RA Assignment – Educator’s perspective

Tracy Dignum, BSc(PT), MEd.Coordinator, Rehabilitation Assistant Diploma ProgramCapilano Universitytdignum@capilanou.ca

RAs in British ColumbiaAll new grads coming from accredited programs from Capilano, Okanagan and VCC = insures that National standards being met

Competition for program admission resulting in high caliber of student and grads

Not regulated and no title protection

Insurance options and limitations

RA role in British ColumbiaMore creative applications of RAs in service

delivery modelsNew graduates tend to begin in acute care

facilities to gain experienceExperienced RAs often seek the challenge of

community contextsRA job satisfaction survey indicated that

“opportunities for growth” are key

Potential strategies to enhance, assess and track RA competencies

Skill refresher sessionsShadowingVitual and hard copy skills inventoriesIntervention plan templatesTransfer of function documentation templates

Supervision of RAs: A supervision plan should be developed prior to task assignment

Outlines supervision method and frequency

Re-evaluate at regular intervals for effectiveness

Supervision of RAs:To decide supervision model, consider:Complexity of service component / task

Needs of client populationEnvironment Competencies of RA

Supervision of RAs:

Must be ongoingRegular contact with supervising OT/PT

Supervision of RAs:Involve a combination of methods

including:Observation of interventions or

interactionsRecord reviewsInformal or formal meetingsInput may be obtained from other

health professionalsFace to face contact at regular intervals

Supervision of RAs:Supervision of RAs:

Mechanisms to access the supervising OT/PT must be identified, particularly for emergency situations

Completion of assigned tasks must be regularly monitored and evaluated by the OT/PT as outlined in the supervision plan