Pandemic Preparedness Practice Statement

It is already evident that the practice environments and thedemands on nurses will be impacted by the pandemic. In aneffort to assist members to make professional and ethical deci-sions during a pandemic the Council recently approved a newPractice Statement. This Practice Statement is printed in full inthis issue of CARE.

Your Profession, Your College

There is much information available today about H1N1Influenza and the current pandemic. As this informationchanges weekly, the College will manage updates and appropri-ate links on the website.

The College has also developed two guiding documents tosupport the members and the operations within the Collegeduring a pandemic.

CLPNA Operations - Business Contingency Plan

The purpose of this internal plan is to outline how the Collegewill continue to fulfill its responsibilities as a regulatory body inthe event of an emergency situation like a pandemic.

In this plan the College has outlined three core objectives;1. Comply with legislative responsibilities2. Ensure essential functions are maintained3. Limit health risks to employees

In accomplishing these objectives, the goal is to maximize sup-port to members and therefore the health care system by retain-ing core capacities to provide essential functions. This goal willbe accomplished by:

• Identifying and planning for critical business service functions during an emergency and subsequent business resumption

• Planning for human resource requirements to allow critical services to continue even with sudden decreases in staffingnumbers

• Supporting CLPNA staff capacity to change or expand individual job responsibilities in response to an emergency

• Maintaining a continuity of regulatory control and communication to internal and external stakeholders.

CLPNA Support to Members - Pandemic Learning Resource

The purpose of this resource is to inform CLPNA membersabout the risks of an influenza pandemic and provide genericstrategies and guidelines to support your practice. This resourcealigns with planning underway provincially, nationally andinternationally, but it does not detail regional, provincial, orfederal responsibilities, which are addressed in each of theirown respective jurisdictional plans.

This learning resource is intended to inform and educate, not toprovide legal advice. This document is available on the Collegewebsite and copies can be requested from CLPNA directly.

Pandemic Influenza and Your Practice

Pandemic Influenza is upon us.Every day the media bombards uswith information about the pan-demic and the spread of H1N1.For good reason as it is predicted,the majority of Albertans will beinfected over the course of thepandemic, with 15-35 percent ofthe population becoming clinicallyill. The majority of illnesses anddeaths are expected to occur overa six to eight week period, dra-matically increasing the numberof emergency room, physicianclinic visits and nursing demands.We know from our contact withyou that you are seeing this in thesystem.


at issue


Proven Dynamics in Geriatric Care

There are many misconceptions about nursing in continuing care.“It is boring.” “It is too routine.” “LPNs only give bedside care.”

The truth about continuing care is much more interesting than thesetired clichés, as proven by the following interviews and photo-graphs from three nurses working for Capital Care in Edmonton.From the challenging worlds of dementia and mental health, tocoordinating care for the most fragile - see their passion and readtheir words, and decide for yourself if you thought wrong aboutworking in the field of continuing care.

MythBustingBy Sue Robins


>

Myth #1LeadershipLynn McDonald is youthful and ener-getic and it is hard to believe that she’sworked in the same place for twenty fiveyears – but she wouldn’t have it any otherway. She began at the MewburnVeteran’s Centre two days after she grad-uated as an LPN in 1985, took a breakfor two maternity leaves (her children arenow 18 and 14), and moved into the newKipnes Centre for Veterans in 2005.

“Things have totally changed. Twentyyears ago, we weren’t using the skills wehad been taught in school. Today wedo,” Lynn says.

Back in the 80’s, LPNs were indistin-guishable from nursing attendants work-ing on the floor. Registered Nurses man-aged care and gave all the medications,and LPNs worked alongside untrainedpersonnel giving bedside care. Not any-more. Over the past two decades, LPNshave blossomed as leaders on nursingunits in continuing care.

The LPN is a leader on the floor, andoften manages a number of nursingattendants or personal care attendants aspart of their duties. The LPN is first onhand to assess a resident whose healthhas faltered during the night shift. Shechecks the orders, and administratesmedication according to her professionaljudgement. She directs the nursing atten-dant staff to adjust their bedside care toaccommodate the resident’s condition,and contacts the family if necessary. Inshort, the LPN takes leadership in thenursing care, and has to be quick andconfident on her feet to make decisionsindependently.

Lynn explains the changes she’s seen overthe years. “We keep adding on skills –injectables, narcotics, tube feeds and giv-ing out medications.” She supervises a

team of eight on a floor, and is responsi-ble for assessments that include vitals,pain medications, bowel medications andwound care. Nurses take the lead at shiftchange during report.

Lynn is a shining example of nursingleadership. She sits on numerous com-mittees (Occupational Health and Safety,Employee Management AssistanceCommittee, Moving Committee, and sheis an AUPE chairperson), and attends alloffered workshops.

“I like to learn,” she admits, “I like to getinformation and pass it on to others. Ithink attitudes and ideas grow with edu-cation – it is growth.” Recent workshopsinclude topics like customer services,Supportive Pathways (an individualizedcare program), needleless needles, a lead-ership course and wound management.She is also a preceptor for PCA and LPNstudents, which includes showing themroutines, modelling professional behav-iour, and teaching.

“It is always ‘go, go, go’ and very fastpaced. There is a lot to do in one shift,and I have to have good planning skills,time management, and organization,”says Lynn, countering the misconceptionthat continuing care is slow paced.

Lynn says that LPNs in continuing careneed a lot of patience, caring and empa-thy, and the ability to understand howaging or addictions can affect brain func-tion. Since she works in a home for vet-erans, the ability to listen to stories isimportant – including war stories fromWorld War I or the Korean War.

“I like it when I have a few minutes to sitdown and talk with the elders.Everybody has a story to tell, and I learnsomething new every day,” she says.

Nurses working in continuing care don’t use all their skills.


InnovationInnovation abounds in the world of con-tinuing care. Capital Care’s CHOICEprogram is an example of a day programtailored for the frail elderly with persist-ent mental health issues. Keeping thesefolks in their community is key, andJennifer Jennings is one of the team leadsin the CHOICE Mental Health Programoffice, located in a north Edmonton stripmall. Clients are bussed in from theirhomes, and Jennifer provides nursingcare tailored to manage all their healthrequirements – care plans, medicationadministration, and lots of teaching.

Jennifer is bright, enthusiastic and clearlyloves her job. “This program is veryholistic,” she explains, “it is a recreation-al based program so clients can get out oftheir homes and have something to focuson.” She tells the story of an elderlyclient who participated on a day trip withthe group to a local fast food joint –because of his mental health issues, hehad been isolated, and had never eaten ahamburger before. Needless to say, hewas thrilled to have the experience.

Because there are only 34 clients in theprogram, the CHOICE vision includesclient-centred care, where individualizedcare is given. Clients come on a trial

basis before they are accepted into theprogram, and Jennifer’s nursing assess-ment includes the psychosocial, physical,pain management, baseline vitals andmedical health. Clients present with life-long mental health issues, like depression,bi-polar disorder, schizophrenia, or per-sonality disorder.

“I love psych; I think the mind is so fas-cinating,” says Jennifer. After taking apsychology course during her LPN train-ing in 1996, she was drawn to mentalhealth. “I find it so interesting how muchmental illness affects the physical wellbeing. Working with these geriatricpatients requires me to be compassionateand non-judgemental. I have to be intu-itive to pick up on what is not actuallybeing said by clients – that’s 90% of thejob.”

Jennifer is a team lead, coordinates clientcare, handles staffing issues, and assistsstaff with their approaches with clients.She works independently – for instance,if a lab calls with a critical lab order, shewill call the doctor and take orders overthe phone.

“I have a strong professional relationshipwith the clients. Some of them have beenhere 8 or 9 years,” Jennifer says. Shepractices supportive listening on thephone with family members, who some-times call and need to vent about thechallenges of having a family memberwith a mental health issue. Jenniferorganizes and conducts health talks forclients, ranging in topics from bladdercare to diet to heat exhaustion.

“I think I have the best of both worlds,”she shares, “I know my clients well, andthis leads to continuity, but there’s nomonotony in the work I do.”

“I think my nursing skill set is actuallyenhanced in continuing care. I lead byexample, and I’m the ‘go to’ person forthe staff on the floor. I always tell peoplethat my job is a great job,” Jenniferconcludes.

Working in continuing care is routine-based and not exciting.Myth #2


RelationshipsNurses in continuing care need a widerange of skills to be successful. This kindof nursing is more complex than youmight think. It requires initiative cou-pled with teamwork, and leadership plusa love of relationships. Contact with res-idents is often during the twilight of theirlong lives, and includes the delicate skillsrequired for end of life care. Patient cen-tred care is a given and not an add-on, asnurses are working in a resident’s home –even if it takes the shape of an assistedliving facility.

Families are integral when planning forcare. Residents often arrive in continu-ing care with a drastically altered healthstatus, and supporting a family and resi-dent adjust to the move to a continuingcare facility requires sensitivity and skill.

Rebecca Meyers started working in con-tinuing care as a nursing attendant. Shegraduated from NorQuest’s LPN pro-gram in 2000 and thrives in her positionat Capital Care Grandview in southEdmonton. Rebecca leads nursing atten-dants on a floor that has residents withend stage dementia.

“We are doing more and more in a posi-tion of leadership and are a lot moreinvolved in decision making for resi-dents. This job brings out the best in meas a nurse, and there are lots of opportu-nities to keep up my skills and continueto learn,” explains Rebecca.

Linda Murray is the Best Practice Leaderat Grandview. She echoes Rebecca’sassertion that she uses all her nursingskills in her job. “LPNs play an integralrole here. Our best LPNs take initiative,support each other, and have room togrow as professionals,” Linda says.LPNs lead team conferences on residents,and need to be self-directed and excellentdecision-makers.

Rebecca Meyers is thoughtful about hertime in continuing care. “I like beingable to reach the residents. This is a realchallenge because many of them only

Being a nurse in continuing care is unrewarding.

communicate non-verbally,” sheexplains. “I also like seeing longer termresults working with residents. When Iworked in sub-acute care, I always won-dered about how the patients were doingafter they were discharged. Here we getto know the residents so well.”

Continuing care has a history of nursesstaying at one facility for most of theircareers, and for staff garnering long serv-ice awards that creep into the 30 – 40year realm.

This role is fulfilling and satisfying. Theabundance of routine can be a comfort toboth staff and residents, but shifts neverfall into the realm of boring. Dealing inrelationships with other people alwayskeeps work fresh and interesting, so oneworkday to the next never looks thesame. This is the subtlety of continuingcare, and the notion that working withresidents on a long term basis is uninter-esting is false.

Rebecca’s caring nature is obvious as shecarefully brushes a resident’s hair beforephotos are taken. She gently teasesanother nurse as they pass each other inthe hall, and lights up an entire roomwith her warm smile. As Capital Care’srecruitment motto asks, ‘Does your jobsmile back?’ For Rebecca Meyers, theanswer is ‘yes’. n

Myth #3

Métis Dreams


By the Beaulieu Nursing Family

Dreams do not mysteriously happen over the span of a night. No, it is through a strong sense of self, and the will to persevere despite

the elements, that dreams can turn into reality.


I t was roughly twenty-six yearsago that two Métis, Bonny andHubert Beaulieu, left the Paddle

Prairie Métis settlement in NorthernAlberta, with the vision of a better life forthem and their children. However, neverin their wildest dreams could they haveimagined that all four daughters:Rebecca, Roberta, Robyn, and Roxanne,would graduate from Northern LakesCollege (NLC) in Grande Prairie, Albertaas Licensed Practical Nurses and go on towork in the Queen Elizabeth II (QEII)Hospital, in the same city.

Growing up Métis is a hard andhumble life. Without strong examples tofollow in terms of professional careers,the Beaulieu girls looked to theirparents for guidance and role mod-els. With little money, five children,and Hubert struggling to work as aHeavy Equipment Operator in the“booming” oilfield; the childrenwitnessed the hard work and dedi-cation their parents put into ensur-ing that Bonny obtained herLicense as a Hairdresser. Bonnyand Hubert hoped when theymoved to the “big city” of GrandePrairie that their children would seea different way to live, away fromthe harsh realities that were a givenof settlement life at that time. Away that would not always includestruggling to meet basic humanneeds: housing, transportation,power, water, and food.

In 2003, Rebecca Beaulieu,the oldest sister, graduated from thepractical nursing program throughNLC in Grande Prairie. It was achallenging path that was laidbefore her, but she rose to it and seta new course on the path to successfor the Beaulieu family. Rebeccabecame interested in nursingbecause she remembered a story hermother told her: “My mother grew up onthe Paddle Prairie Métis Settlement, andshe was in charge of watching her broth-ers and sisters while her parents farmed.She went to fix the fire in the wood stoveand accidently tipped the gas over, caus-ing extensive burns to her body. Forced tospend months in the Manning Hospital,my mom would tell me about the won-derful care she received from the nurses.One nurse who cared for her in particu-lar, whom later became her sister in-law,Cecilia Courtoreille, was a LicensedPractical Nurse. Along with her nursingcare she would bring in magazines and

treats, with one extra treat being herbrother (Hubert).

It was the idea of caring for peoplewho were badly injured, and seeing howthe kindness of a nurse could affect thoseyears later, that made nursing the perfectchoice for Rebecca. Entering college andbeing a single mother was a challenge forher at the time. However, with the strongsupport and encouragement that shereceived from her parents, classmates,and nursing instructor Donna Lindblom,Rebecca passed with flying colours. Shewent on to obtain a position on ThreeNorth, a medicine unit at the QEIIHospital in Grande Prairie, where shefound the guidance and mentorship she

needed to survive in the nursing worldfrom her colleagues, especially AnnNoseworthy. Rebecca continues to workto this day on Three North which is anacute cardiac medical unit, loving everyminute of the fast paced nursing world onthat unit.

After long debates and soul search-ing, Roberta Beaulieu was the next sisterwho found her path in life when shegraduated from her practical nursing pro-gram in 2007. Her father would alwayssay how he could envision her helping thesick with her soft voice and gentle kind-ness. It was all the glitz and glam that her

older sister painted, that lured her intothe nursing, as Roberta saw a strong rolemodel in her sister. She also remembersseeing her Aunt Cecilia come over for teaand she would wear her nursing watchthat she would pin onto her whitesweater, that made her want to enter intonursing. Of course nursing wasn’t all glitzand glam and she was challenged by hav-ing to deal with the thought of handlingbodily fluids and wastes, especiallyblood. Roberta obtained a position onTwo East, Mackenzie Place (a continuingcare centre in Grande Prairie) as aNursing Assistant while attending NLCwhere she began to see beyond her chal-lenges and to see the true joys of nursing.

When times got tough, Robertafound the support she needed inclassmates, and the amazing nurs-ing instructors: Donna Lindblomand Dorothy Wurst-Thurn. Withthe direction and encouragementshe found in these women and hercolleagues, she went on to find herniche on Five North, a medicineunit at the QEII Hospital, whichfocuses on palliative care, stroke,and rehabilitation. In the words ofRoberta, “I wasn’t a true believerof the stroke and rehab programsuntil I saw a man in his early thir-ties post stroke: unable to speak,incontinent, and paralyzed. Withthe hard work of the Five Northnursing staff and the other disci-plines, this man left the unit speak-ing, continent, and walking with acane. I knew then and there thatnursing was for me.”The next sister to graduate from

the practical nursing program wasRobyn Beaulieu in 2008. Robynstates: “When someone asks mewhy I chose to be a nurse, I have afew reasons. I suppose it would bemy older sister Roberta, who sug-

gested that I should go to college. Aftercareful consideration, we filled out an on-line application and I was enrolled intoNLC. I soon started as a Personal CareAide at Two East, Mackenzie Place(along side Roberta), where they taughtme the ropes of nursing care, and I beganto respect the profession of nursing. Withthe help and encouragement of the peoplearound me especially Ann Noseworthymy Nursing Instructor, Meghan Jordanmy Preceptor, and my family; I success-fully completed my practical nursing pro-gram. The transition between student

nursing in the family

>


and nurse was a little more than difficult.Working at the QEII Hospital on ThreeNorth is a great experience, but challeng-ing each day. In the beginning, my sisterRebecca was my biggest mentor. She wasalways there when I had questions, or Iwasn’t sure how to do a certain proce-dure. She really helped me survive myfirst year of nursing, and I really doappreciate her. When I think back uponwhy I chose nursing, I remember workingone day at Two East as a Personal CareAid and witnessed how the simplest ges-ture of kindness to another offered somuch more gratitude than I could haveever imagined possible. It was a goodfeeling, and I thought, “If this is nursing,then I like it!”

Roxanne Beaulieu was the last sis-ter to enter the Practical NursingProgram, and she graduated in 2009.Roxanne’s nursing career began in 2006,when she also began working as aPersonal Care Aide at Two East. Shesought this position because her twoolder sisters Roberta and Robyn ropedher into taking a chance in nursing at thetender age of seventeen. Her older sisterRebecca was always her role model, andshe respected her for being a nurse. AsRoxy began working on Two East, herlove and respect for nursing grew beyondall her wildest beliefs as she became moreaware of the special care and attentiongeriatric nursing takes. Before that time,she had no real idea of what she wantedto do with her life or what nursing reallywas. Caring for the elderly is really arewarding experience and became a pas-sion for her and enabled her to learn bed-side nursing skills and team nursing. Itwas what she needed to fully realize herdream to become a LPN alongside herolder sisters. None of this would have

been made possible for her without thehelp of some of the same individuals whotouched her sister’s lives: DonnaLindblom, Dorothy Wurst-Thurn,Lorilee Lane, and especially AnnNoseworthy. Roxy shares, “My views ofnursing have changed a lot since I beganworking at Mackenzie Place. To me,nursing means providing safe and holisticcare to those in need. Working on a sur-gery unit, I realized that the most reward-ing thing is seeing a compromised patienthave success following surgery with allthe types of surgical nursing interven-

nursing in the family

Mentor and Aunt - CeciliaCecilia Maria Courtoreille (Beaulieu) was born in 1946 and is the

aunt of the Beaulieu Sisters, Hubert’s older sister. She graduated from theSchool of Nursing Aides, in Calgary AB, in 1965. Cecilia remembers “see-ing the many changes in Nursing, from glass syringes and IV bottles - whereyou had to wash them on night shift, to disposable items like dressing kits.I’ve also seen the changing of the name titles - now LPN. I remember a timewhere you had to wear your freshly pressed uniform and cap, and work withtwo nurses at night. And you had to manage the nursery – with up to sixbabies while doing their total care, caring for the other patients, as well asmanaging accident victims. Each shift you had to take their temperatureswith a glass thermometer, and sterilize it before the next shift in hot soapywater.” She remembers, “It was in 1967, when I was working at the ManningHospital and I took care of the girl’s mother, Bonnie, who was burnt in a fire.”Cecilia has worked for the past forty-three years in various hospitals,and now works in Fort Vermilion at St. Theresa General Hospital withtwenty years at this location. She also works with North Peace Tribal (fouryears) in High Level, AB – doing homecare nursing on the surroundingReserves stating: “I am a foot care nurse.” Cecilia has been married toGraham Courtoreillie for thirty-eight years and has three children and sixgrandchildren.

tions offered today. I enjoy nursingbecause I learn something new and seeexciting things each day. I encourageanyone who feels the same way aboutnursing to examine the LPN profession.Before nursing I was on my own. Now Iam part of something very rewarding: aLicensed Practical Nurse working as ateam member.”

Dreams are not just confined toyour imagination. They can be made intoa reality, as Hubert Beaulieu will alwaystell his daughters: “It is a labour of love.”When you find something you are pas-sionate about in life, such as the profes-sion of Nursing, you can achieve thatgoal. For a Métis family with humblebeginnings, all it took was hard work, astrong family tie, and working with that“labour of love” mentality, to realize agoal. The journey for a better future ledthe Beaulieu Family to be touched by thefoundations of nursing, which instilled inthe hearts of the four Beaulieu Sistersthat caring for people brings more joy inlife than any hardship a person canendure. This makes any obstacles worthclimbing to achieve a dream.

Many thanks go out to all the Nursingmentors that have touched the lives ofthe Beaulieu Nursing Family. n

L to R: Rebecca, Roberta, Robyn, Roxanne


mental health

H iding is just a way of stigmatizingmyself, but it’s not easy to be thispublic. Everywhere I go, people

know I have a serious mental illness.

I feel as if I have been fighting stigmasince I was old enough to remember. Mymother was diagnosed with schizophre-nia when I was just 5 years old. Wherethe earliest memories that many of myfriends have of their mothers are warmand fuzzy, one of my oldest memories isseeing my mother in a straight jacket. We lived in a small college town, andeveryone knew my mother was ill. I wassubjected to scorn and alienation. Therewas the constant fear of being placed infoster care, or of my parents divorcing, ofmy father dying from his heart conditionbecause of the stress and leaving me aloneto care for my mother.

We face so many different kinds of stig-ma. There are the obvious ones. Even if Iwas capable of taking a full time profes-sorship, I doubt there would be any insti-tution willing to hire me. Employment isan obvious stigma. People are afraid tohire us.

We expect to face stigma from employers,landlords, and the community as awhole. The hardest stigma though comesfrom our closest relationships, especiallywith ourselves. I have friends who arestable enough on their medications to“pass” as normal. They live their lives infear of people finding out.Another way that we can stigmatize our-selves is literally by trying to delude our-selves that we aren’t sick. One of the

biggest hurdles when dealing with some-one with this illness, is getting them totake their medication. Many wouldrather live on the street, eating out ofdumpsters, than admit they have schizo-phrenia. Once you start the medicine, it isas if you are forever branded with a scar-let “S.”

I am often asked to give speeches for theSchizophrenia Society or the Champion’sCentre. I especially like speaking in highschools because that is the age groupwhen we, or our friends, start to becomesick. I have yet to give a speech wheresomeone in the class hasn’t had a friendor family member afflicted.

Fear seems to be the largest component ofthe stigma we face. When someone is firstdiagnosed with schizophrenia, often theirbest support is their family. That doesn’tmean that you won’t face stigma at thehands of your friends and family. In myown family, I faced a different kind ofstigma. I faced embarrassment. There aremembers of my family that become angrywhen I appear in the paper or give publicspeeches. They waver between wantingme completely sedated so they can makeall my decisions for me and hide me inthe basement, to wanting me to work afull time job and live in the suburbs likenormal people.

I think the strangest brush I’ve had withstigma was when I first started introduc-ing my wife to my friends and family.Almost everyone asked her if she hadschizophrenia. The funniest thing is thatthose who didn’t ask, just assumed, and

months (or years) later were shocked tofind out that my wife didn’t have a men-tal illness. If I was deaf or blind, no onewould ask my wife on first meeting her isshe was likewise afflicted. For those of uswith schizophrenia, people just assumethat we are so damaged that a normalperson wouldn’t want to marry us. I evenbelieved that for a long time. So you cansee, stigma takes many guises, and rearsits head when we are least expecting it.

So how do we fight it? By education, edu-cation and more education. As medica-tions and treatments improve, we have tofind a way to allow ourselves to reinte-grate. It’s almost as if we are going tohave to learn how to forgive ourselves forbeing ill. My wife says that all she expectsfrom me is to live as healthy and happy alife as I am capable of. Now, I just haveto give myself permission to be contentwith that. n

Breaking the SilenceManaging Mental Health in the 21st Century

By Dr. Austin Mardon

STIGMA - I refuse to hide. People are shocked that I amso public with my illness. My wife once told me that weare only as sick as our secrets. I believe that part of mystability within society is due to the fact that I don’t hidemy illness.

Austin Mardon serves on the boardof the Alberta College of Social

Workers and in 2007 was investedwith the Order of Canada for patient

mental health advocacy.

Email: [email protected]


If you ever closed your eyes for 10minutes and tried to perform yourdaily activities, you will quicklyunderstand why vision is one ofthe most precious gifts in life.Optometrists are independenthealth care practitioners whosegoal is to maximize and maintain apatient’s vision throughout his/herlifetime.

Regulation of Optometry

The Alberta College of Optometrists isthe self-regulatory body that governs its494 members and whose mandate is toprotect and serve the public interest. TheCollege is responsible for:

• Registration of new practitioners.• Investigation, mediation and disciplinary actions regarding patient complaints.

• Development, maintenance and enforcement of practice advisories, Standards of Practice plus a Code of Ethics.

• Ensuring that optometrists maintain their competence through required continuing education and on-site practice reviews.

The Alberta Association of Optometristspromotes the profession of optometry,provides member benefits, administersthe Occupational Vision Program andnegotiates contracts with Alberta HealthCare, RCMP, Social Services and NativeAffairs.

History of Optometry

Although the ancient Greeks ponderedthe effects of certain shapes of glass, itwasn’t until the 1300’s that spectacleswere manufactured (on a hit-and-missbasis), and in the 1600’s that the mathe-matical properties of light were discov-ered by Newton and Snell. Before the

1800’s, all artisans referred to themselvesas oculists or opticians. After this date,oculists completed additional training infamily medicine and ophthalmology andbecame modern-day ophthalmologists.Opticians divided into refracting opti-cians and dispensing opticians.Dispensing opticians became the modern-day opticians and refracting opticianscompleted additional didactic and clinicaltraining to become the modern-dayoptometrists. The first OptometryProfession Act was proclaimed in Albertain 1921. Several updates occurred to thisAct over the next few decades until theOptometry Profession Regulation wasproclaimed in 1993. Optometrists cameunder the umbrella of the Alberta HealthProfessions Act in 2003.

What do Optometrists Do?

Optometrists are primary vision careproviders. An optometrist is educated,clinically trained and licensed to:

• Examine, assess, measure and diagnosedisorders and diseases of the human visu-al system, the eye, its associated struc-tures as well as ocular manifestations ofsystemic conditions.

• Prescribe and provide treatment, man-agement and correction, including, butnot limited to, the dispensing and fittingof corrective lenses (eye glasses and con-tact lenses), vision therapy, low visionmagnifiers and telescopes, prescribing oftopical medications to treat anterior seg-ment disorders, removal of ocular foreignbodies, referral to medical specialists fortreatment of systemic disease or eye sur-gery, and co-management of ocular dis-eases with other health care practitioners.

• Conduct research and promote educa-tion in the visual sciences.

Optometrists are a primary eye careprovider, which means that they are the

know your healthcare team

The following article has been submitted by the Alberta College of Optometrists

Profile: Optometrists

>


first contact point for the vast majority ofvision care provided to Albertans.Patients utilize the services ofoptometrists for regular eye examina-tions, obtaining an update for their eye-glasses prescription, contact lens fittings,evaluations for low vision magnifiers ortelescopes, diagnosing and treating eyeinfections, providing occupational visioncare assessments and co-managing ocularconditions with physicians that are asso-ciated with various systemic conditions.

How Do I Become anOptometrist?

In order to apply to a School ofOptometry, students must complete 3 or4 years of coursework in a B.Sc. Program.The required “pre-optometry” coursesare similar to those required by Dentistryand Medicine. They include biology,microbiology, chemistry, biochemistry,physiology, anatomy, physics, math, sta-tistics, English and ethics philosophy.

Acceptance into the two CanadianSchools of Optometry (Universities ofWaterloo and Montreal) or the 20American Schools of Optometry is basedon the students GPA, their OptometryAdmissions Test (similar to MCAT andDAT) results and a personal interview.The four-year program leading to aDoctor of Optometry degree includesdidactic classes and a series of clinicalexternships. Following graduation, stu-dents are required to successfully pass a

National Board Exam in order to belicensed in a Canadian province or terri-tory.

Working with OtherProfessionals

Although optometrists are independenthealth care practitioners, they work incooperation with physicians, opticians,optometric assistants, nurses, pharma-cists, teachers and psychologists to ensurethat patients receive timely and appropri-ate care.

Optometry in the Future

Optometrists are being utilized more fre-quently with every passing year due to:

• The aging of our general populationwhich causes an increase in the need forvision care services in the refractive anddisease treatment areas.

• Family physicians and nurse practition-ers welcoming the expertise and accessi-bility of optometrists for primary visioncare services for their patients.

• Ophthalmologists are increasinglybeginning to sub-specialize into second-ary and surgical specialists who do nothave the time to provide primary visioncare services.

• Optometrists are now working more inmulti-disciplinary eye care centers alongside ophthalmologists and other healthcare practitioners and in group practiceswith other optometrists to provide themost up-to-date vision care utilizing thelatest technology.

know your healthcare team

To find an optometrist or more informationabout optometry, contact the

Alberta College of Optometrists atwww.collegeofoptometrists.ab.ca

or 1-800-668-2694.

Hearthe

PassionThe Voice of the LPN

Dana Winters LPN, CalgaryYears of Practice: 10

Why did you become an LPN?My mom was told I would be blind when born, butI “beat the odds” so I was inspired to become anurse to help others.

What would you say to someone interested in becoming an LPN?Go for it!

If you weren’t an LPN, what would you be?Not complete as a person.

What’s the most rewarding aspect of your job?Having people say “thank you” with their eyes.

What’s your most memorable moment as an LPN?Holding someone when they took their last breath.They didn’t die alone.Gena Peters

LPN student4th semester, CalgaryYears of Practice: 0

Why did you become an LPN?Always wanted to be a nurse. It called me; I did not go looking for it.

What would you say to someone interested in becoming an LPN?Rewarding.

If you weren’t an LPN, what would you be?Journalist / Reporter.

What’s the most rewarding aspect of your job?Palliative care.

What’s your most memorable moment as an LPN?My relationships with fellow nurses and hospice care.

Leanne Peterson (Corbett) LPN, CalgaryYears of Practice: 6

Why did you become an LPN?I’ve always been interested in the health field. I had anegative experience with nursing when I was givingbirth to my son; I wanted to turn that into a positive bybecoming a health professional and helping othershave a caring experience.

What would you say to someone interested in becoming an LPN?It’s tough and not for everyone, but a very life-changingand rewarding experience.

If you weren’t an LPN, what would you be?Unsure, a paramedic?

What’s the most rewarding aspect of your job?Helping the patients when they’re hurt and scared.

What’s your most memorable moment as an LPN?When a previously intubated patient called me anangel after tube was removed.


It’s the End of the World as We Know It, and I Feel FineWarren Macdonald This best-selling author and fearless adventurer will share his incredible story of injury, recovery, and self-discovery, which has been told on the Oprah Winfrey Show, Larry King Live, and The Hour with George Stroumboulopoulos.

Waking from the operation that claimed both legs, Warren opened his eyes to a whole new world, a whole new reality. Navigating a new world takes courage, but the number one tool in creating our future is PERCEPTION. Warren Macdonald will help us form that vision for a better world. In his presentation, he will share the lessons and tools he’s used to create a remarkable life from what many would have considered a “game over” scenario, including:

The resilience and ability to adapt to a new situation A sense of responsibility leading to ownership and engagement Excitement and hope instead of fear for the future

The 2010 CLPNA Spring Conference is a two-day professional development opportunity that brings

together licensed practical nurses and colleagues from across the province to celebrate the nursing

profession and its core purpose—the patient. This year’s program will feature a distinguished line-up of

keynote speakers and concurrent sessions that focus on patient-centered care.

World-Class Keynote Presentation By:

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arren opened his eyes to a whole new t claimed both legs W

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Excitement and A sense of respo The resilience a

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hope instead of fear for the future onsibility leading to ownership an nd ability to adapt to a new situa

” scenario, including: e overs used to create a remarkable life from what many essons and tools he’

m rren Macdonald will help us for avigating a new world takes courage, but the number one tool in creating

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age, but the number one tool in creating ned his eyes to a whole new

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reating



APRIL 8 - 9, 2010 | EDMONTON MARRIOTT AT RIVER CREE RESORT

As a nurse, you focus your knowledge, skills, and expertise everyday to help people achieve wellness. You play a key role

among those who provide patient -centered care; the patient, the family, the nurse at the bedside, and the health care team

must all be People-Focused, Patient -Centered. Working together, we will achieve the best quality care possible.

Hotel BookingEdmonton Marriott at River Cree Resort300 East Lapotac BlvdEnoch, AB T7X 3Y31-800-960-4913

Mention that you are attending the 2010 CLPNA Spring Conference to get special room rates! (Special rates available until March 12, 2010)

Gather, learn, and share best practices Network and collaborate with other delegates, locally and regionally Get refocused and revitalized about your important role in health care

Registration is available at

www.clpnaconference.com Register before March 7, 2010 to receive Early Bird pricing and a chance to win! Visit the website for more details.

PLEASE JOIN US!

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This article is the second in a series focusing on the critical role of nursingin keeping patients safe from harm. The series began in the fall issue ofthe journal. This month’s article addresses the person approach versus thesystems approach to human error in healthcare.

Consider the following two statements: “The nurse admin-istered the wrong medication” and “When care providersdo not have timely access to essential patient information,

it becomes easy for errors to occur.”

Each statement provides a way of viewing human error - theperson approach and the systems approach. Each approach hasits own model of error causation and each model gives rise toquite different error management philosophies1. Understandingboth views has important implications for nurses and forimproving patient safety.

Person Approach to Human Error

In the person approach, the belief is that if the human made theerror, then the human is responsible and is to blame for theerror. Error is ultimately viewed as a moral issue where webelieve that:

• people are free agents and controllers of their destiny, and are capable of choosing between safe and unsafe modes ofbehaviour2

• bad things happen to bad people3• errors are a result of ethical breach, carelessness, incompetence, or character flaw, and are an expression of personal and professional failure4,5

• perfection is a desirable and attainable goal4,6 and that “good” healthcare professionals do not make errors 7

In the person approach, a common response to managing erroris to implement strategies that will decrease undesirable humanbehaviour1. Typical strategies include the tradition of name,blame, shame, and retrain, and of writing additional policiesand procedures1.

Systems Approach to Human Error

In the systems approach, the belief is that humans are fallible

and errors are to be expected, even in the best of organizationsand of the most educated and experienced individuals1. Errorsare seen as having their origins in the factors within the systemitself and not in human carelessness. System factors such aspoor physical layout, faulty processes, inadequate training andstaffing, time pressures, heavy workload, and untimely access topatient information create weaknesses in the system’s defencesagainst error. When these system weaknesses exist, it becomeseasy for errors to occur.

The classic example of how system weaknesses influencehuman error arose from the military6. During World War II,engineers had re-designed the cockpit for the Spitfire planes.During training, the new design worked well, but under stress-ful conditions of air combat, the pilots had a tendency to acci-dentally bail out of the planes instead of fire ammunitions. Thereason was twofold: first, designers had switched positions ofthe trigger and eject buttons; and second, under the stress ofbattle, stronger, older psychomotor responses resurfaced. Thelesson learned in the military was that the pilots did not chooseto err; rather the new cockpit design and stressful conditionscaused human error. In this situation, we would be hardpressed to blame the pilots for error, for to do so would blamethem for being human. Rather, we could say that system fac-tors of cockpit re-design and a stressful work environmentcaused the pilots to err.

In the systems approach, managing error is based on improvingthe conditions in which humans work to make it easy for careproviders to do the right thing and difficult to do the wrongthing. When an adverse event occurs, the important issue is notwho blundered, but how and why the system defences failed1.A systems approach to human error provides a broader andmore far reaching mechanism to improve patient safety asnoted in this analogy:

“[Human errors] are like mosquitoes. They can be swatted one

The Safety Net: A Nursing Perspective

patient safety

To Err is Human or is To Blame Divine?

A Closer Look at Pilots, Mosquitoes,and the Final Garnish to a Lethal Brew

By Linda Nykolyn, R.N., BScN

by one but they still keep coming. The best remediesare to create more effective defences and to drain theswamps [system issues] in which they breed”1.

Nurses, who have the greatest degree of patient contact,are often the last line of defence against errors7. Ratherthan being the main instigators of an error as viewed inthe person approach, nurses tend to be inheritors of sys-tem defects. “Their part is usually that of adding a finalgarnish to a lethal brew whose ingredients have alreadybeen long in the cooking.”8

The complex and demanding clinical environment innursing can be made safer through nursing’s awarenessof how system weaknesses can compromise care.Speaking up about system conditions that put nursesand their patients at risk and conducting ongoing sur-veillance and detection of factors in the work environ-ment that can contribute to human error and ultimate-ly compromise patient safety are vital safety behavioursin nursing. n

1. Reason, J. (2000). Human Error: Models and Management. BMJ, 320, pp. 768-7770.

2. Lefcourt, H.M. (1973). The Functions of the Illusions of Control and Freedom. American Psychologist, May, pp. 417-25.

3. Lerner, M.J. (1970). The desire for justice and reactions to victims. In: McCauley, J.,Berkowitz, L. (Eds.) Altruism and helping behaviour. New York: Academic Press.

4. Smith M.L., Forster H.P. (2000). Morally Managing Medical Mistakes. Cambridge Quarterly of Healthcare Ethics 9:38–53.

5. O’Daniel, M. & Rosenstein, A.H. (2008). Professional Communication and Team Collaboration. In Hughes RG (ed.). Patient safety and quality: An evidence-based handbook for nurses. (Prepared with support from the Robert Wood Johnson Foundation). AHRQ Publication No. 08-0043. Rockville, MD: Agency for HealthcareResearch and Quality.

6. Jones, B. (2002). Nurses and the Code of Silence. Medical Error. San Francisco, CA: Jossey-Bass.

7. Banister G., Butt, L., Hackel, R. (1996). How Nurses Perceive Medication Errors. Nursing Management 27(1):31-34.

8. Parliamentary Office of Science and Technology, 2001. Managing Human Error. Postnote; June, Number 156 p 1-8. Located at http://www.parliament.uk/post/pn156.pdf Last accessed October, 2009.

9. Hennerman, E.A., Gawlinski, A. (2004). A “near-miss” Model for Describing the Nurse’s Role in the Recovery of Medical Errors. Journal of Professional Nursing; 20:196-201 May-June.

10. Reason, J. 1990. Human Error. New York: Cambridge University Press.


“…we cannotchange the humancondition, but wecan change the

condition in whichhumans work…”

(Reason, 2000)

New community version of HQCA communication program now available to Alberta health

care professionalsAlberta health care professionals working in continuing care,public health and other community care settings now haveaccess to a proven program that can help them improve theirskills by using some simple strategies to communicate moreeffectively with clients, residents and family members.

The ReLATE/ReSPOND program is based on the idea thatstaff who use these strategies and tools to ReLATE to theirpatients will be less likely to have to ReSPOND to com-plaints later.

The Health Quality Council of Alberta (HQCA) developed theacute care version of ReLATE/ReSPOND in partnershipwith Alberta Health Services – Edmonton and Area. It waslaunched in January 2009, and has proven so successfulthat the HQCA decided to adapt the materials to create thisnew community version.

The community version of ReLATE/ReSPOND uses lan-guage and examples appropriate to clients and residents incommunity care settings. The package includes a Tool Kit tohelp with planning a program, a sample pocket card and aCD containing posters, handouts/discussion guides, andslides with speaker notes. Also included are suggestionsabout ways to adapt the materials for a variety of situations.For more information, contact:

Dale WrightQuality and Safety Initiatives LeadHealth Quality Council of AlbertaTelephone: [email protected]


at issue

Our aging population – seniors and their adult sons anddaughters – faces more financial, health, and housingchoices than ever before. There is no shortage of infor-

mation on these options, particularly in the “online” age. Buthaving information is not enough – it has to be accurate andvalid, and you must know how to apply it.

ElderWise saves you time and trouble by helping you get a handle on the essentials of health, housing and relationships.“Getting ElderWise” means:

n Applying your new knowledge to interact effectively with the housing and health care systems.

n Facing difficult decisions, which can be hard on family relationships.

n Learning how to navigate through multiple government and private resources, and learning how to assess and choose from available services.

n Getting concise, accurate, practical and action-oriented guidance…through our website, free e-newsletter, publications, and family/individual coaching.

n Benefitting from information and resources on eldercare issues…tailored to Canadians.

For individuals and families embarking on this new territory,ElderWise offers these four guideposts for managing change inaging families:

RESPECT n Strive for shared solutions that work for the family as a whole.n Don’t “parent your parent”. Don’t treat adults sons and daughters like children.

n “Competent” adults have the right to make decisions, whethergood or bad.

RELATIONSHIPSn Families are not what they used to be. They are scattered, blended, “boomeranged” and take more non-traditional forms than ever before.

n You can’t get any adult to do what you want, but having a sensitive conversation may get them thinking about other options.

n Old family issues and roles may trip you up when you face aging-related dilemmas. New approaches to problems may get better results.

READINESSn We are living longer. Caring for aging relatives – emotionally, physically, or financially – may go on for more years than you might expect.

n Being proactive and prepared will increase your options and reduce your stress.

n Change is a process, not an event. Start early. Welcome help and support.

REALISMn For adult children, caring for aging parents adds another dimension to lives already filled with multiple family and career roles.

n Be realistic about a person’s capabilities and responsibilities. Establish and respect boundaries.

n Just do your best; it’s all you can do.

ElderWise helps you be proactive, sensitive, and prepared.Knowing helps.

Our ElderWise E- Guides: • Decide For Yourself: A Guide to Personal Directives and Powers of Attorney

• Caregiver Burnout: How To SPOT It, How To STOP It• Recording a Life Story: When You’re Not Sure How To Begin• Seniors in the Emergency Department: Survival Strategies forYou and Your Parents

• Enhancing Rehab After A Stroke: Families Can Help

Our full-length book:Your Aging Parents: How to Prepare, How to Cope (2nd ed.)

For more information and to purchase these resources, visit http://elderwise.ca

We invite you to subscribe to our FREE monthly e-newsletter,and receive a special welcome package for CLPNA members.

Enjoy a complimentary selection of five of our most popularpast articles: The "Not So Empty" Nest; Living Wills: Not JustFor Seniors; Aging and Men's Health; Phone Fraud: Who's

Calling?; and Senior-Friendly Transportation.

To receive this package by email, and to become a subscriber, simply send an email to [email protected]

with "CLPNA" in the subject line.

How ELDERWISE® ProvidesDirection for Canadians with Aging Parents


The new Adult Guardianship and Trusteeship ActThe new Adult Guardianship and Trusteeship Act (AGTA) legislation comes into effectOctober 30, 2009, replacing the 30 year-old Dependent Adults Act (DAA). Here is somehelpful information for licensed practical nurses to know.

This new legislation addresses the current needs of Albertans by providing more optionsand safeguards to protect vulnerable adults who no longer have the capacity to make allof their own decisions. It provides a range of decision-making options—a continuum—tosupport adults who need help making personal decisions, from less intrusive options suchas supported decision-making or co-decision-making, to full guardianship and trusteeship.

Decision Making Options under AGTA

• Supported decision-making – if an adult has the capacity to make their own decisions but would like some help, they can sign a regulated form that authorizes someone they trust to be their “supporter”. The adult can give their supporter legal permission to access relevant information that might otherwise be protected under privacy laws.

• Co-decision-making – is an alternative to full guardianship for adults whose ability to make decisions is significantly impaired, but can still make decisions with good support and guidance. The assisted adult must agree to the arrangement and to the person who is appointed as their co-decision-maker.

• Guardianship – if an adult lacks the capacity to make personal decisions, the Court may appoint a “guardian” to make decision for them. A guardian can make decisions in some, but not necessarily all, areas of authority such as health care, where the adultcan live, who the adult associates with, social activities, education, employment, legal matters or any other personal matters.

• Specific decision-making – is designed to provide timely decision-making services for adults who do not have the capacity to provide informed consent for health care decisions or temporary admission to, or discharge from, a residential facility. Health care providers may select someone from a ranked list of family members to make the decision for the adult. For individuals who do not have a family member willing or able to act as a specific decision maker or if there is a dispute in the family on the decision, the Office of the Public Guardian (OPG) can make a specific decision.

• Emergency decision-making – Emergency decision-making is designed to allow physicians to make treatment decisions to preserve life or prevent serious physical or mental harm when there is no one, including the adult in question, to provide consent. In emergency decision-making, consultation can occur with either a second physician or a registered nurse or nurse practitioner if a second physician isn’t available.

TrusteeshipIf an adult lacks the capacity to make their own financial decisions, the Court may appointa trustee or the Office of the Public Trustee as a last resort. One of the changes to trustee-ship is allowing individuals who live outside of Alberta to be trustees.

Capacity AssessmentsThe new AGTA introduces a more standardized and rigorous process for capacity assess-ments to protect an individuals rights while also providing clearer guidance for the healthcare professionals conducting the assessments. Additionally, the application process hasbeen changed to ensure that the proposed represented adult’s views on the co-decision-making, guardianship or trusteeship application are heard and made available to the Court.

The Office of the Public Guardian is committed to supporting health careproviders as the new AGTA is introduced. To help ensure a smooth transition,OPG staff are available to answer your questions. More information is availableonline at www.seniors.alberta.ca/opg or by calling toll-free 1-877-427-4525.


at issue

Do Bugs Need Drugs? is a communityeducation program about the wise use ofantibiotics. This article, the second in aseries, focuses on the assessment andtreatment of pneumonia in continuing carecentres. Pneumonia is a serious healthproblem among the elderly. Of all the deathsdue to pneumonia in North America, morethan 90% occur in people over 65 years ofage. Residents in continuing care centresare particularly vulnerable as many haveunderlying medical conditions that makediagnosis and management of pneumoniamore complex and challenging.

Early detection and treatment of pneumoniacan significantly improve outcomes for eld-erly patients. In continuing care centres,nurses are usually the first to note changesin the status of residents and to initiatetreatment if pneumonia is suspected.Because prompt action is needed, theimportance of being familiar with care guidepractices cannot be overemphasized.

The following information is taken from DoBugs Need Drugs? (www.dobugsneed-drugs.org), the Bugs & Drugs antimicrobialhandbook (www.bugsanddrugs.ca), theClinical Practice Guidelines of the AlbertaMedical Association (www.topalbertadoc-tors.org), and the Alberta Health ServicesContinuing Care Desktop. We hope you findthis summary to be useful in assessing andmanaging pneumonia in adults in continu-ing care.

n Definition

Pneumonia that occurs in residents of con-tinuing care facilities is known as NursingHome Acquired Pneumonia or NHAP.These facilities may also be known as longterm care centres, supportive living sites,auxiliary hospitals, or chronic care centres,but all of these settings are communal, res-idential, and provide care for older or dis-abled adults with high personal and profes-sional care needs.

n Assessment

The resident with NHAP frequently pres-ents with new or increased cough, elevatedtemperature, and greater than usual lethar-gy. Examination of the resident when NHAPis suspected should include these six items:temperature, blood pressure, respiratoryrate, pulse, chest auscultation and examina-tion, and assessment of the level of con-sciousness. Respiratory rate should bemeasured for a full 60 seconds.

Before calling the physician or nurse practi-tioner, nurses should also assess the resi-dent for new or increased cough, new orincreased sputum production, and/or pleu-ritic chest pain. Determine the presence offever by comparing the resident’s tempera-ture with the baseline temperature. Thetime of administration of antipyretics (ifgiven) is also important when assessingfever. Does the resident have chills? Notethe resident’s history of underlying pul-monary disease, O2 saturation levels, anddetails of O2 administration. Does the resi-dent have any problems swallowing? Thelatter is relevant in ruling out aspirationpneumonia and deciding whether oral ther-apy is appropriate. These factors will beimportant when discussing the resident’scondition with the physician or nurse practi-tioner.

n Diagnosis

Although a chest X-ray is the gold standardfor diagnosis of pneumonia, X-rays are notalways available in continuing care centres.Consequently, diagnosis must often bebased on clinical observations. NHAP isindicated if the resident has tachypnea (res-piratory rate >25 bpm) and one or more ofthe following: new or increased cough, newor increased sputum production, tempera-ture >38?C or increase of 1.5?C over base-line, pleuritic chest pain, new or increasedcrackles, wheezes or bronchial breathsounds, new delirium, or decreased level ofconsciousness. In the absence of a chestx-ray, tachypnea is the most important clini-cal feature of pneumonia and is the bestpredictor of pneumonia in the elderly.

PRACTICE POINT #1

Physical examination includes:• Temperature• Blood pressure• Respiratory rate (full 60 seconds)• Pulse• Chest auscultation and examination

• Assessment of the level of consciousness

PRACTICE POINT #2

Resident assessment includes:• New or increased cough• New or increased sputum production

• Pleuritic chest pain• Baseline temperature• Antipyretics given? Time given?• Chills• History of pulmonary disease• O2 saturation levels and O2 administration

• Difficulty swallowing

Nursing HomeAcquired PneumoniaBy Mary Carson, PhD and Sandra Leung, BScPharm

Smoking cessation. Encourage residentsto stop smoking or to reduce consumption.Advise residents to avoid exposure to envi-ronmental tobacco smoke.

Stay home if you are sick. Take care ofyourself. Don’t spread germs to residents orto other staff members.

Educate family and visitors. Encouragefamily and visitors to wash their hands oruse a hand sanitizer when entering the con-tinuing care centre. Visitors should alsowash their hands before eating or assistingthe resident at mealtime, after using thewashroom, or after blowing their nose orhelping the resident with a runny nose.Remind visitors about the importance ofgood respiratory etiquette. Ask visitors topostpone their visit if they are sick.

n Remember

NHAP is a serious illness that can come onsuddenly and requires prompt treatment.Proper assessment is essential for timelydiagnosis and treatment. Because patientoutcomes are significantly better if treat-ment is initiated within 4 - 8 hours, it isimportant to gather all relevant informationand call the physician or nurse practitioneras soon as NHAP is suspected.

For more information about Do Bugs Need Drugs? visit the website,www.dobugsneeddrugs.org. To learnmore about the print resources that are

available (at no charge in Alberta), pleasecontact [email protected] or

1-800-931-9111.

Do Bugs Need Drugs? is supported byAlberta Health and Wellness.


n Treatment

If NHAP is indicated, antibiotic therapyshould be started as soon as possible,preferably within 4 to 8 hours. If the resi-dent is unable to swallow, the antibiotic mayneed to be given IM. Amoxicillin is theantibiotic of choice for NHAP. Note thatCiprofloxacin is ineffective againstStreptococcus pneumoniae (a commoncause of NHAP) and should not be used.Consult the Bugs & Drugs book or websitefor alternative therapies or for more infor-mation. An X-ray is not needed before start-ing antibiotic therapy and if transfer toacute care is indicated, therapy should bestarted prior to transfer. Patient outcomesare significantly improved when therapy isinitiated promptly.

n Criteria for transfer to acute care

Personal directives need to be consideredbefore deciding whether a resident shouldbe transferred to acute care. If consistentwith personal directives, the resident shouldbe transferred to acute care if respiratoryfailure is impending. The following criteriaindicate transfer to acute care: hydration<1L/day, O2 saturation <92% withsupplemental oxygen ( <90% if residenthas COPD), respiratory rate >40 bpm,pulse >125 bpm, systolic blood pressure<90 mmHg or 20 mmHg below baseline,hemodynamically unstable, or deterioratingrapidly.

NHAP can most often be managed suc-cessfully in the continuing care centre. If

the resident does not improve within 24 -48 hours of initiation of antibiotic therapy,the diagnosis and/or treatment should bereassessed.

The complete pathway for assessment andtreatment of NHAP is available on theAlberta Health Services Continuing CareDesktop. Enter NHAP in the search box.

n Prevention

Pneumococcal vaccine. Over 100microorganisms can cause pneumoniaincluding viruses, bacteria, fungi, and para-sites. The pneumococcal vaccine protectsagainst infections caused by the bacteriumStreptococcus pneumoniae, a significantcause of pneumonia in the elderly. Usuallyonly one dose is required, but immunocom-promised individuals may need a repeatvaccination in 5 - 10 years. Pneumococcalvaccine is strongly recommended for resi-dents in continuing care.

Influenza vaccine. Bacterial pneumoniaafter influenza is a serious health risk. Infact, there were more deaths due to sec-ondary pneumonia than to influenza in theSpanish influenza pandemic of 1918.Nowadays up to 50% of cases of pneumo-nia in continuing care centres are precededby a viral infection. Annual influenza vacci-nation not only reduces the risk of influen-za, but also of secondary bacterial pneumo-nia.

Handwashing. Handwashing is the bestway to stop the spread of infections, espe-cially in communal settings. Use plain soap.Plain soap is just as effective as antibacter-ial soap and does not have the negativeside effect of promoting resistance in nor-mal skin flora to antibiotics. If soap andwater are not available, hand sanitizer withat least 60% alcohol content is recom-mended. Hand sanitizers are not effective ifthe hands are greasy or visibly dirty, sowash your hands as soon as soap andwater are available.

Respiratory etiquette. Cough or sneezeinto your sleeve rather than into the air oron your hands. Keep your hands away fromyour face to prevent transfer of germs tothe mucous membranes. The mucousmembranes around your eyes, nose, andmouth are areas where germs can enter thebody to cause illness.

PREVENTION

• Pneumococcal vaccination• Influenza vaccination• Handwashing• Respiratory etiquette• Smoking cessation• Stay home if sick• Educate family and visitors

SYMPTOMS AND SIGNSCLUSTER

NHAP is probable if the residenthas:• Tachypnea (respiratory rate>25bpm)

Plus one or more of the following:• New or increased cough• New or increased sputum production

• Temperature >38°C or 1.5°C over baseline

• Pleuritic chest pain• New or increased abnormal chest sounds

• New delirium or decreased levelof consciousness


CLPNA appoints new Vice President

On September 18, 2009 Council accepted Donna Adams’ interest forthe position of Vice-President. Donna has been on Council since 2007and currently works as the Clinical Placement Coordinator at BowValley College in Calgary. Donna has been instrumental in facilitatingnew and varied opportunities for practical nurse student preceptorplacements.

the operations roomclpna.com

Member Information - College Activity - Best Practices

IN THE NEWS:RESPONDING TO PROVINCIAL NURSING CHANGES

Changes to nursing introduced by the Alberta government thisfall created opportunities in the media to promote the work ofAlberta LPNs.

On October 13, The Dave Rutherford Show broadcast adiscussion examining the different roles of a Licensed PracticalNurse versus a Registered Nurse on both Edmonton’s630CHED and Calgary’s CHQR 770AM. Executive DirectorLinda Stanger contributed the College’s views regardingpatient safety, collaborative care, and LPNs working to thehighest end of their scope of practice.

The College also discussed Alberta Health Services CEO Dr.Stephen Duckett’s call for more Licensed Practical Nurses andfewer Registered Nurses on ACCESS Televison’s AlbertaPrimetime on October 1. Guests Linda Stanger, ExecutiveDirector of CLPNA, and Diane Dyer, President-elect of theCollege and Association of Registered Nurses of Alberta(CARNA) debated the merits of the change.

Media interviews are posted, when available, on www.clpna.com’s homepage

or under “News & Events”, “Updates”.


2010 REGISTRATION FEES FOR LICENSED PRACTICAL NURSES

$250.00 Renewal of Practice Permit on or before 1-Dec-09

$280.00 Renewal of Practice Permit after 1-Dec-09 and prior to 31-Dec-09

$300.00 Reinstatement of Practice Permit after 31-Dec-09

$50.00 Associate Practice Permit - Non-Practicing LPN

To avoid paying additionalfees, members must ensuretheir 2010 Registration

Renewal form is received byCLPNA on or before December31, 2009 at noon.

The CLPNA office is closed atnoon on December 31. 2009Practice Permits expire onDecember 31 and the officewill not be open on January 1.LPNs who have not renewedby December 31 will not beable to Reinstate their PracticePermit until January 4.

Registration Renewal formsreceived after Thursday,December 31, including incomplete forms returned tothe member for completion, are required to pay the $50Reinstatement Fee.

Members are reminded thatpracticing without a validPractice Permit in 2010 is

unprofessional conduct as per Section 43 of the Health ProfessionsAct and may result in serious sanctions, including a fine of up to$1,000 per incident of unprofessional conduct.

2010 REGISTRATION RENEWAL GUIDE

LPNs REGISTERED FOR 2010?

Members and employers caneasily check the registration status of any LPN by accessingthe “Public Registry” atwww.clpna.com. Employers andmanagers are encouraged toensure their LPN employees areregistered for the coming yearand able to practice, as it is aserious offence to practice as anLPN without active registration.LPNs with an “Active” MemberStatus and an Expiry Date of“12/31/2010” have renewedtheir registration for the year2010.

Following the HealthProfessions Act (HPA) and the guidelines of the PersonalInformation Protection Act(PIPA), the Public Registry doesnot compromise personal information of our membership.Only the member’s name, registration number, PracticePermit expiry date, specialtiesand restrictions appear. ThePublic Registry is based on real-time information.

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Duplicate Practice Permits and tax receipts are available for an $11 administrative fee.

Registration questions?Contact the Registration Department at [email protected],

780-484-8886, or toll-free at 1-800-661-5866

2009 Practice Permits expire December 31


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one lucky early bird got the room!Congratulations to Caroline Dika of Grande Prairie, AB.

Caroline is the winner of the Early Bird Registration drawand received a night at the four-star Marriott at River CreeResort with dinner and a $250.00 cash prize.

Dec. 24 – 8:30am to 12:00pmDec. 25 – Closed Dec. 28 – Closed

Dec. 29 & 30 – Regular Hours Dec. 31 – 8:30am to 12:00pm

Jan. 1, 2010 – Closed

Regular Office HoursMonday to Friday 8:30am to 4:30pm

Closed for Statutory Holidays

CLPNA OFFICE HOURSHoliday Season

How do YOU get Your DUCKS in a Row?

CONTINUING COMPETENCY PROGRAM2010 VALIDATION

The College’s Continuing Competency Program (CCP)Validation (audit) for 2010 will soon be underway. In 2009, 400members took part, but this year participation will be increasedto approximately 800 LPNs throughout Alberta using a randomselection process. Selected LPNs are expected to complete afour-part Validation that includes verification of learning com-pleted in the past two years. It is an opportunity, through self-assessment and reflection, to measure the transfer of learninginto on-the-job behavior and the impact this knowledge has onprofessional practice.

LPN participation in Validation is mandatory as outlined in theHealth Professions Act. The objective is to assist members inunderstanding how the learning objectives determined for theContinuing Competency Learning Plan on the RegistrationRenewal Form positively impacts their nursing practice.

On www.clpna.com, under “Members”, “Continuing CompetencyProgram”, members can find the Validation package and infor-mation. This information is available now to help you get startedand to answer questions you may have.

Check it out! Start today. Be prepared.

Where can I access additional education in Phlebotomy techniques?

For additional education in Phlebotomy (Venipuncture), you need toaddress theory, lab and clinical practice which can be done by youremployer or through a formalized course.

Formal courses are delivered by on-line study or face-to-face deliveryand are available through various institutions in Alberta. Some locallaboratories provide nursing phlebotomy education.

Is it within LPN scope of practice to flush percutaneous drains?

The LPN can perform the full range of care involved with wound careand drains as appropriate to their competence level and the needs ofthe patient.

If the drain and wound are highly complex, then collaboration of thenursing team will need to occur. If necessary, education can be provided by your employer with theory, lab and clinical mentorship.There are also several post-basic wound care certification coursesavailable in Alberta.

Where can I find education links?

For course information view www.clpna.com, click on “Members”, then“Continuing Education” and open “Post-Basic Programs”.

Contact our Practice Consultants at [email protected] or 780-484-8886


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The following are frequently asked questions toCLPNA’s Practice Consultantsby our members, managers,

educators, or the general publicthat could provide valuableinformation for you in your practice environment.

Q.

Q.

Q.

$1.2M for Former LPNs to Re-Enter Workforce

New funding is now available to previouslyregistered LPNs to complete a PracticalNurse refresher program and re-enter theworkforce. Alberta Health and Wellnessprovided CLPNA with $1.2 million for bursaries to offset tuition costs for studentsenrolled in LPN refresher/reentry programs.The initiative is part of Alberta Health and

Wellness’s commitment to enhance the delivery of health services byaddressing issues of nursing supply. Refresher programs are offeredat Bow Valley College and NorQuest College.

For details and eligibility requirements, contact [email protected], 780-484-8886 or 1-800-661-5877.

David KingEducation BursaryThe Fredrickson-McGregor

Education Foundation for LPNsinvites LPNs to apply for theDavid King Education Bursaryestablished in 1998 to assistLPNs who are pursuing a career in the education field.

Information and ApplicationForms are available on theFoundation’s website:

http://foundation.clpna.com

Application deadline is February 7, 2010


NOMINATIONS REQUESTED FORTOP HEALTH CARE LEADERS

A new award has been developed to recognizehealth care leaders who are instrumental in build-ing quality practice environments. Nominees are

chosen by LPNs, who believe that the individual hascontributed to an overall positive environment for thehealth care team. The Award Winner receives acommemorative crystal award at the Celebration andAwards Dinner during the CLPNA’s Spring Conferenceon April 8, 2010 in Edmonton, a letter of commendationwhich is sent to their employer, and the individual’scontribution is highlighted in the CARE magazine.

Interprofessional Development Award is given to aperson external to the LPN profession who hasfocused on providing exceptional care to Albertans by;

n demonstrating exceptional leadership skillsn fostering a collaborative practice environmentn promoting professional growth and developmentn creating high functioning interprofessional team(s)n articulating the value of LPNs as vital and respected team members

n advocating for all team members to perform toward their optimal scope of practice

Nominations are initiated by a Licensed Practical Nursewith the support of at least one other health disciplinein the nominee’s work environment. A written statementgiving specific examples related to the eligibility criteriamust be included with the Nomination Form.

NOMINATIONS REQUESTED FOR TOP LPNs

T he Fredrickson-McGregor Education Foundation for LPNs invitesnominations for the 2010 Awards of Excellence. These threeawards honor and pay tribute to LPNs who demonstrate exemplary

leadership, nursing education (preceptoring), and practice in Alberta.Award Winners receive $1,000., a commemorative crystal award at theCelebration and Awards Dinner during the CLPNA’s Spring Conferenceon April 8, 2010 in Edmonton and the individual’s contribution is high-lighted in the CARE magazine.

Employers, LPNs, colleagues and students are encouraged to nominateoutstanding LPNs for the following:

Pat Fredrickson Excellence in Leadership Awardgiven to a LPN for consistently demonstrating excellence in leadership, advocacy, communication and passion for the profession.

Rita McGregor Excellence in Nursing Education Awardgiven to a LPN Nursing Educator or a designated Preceptorin a clinical setting who consistently demonstrates excellence in providing education in the workplace.

Laura Crawford Excellence in Nursing Practice Awardgiven to a LPN who displays exemplary nursing knowledge,promoting an atmosphere of teamwork, mentoring of teammembers, and pride in the profession.

Nominees must hold an Active Practice Permit from CLPNA, be in goodstanding with the College, and reside in Alberta. They must have activelypracticed for at least five years and be currently employed as an LPN.A written statement giving specific examples related to the eligibilitycriteria must be included with the Nomination Form.

Nomination Forms and details for all the awards are available on the Foundation’s website: http://foundation.clpna.comor contact Sherri McLellan at: 780.484.8886 ext 243 or [email protected]

Deadline for nominations is February 7, 2010Winners will be chosen by the Foundation’s Selection Committee and will be announced at the CLPNA’s

Annual Spring Conference. Only complete applications will be forwarded to the Selections Committee for review.

2010AWARDS OF EXCELLENCE

Excellencein

Leadership

Excellencein

Education

Excellencein

Practice


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Perioperative nursing could be your next step.

MacEwan offers this four-course certificate online and through

distance delivery, providing you the skills to work in a challenging and

team-oriented environment – the operating room.

Visit www.MacEwan.ca/LPN for more information.

Do you have a desire to improve the health,wellness and quality of life of older adults?

www.agna.ca

Network with other Nurses interested in gerontology!


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PANDEMIC PREPAREDNESSPRACTICE STATEMENT 14

Approved by Council October 29, 2009

This information is intended to assist members to make professional and ethical decisions during all phasesof a pandemic. It outlines expectations from the College and links to numerous documents that provideeducation and support to the Licensed Practical Nurse (LPN).

What is Pandemic?According to the Public Health Agency of Canada a pandemic is a worldwide outbreak of a specific diseasewhich affects a large proportion of the population (2009).

The World Health Organization states; an influenza pandemic may occur when a new influenza virusappears against which the human population has no immunity. With the increase in global transport, aswell as urbanization and overcrowded conditions in some areas, epidemics due to a new influenza virus arelikely to take hold around the world, and become a pandemic faster than before. Pandemics can be eithermild or severe in the illness and death they cause, and the severity of a pandemic can change over the courseof that pandemic (2009).

Duty to CareThe College’s mission is to regulate and lead the profession in a manner that protects and serves the publicthrough excellence in Practical Nursing.

During a pandemic, there will be many ethical considerations for all health professionals. The Collegeexpects LPNs to fulfill their commitment to clients, the profession, and the public during a pandemic byproviding safe, compassionate, and ethical care.

Members ethical obligations are addressed in the following documents:• CLPNA Code of Ethics and Standards of Practice (2008)• CLPNA HPA Licensed Practical Nurse Regulation (2003)• CLPNA Abandonment of Care Practice Statement 13 (2008)

Responsibilities & ResourcesLPNs are expected to understand a pandemic and their role within a developing pandemic. The Collegemaintains current learning tools, references, and links to pandemic updates at www.clpna.com.

Alberta Health and Wellness has updated Alberta’s Plan for Pandemic Influenza – A Summary (Oct. 2009).This document acknowledges the potential that pandemic influenza may stress the health care system. It isclear that even if only 15% - 35% of the population display symptoms of influenza, the burden will beheavy for the current system to manage.

Health care workers and families may be affected causing absenteeism in schools and the workplace.Demands for services in some settings may increase dramatically adding additional pressure. Health careworkers (professional and unregulated) may be trained to provide aspects of care different from currentroles and in non-traditional roles. It is possible that during a pandemic LPNs and other health care workersmay be asked to perform unfamiliar job tasks. Although flexibility may be necessary to address the healthneeds of the public, it is important that LPNs work within their scope of practice in any environment theyare placed in.

Employers share in the responsibility to prepare the workplace for a pandemic in a safe and ethical mannerrespecting both the public need and professional risk. The Government of Alberta has developed a BestPractice Guideline for Workplace Health & Safety During Pandemic Influenza (2009). This document out-lines workplace legislated requirements, best practices, strategies, and employment standards in the event ofpandemic influenza. High exposure job tasks and best practices for respiratory protective equipment havebeen defined. During a pandemic health care workers may be expected to care for patients under hazardouscircumstances.

College Support During a PandemicThe College recognizes the importance of pre-planning, ongoing planning and collaboration amongst healthprofessions as part of managing crisis situations. Internal and external essential operational service plans arein place at the College that will be implemented during an emergency event in Alberta.

In the event of a severe pandemic outbreak the College will maintain necessary services to support member-ship and the health system in a manner that protects and serves the public. Practice consultation will remaina priority and be available from the College by phone or email to assist and guide LPNs during a pandemic.

View full reference list at www.clpna.com

The College of Licensed PracticalNurses of Alberta (CLPNA) is mandated by government to regulate the profession of

Practical Nurses in a manner thatserves and protects the public.

Accordingly the College develops specific practice statements relevant to the Practical Nursing profession.

The purpose of a Practice Statement is:

• To provide LPNs, employers and the public with information and clarity regarding the scope of practice for LPNs.

• To help eliminate misconceptionsregarding the scope of practice for LPNs.

• To assist employers with utilizing LPNs more effectively in the health care system.


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Fredrickson-McGregor Education Foundation for LPNs TAKE A COURSE, GGGEEETTT AAA GGGRRRAAANNNTTT!!! Taking a course to enhance your LPN practice? CLPNA members holding an Active Practice Permit may qualify for an Education Grant, and receive funding for course tuition cost. APPLICATION DEADLINES FOR COURSE COMPLETION DATES BETWEEN

January 30, 2010 August 1, 2009 to July 31, 2010 April 30, 2010 November 1, 2009 to October 31, 2010 July 30, 2010 February 1, 2010 to January 31, 2011

Grant FAQs (Frequently Asked Questions) and Grant Application Forms at

HTTP://FOUNDATION.CLPNA.COM [email protected] or (780) 484-8886

The results of the College’s 5 Minute Communications Survey reflectthe improvements to the College’s print communications, the impactof the internet, and the pervasiveness of social media compared with

a similar survey conducted in 2006. Nearly 1000 members, employers,and other stakeholders gave their opinions on the redesigned CAREmagazine, CLPNA’s website, and social media websites such asFacebook. The Survey was conducted in October 2009.

Three years ago, the College relied primarily on its magazine, News &Views, to notify members about College business. Results from the 2006Survey strongly guided the development of CARE magazine. Today, justas many members receive information from CLPNA’s website,www.clpna.com, and from mass emails as they do from the magazine.

According to the Communications Survey, the most popular sectionsof CARE magazine are the cover story, stories about LPNs, practice-

SURVEY SHOWS 3 YEAR CHANGE

related articles, and education updates with 75% of respondents say-ing they “usually” read them. The greatest improvement since 2006showed the number of people stating the magazine was “not relevantto me” or they were “not interested” dropped in half! Unexpectedly,some of the least read sections include the new member info section“The Operations Room” and the editorial “From the College” with themajority saying they only read them “sometimes”.

The College’s website received 100,000 visits in the last year andwas reflected in the Survey with 53% reporting they went to the web-site once a month or more. While 75% reported they could find theinformation they needed most of the time or always, the College aimsto improve this rate over the next few months by improving searchfunction and content.

The popularity of social media was evident with two-thirds currentlyregistered on these sites. Facebook statistics show 40% ofCanadians over 13 years use their website, however the Surveyshowed 65% have a Facebook account. Those interested in receiv-ing LPN news through social media website was equal to those notinterested.

More than half of the survey-takers made comments. These rangedfrom requests to publish more employment opportunities to quickerupdates about provincial health initiatives. Some comments showeda lack of knowledge about services and information currently avail-able. For example, many requested that we publish CARE magazineonline when, in fact, current and past issues have been available onthe website’s Resources page for several years. Several commentsnoted the more professional look to CARE magazine was a positiveway of presenting the profession. Some had no comment other thanhow they enjoyed the magazine and website content.

The College thanks all those who participated. Comments will be carefully considered as the College improves its future communication.


CLPNA CouncilPresident

Hugh Pedersen

Executive Director/RegistrarLinda [email protected]

District 1 (RHA Regions 1, 2)Marie Boczkowski

District 2 (RHA Region 3)Donna Adams - Vice President

District 3 (RHA Regions 4, 5)Jo-Anne Macdonald-Watson

District 4 (RHA Region 6)Sheana Mahlitz

District 5 (RHA Region 7)Jenette Lappenbush

District 6 (RHA Region 8)Vacant

District 7 (RHA Region 9)Vacant

Public MembersPeter Bidlock / Robert Mitchell

Ted Langford To contact Council members please call the CLPNA office and your

message will be forwarded to them.

CLPNA StaffTamara Richter

Director of [email protected]

Teresa BatemanDirector of Professional Practice

[email protected]

Sharlene Standing Director of Regulatory Services

[email protected]

Linda Findlay Practice Consultant/[email protected]

CLPNA Office Hours

Regular Office HoursMonday to Friday 8:30am to 4:30pm

Closed forStatutory Holidays

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Log On to clpna.com

• CLPNA Publications• Pertinent Information• Learning Modules• Competency Profile• Job Listings

and more…

OUR MISSION

To lead and regulate the profession in a manner that protects and serves the public through

excellence in Practical Nursing.

OUR VISION

Licensed Practical Nurses are a nurse of choice, trusted partner and a valued professional in the healthcare system.

The CLPNA embraces change that serves the best interestsof the public, the profession and a quality healthcare system.

By 2012 the CLPNA expects:

• To be a full partner in all decisions that affect the profession

• LPNs to embrace and fully exploit their professional scope of practice and positively impact the nursing culture

• LPNs actively involved in planning and decision making within the profession and the healthcare system

• LPNs to assume leadership and management roles provincial, nationally and internationally within the profession and the health care system

• An increase in LPN registrations to 12,000 by 2012• LPNs to actively promote and support the profession• Employers fully utilizing LPNs in every area of practice• The scope of practice to evolve in response to the unique and changing demands of the healthcare system

COLLEGE OF LICENSED PRACTICAL NURSES OF ALBERTA

St. Albert Trail Place, 13163 - 146 Street Edmonton, Alberta T5L 4S8Telephone (780) 484-8886 Toll Free 1-800-661-5877 Fax (780) 484-9069

ISSN 1920-633X CARE

Publications Mail Agreement Number 40050295

Return Undeliverable Canadian Addresses To:St. Albert Trail Place, 13163 - 146 Street

Edmonton, Alberta T5L 4S8email: [email protected]

www.clpna.com

care – winter 2009 | college of licensed practical nurses of alberta

Documents

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