Frailty, Dementia and - Canadian Dementia Knowledge Translation

Development, Evaluation and Dissemination of a
Bilingual Workshop for Dementia Care Providers
Entitled
“Frailty, Dementia and Disasters: What Health
Care Providers Need to Know”
Project Report
Maggie Gibson, Ph.D., C.Psych.
St Joseph’s Health Care London
London, Ontario, Canada
Submitted to :
Canadian Dementia Knowledge Translation Network (CDKTN) and the
Alzheimer Society of Canada (ASC) Education and Training Knowledge
Translation Award Program and the Public Health Agency of Canada
December 2010
2
Contents
Page
Acknowledgements
3
Collaborators
4
Executive Summary
5
Introduction
7
Theoretical Model – CIHR Knowledge to Action Cycle
7
Identification of the Problem
7
Knowledge Creation
9
Knowledge Inquiry and Synthesis
9
Knowledge Tools/Products; Tailoring Knowledge
10
Knowledge to Action Process
12
Adapting Knowledge to Local Context
12
Assess Barriers to Knowledge Use; Select, Tailor and Implement Interventions
14
Implement Intervention
16
Monitor Knowledge Use and Outcomes
17
Sustain Knowledge Use
20
References
24
Conference Citations
25
Appendices
28
3
Acknowledgements
This project was completed with funding awarded to Maggie Gibson, Veterans Care Program,
St. Joseph's Health Care London, London, Ontario, Canada, from the Canadian Dementia
Knowledge Translation Network (CDKTN) and the Alzheimer Society of Canada (ASC)
Education and Training Knowledge Translation Award Program, with financial and technical
support from the Public Health Agency of Canada.
Credits: E-learning consultation and design: Infacilitation, c/o Sheila Cook, London, Ontario,
Canada
Louise Hardy (Whitehorse, Yukon), Danielle Maltais (Chicoutimi, Quebec) and Sonja Ruthe
(South Vancouver Island, British Columbia) were collaborators and site liaisons for the elearning pilot projects. Many colleagues volunteered feedback through a variety of mechanisms
on all aspects of this project. Their contributions are gratefully acknowledged and appreciated.
Disclaimer: Nonetheless, the materials and opinions represented herein are the responsibility of
the grant holder, Maggie Gibson, and do not necessarily reflect the views of St. Joseph's Health
Care London, consultants, collaborators or the funding bodies.
Copyright: Maggie Gibson
Remerciements
Ce projet a été complété grâce à une subvention accordée à Maggie Gibson, programme de
soin des vétérans, Hôpital Parkwood, St. Joseph’s Health Care, London, Ontario, Canada, par
le Réseau canadien de transfert de la connaissance sur la démence (CDKTN) et le programme
de bourses et subventions de recherche pour l’éducation et la formation sur le transfert des
connaissances de la Société Alzheimer du Canada (SCA); de l’aide financière et du support
technique ont également été offerts par l’Agence de santé publique du Canada.
Création de l’apprentissage en ligne (e-Learning): InFacilitation; Sheila Cook, consultante,
London, Ontario, Canada
Louise Hardy (Whitehorse, Yukon), Danielle Maltais (Chicoutimi, Québec) et Sonja Ruthe
(South Vancouver Island, Colombie britannique) ont collaboré et ont assuré la liaison sur place
lors des essais en ligne des projets-pilotes. Plusieurs collègues ont offert une rétroaction, par
divers mécanismes, sur tous les aspects de ce projet. Leur contribution est reconnue et
grandement appréciée.
Démenti: Néanmoins, le matériel et les opinions représentés ici sont la seule responsabilité de
la personne subventionnée, Maggie Gibson, et ne reflètent pas nécessairement l’opinion des
autres personnes et entités impliquées dans le projet soit : l’Hôpital Parkwood, St. Joseph’s
Health Care, London, les consultants, les divers collaborateurs ou les organismes
subventionnaires.
Copyright: Maggie Gibson
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Collaborators
We are grateful to all of the following named individuals as well as a small number of additional
collaborators who preferred to remain anonymous, for their contributions of time, energy and
expertise to this project.
Content Pilot
Katie Gibbs
e-learning Reference Group
Bernadette (Berni) Baer
Sherrie Cheers
Kevin Coffin
Lynn Fornier
Brigitte Garland
Anne Grieve
Darlene Harrison
Jennifer Hyson
Hazel Johnson
Maria Murgante
Lois Stewart-Archer
Sandra Woodhead Lyons
Yukon Workshop Group
Barbara Adel
Judy Anderson
Penny Bower
Tina Bunce
Susan Burns
Cynthia Chubbs
Maureen Crill
Lucy Driscoll
Crystal Edzuza
Diane Emond
Sherry Fairweather
Kathy Fredrickson
Theresa Gatien
Graham Key
Nancy Kidd
Laurie Lesage
Therese Lindsay
Dwayne MacDonald
John Mahoney
Jody McCullough
Tammy McKay
Cynthia Onions
Denise Peter
Beatrix Rocca
Liris Smith
River Walton
Quebec Workshop Group
Angele Dallaine
Julie Coté
Lynda Thibbault
Linda Beaumier
Lorraine Lajôie
Maryse Desmeutes
Doriee Pudeé
Melanie Bouchard
Claveau Johanne
Suzie Turcotte
Josée Fortin
Véronique Jomphe
Audrey Dénéehal
Couylaine Couillemette
Bruno Gagué
Diane Lamer
Julie Fortin
British Columbia Pilot Group
Lorna Archer-Quinn
Leanne Brown
Karen Calvert
Janet Cambrey
Valorie Cunningham
Betty Doak
Sara Himelstein
Margaret Lathrop
Amy Paterson
May Sauder
Darcie Wolfe
Content Advisory Group
Lisa Brown
Rory Fisher
Kelly Fitzgerald
Patti Gorr
Gloria Gutman
Louise Hardy
Sandi Hirst
Nabil Kronfol
Danielle Maltais
Laurie Mazurik
Robert Roush
Jane Swan
Kimberley Wilson
Knowledge Translation
Resource Group
Sarah Clark
Patti Gorr
Megan Harris
Ken LeClair
Liz Lusk
Jamie Rossiter
Jane Swan
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Executive Summary
The overall goal of this Knowledge Translation initiative is to contribute to international efforts to reduce
the disproportionate vulnerability of older adults in emergencies and disasters. The project involved the
development, evaluation, and dissemination of an e-learning tool entitled “Frailty, Dementia and
Disasters: What Health Care Providers Need to Know”.
Key literature on geriatric emergency preparedness and response issues, including the roles and
responsibilities of health care providers, was identified and synthesized in consultation with the
International Working Group on Health Providers convened by the Division of Aging and Seniors, Public
Health Agency of Canada. Content was piloted in a facilitated workshop in Ontario. A pan-Canadian
health provider reference group provided feedback on the transition to an e-learning format.
Subsequently, user feedback to refine the e-learning tool was solicited from health care providers in the
Yukon, Quebec and British Columbia. A technical advisory group provided expert guidance for web
based knowledge translation. The program is available in English and French.
The learning objectives of the e-learning resource are to help health care providers, administrators and
policy makers understand the:
disproportionate vulnerability of older adults who are frail and those who have dementia, in
emergencies and disasters;
components of the emergency management cycle and how they apply to this target population;
best practice resources that can be used to improve emergency preparedness, response, recovery
and mitigation; and
role of health care organizations and providers in emergency management for older adults who are
frail and those who have dementia.
The "Emergency Management Frailty, Disasters and Dementia: What Health Care Providers Need to
Know" eLearning program will be hosted on www.dementiaknowledgebroker.ca (DKB), a platform
facilitated by the CDRAKE - the knowledge exchange theme of the Canadian Dementia Knowledge
TranslationNetwork (CDKTN). The program will also be made available through a number of key online
stakeholder channels.
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Présentation sommaire
Le but global de cette initiative de traduction de la connaissance est de contribuer aux efforts
internationaux visant à diminuer la vulnérabilité disproportionnée des aînés en situations d’urgence et
de désastre. Le projet a consisté à développer, évaluer et faire connaître un outil d’apprentissage en
ligne appelé « Fragilité, démence et désastres: Ce que les intervenants doivent savoir ».
La littérature principale sur les questions gériatriques concernant l’état de préparation et l’intervention
des équipes de secours, incluant le rôle des intervenants en soins de santé ou services sociaux, a été
identifiée et synthétisée en consultation avec le groupe international de travail des intervenants en
soins de santé ou services sociaux assemblé par la Division du vieillissement et des aînés de l’Agence
de santé publique du Canada. Le contenu a été vérifié lors d’un atelier ontarien. Ensuite, un groupe de
référence pancanadien d’intervenants en soins de santé ou services sociaux a fourni la rétroaction sur
la transition à un format d’apprentissage en ligne. Par la suite, la rétroaction d’utilisateurs en ligne afin
de raffiner l’outil d’apprentissage a été offerte par des intervenants en soins de santé ou services
sociaux du Yukon, du Québec et de la Colombie britannique. Un groupe consultatif technique a fourni
les conseils experts pour la traduction basée sur le réseau de la connaissance. Le programme est
disponible en anglais et en français.
Les objectifs d’étude de la ressource d’apprentissage en ligne sont d’aider les intervenants en soins de
santé ou services sociaux, les administrateurs et les décideurs politiques à comprendre:
la vulnérabilité disproportionnée des aînés qui sont fragiles et de ceux atteints de démence en
situation d’urgence et de désastre;
les composantes du cycle de gestion des secours et leur application envers cette population ciblée;
les ressources concernant les meilleures pratiques pouvant être utilisées pour améliorer l’état de
préparation aux situations d’urgence, l’intervention, le rétablissement et la prévention; et
le rôle des organismes et des intervenants en soins de santé ou services sociaux dans la gestion
des secours à apporter aux aînés qui sont fragiles et à ceux atteints de démence.
Le programme d’apprentissage en ligne « Fragilité, démence et désastres: Ce que les intervenants
doivent savoir en situation d’urgence » sera hébergé à l’adresse suivante:
www.dementiaknowledgebroker.ca (DKB), une plateforme développée par le CDRAKE - le courtier
d’échange de la connaissance du Réseau canadien de transfert de la connaissance sur la démence
(CDKTN). Le programme sera également disponible en ligne par l’entremise d’un certain nombre de
canaux dépositaires importants.
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Introduction
Theoretical Model
The Canadian Institute of Heath Research Knowledge to Action Model (http://www.cihrirsc.gc.ca/e/39033.html), among others (e.g., PARiHS Framework; Kitson, Harvey and McCormack,
1998), served to inform this project. The Knowledge to Action model is used as the organizing
framework is used to structure this report.
Identification of the Problem
Emergencies and disasters are increasing worldwide, secondary to factors including climate change,
human pressures on the environment, infrastructure failure and armed conflict. The Canadian Disaster
Database (Public Safety Canada) includes information on over 700 natural, technological and conflict
events (excluding war) that Canada has experienced over the past century. Approximately 80% of
Canadian disasters are due to weather-related events, most frequently flooding. Canadian vulnerability
to disasters is heightened by the concentration of the population in areas of high risk, such as
seismically active regions, coastal plains and river basins (Hwacha, 2005).
Mounting evidence internationally suggests that older people suffer disproportionately in disasters as a
consequence of largely remediable factors that cross the four pillars of emergency management:
preparedness, response, recovery, and mitigation/prevention (WHO, 2008). For example, almost three
quarters of the deaths from Hurricane Katrina were in those aged 60 and older. Frailty and dementia
are specific risk factors for heightened vulnerability. The co-morbid aspects of dementia and frailty
exacerbate each condition, making the provision of both physical and mental health care even more
problematic in disaster situations (Barney and Roush, 2009). Dementia alters a person’s capacity to
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plan, organize, respond to and cope with their social and physical environment. The dementia care
literature documents the importance of a constant, familiar physical and social environment to maintain
the delicate equilibrium of older adults with dementia (Conn, Gibson, Feldman, et al., 2006). The
urgency, unpredictability and chaos associated with emergencies and disasters create the antithesis of
this calming and supportive environment. As a result, older adults with compromised functional status
are thought to be at increased risk for isolation, suffering and even death in emergency situations.
Moreover, they are often neglected in emergency preparedness initiatives and sidelined in community
recovery and rehabilitation activities post-disaster (Hutton, 2008).
The Public Health Agency of Canada (PHAC) has played a leading role in drawing international
attention to the need to recognize and include seniors’ distinct needs in emergency preparedness and
disaster management. Together with the government of Manitoba and the World Health Organization
(WHO), PHAC hosted an International Workshop on Seniors and Emergency Preparedness in
Winnipeg in 2007. This workshop brought together over one hundred experts from around the world to
identify priorities to better address seniors’ needs and utilize seniors’ capacities as a component of
emergency management. The workshop report was presented to the United Nations Commission for
Social Development (PHAC, 2008a). As an outcome of the workshop, international working groups
were created to address key issues and were instrumental in developing the Second International
Workshop on Seniors and Emergency Preparedness held in Halifax in 2008 (PHAC, 2008b). The
PHAC Division of Aging and Seniors (DAS) serves as a central coordinating body for the working
groups, which are collaborating on the development and dissemination of resources, knowledge
exchange, policy and program development.
The Applicant co-chairs the International Working Group on Health Providers (IWGHP), which focuses
on health providers and the continuity of health services as these relate to older adults in all phases of
emergency management. See Appendix 1 for IWGHP handout.
One arm of the IWGHP’s efforts addresses frail older adults who live in congregate settings (nursing
homes, long term care facilities). A knowledge synthesis was commissioned (Fitzgerald, 2009) on the
emergency-related roles and responsibilities of health care practitioners who provide services to this
population. The conclusion was that the knowledge base and its dissemination are insufficient. At the
same time, some promising practices warranting knowledge translation were identified.
A consensus emerging from the IWGHP’s body of work was that health care providers can reduce the
vulnerability and marginalization of persons with dementia at each phase of the emergency
management cycle, but only if they have the requisite knowledge, tools and resources. Evidence
suggests that for the most part, they do not. To remediate this gap, this KT project was designed to
develop, evaluate, and electronically disseminate an e-learning program entitled “Frailty, Dementia and
Disasters: What Health Care Providers Need to Know”.
The objectives of the four-module e-learning program are to raise awareness of the:
1. Disproportionate vulnerability of older adults who are frail and those who have dementia, in
emergencies and disasters;
2. Components of the emergency management cycle and how they apply to this target population;
3. Best practice resources that can be used to improve emergency preparedness, response,
recovery and mitigation; and
4. Role of health care organizations and providers in emergency management for older adults who
are frail and those who have dementia.
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Knowledge Creation
Knowledge Inquiry and Synthesis
The project was built on the scaffold of workshops, symposia and presentations by members of the
IWGHP at national conferences and international congresses since inception (see Conference
Citations), a recent workshop series conducted under the auspices of the GEPR in the United States
(Roush, 2009) and a self-study guideline commissioned by the Centre for Emergency Preparedness
and Response, PHAC (Gibson 2008).
A subgroup of the IWGHP formed the Content Advisory Group for this project:
Lisa Brown – Department of Aging and Mental Health Disparities, University of South Florida,
USA
Rory Fisher – Sunnybrook Health Sciences Centre, University of Toronto, ON
Kelly Fitzgerald – University of Zurich, Switzerland
Patti Gorr – Division of Aging and Seniors, Public Health Agency of Canada
Gloria Gutman – Gerontology Research Centre, Simon Fraser University, BC
Louise Hardy – Health and Social Services, Yukon Territory Government, YK
Sandi Hirst – Faculty of Nursing, University of Calgary, AB; National Seniors Council
Nabil Kronfol – Lebanese HealthCare Management Association, Lebanon
Danielle Maltais – Département of Human Science, Université du Québec à Chicoutimi, QC
Laurie Mazurik - Sunnybrook Health Science Centre, Toronto, ON
Robert Roush – Baylor School of Medicine, Houston, Texas, USA
Jane Swan – Division of Aging and Seniors, Public Health Agency of Canada
Kimberley Wilson – Canadian Coalition for Seniors Mental Health, Toronto, ON
Through an ongoing collaborative process, the Content Advisory Group contributed their content
expertise to the knowledge inquiry and synthesis stages of the Knowledge to Action cycle. This
culminated in a PowerPoint presentation of core content that was subsequently represented in the elearning KT resource developed through the grant. The core content was piloted as an invited
presentation at the 24th annual Geriatric Refresher Day sponsored by the Division of Geriatric Medicine,
University of Western Ontario, and Specialized Geriatric Services, St. Joseph’s Health Care, London,
May 5, 2010. This conference is attended by approximately 450 interdisciplinary health care
professionals. The Project Leader (Maggie Gibson) presented the synthesis of content at one of six
concurrent sessions as an invited speaker. Approximately 50 people attended the session. The session
was rated highly, with recommendations including the need for more case examples and opportunities
for participation in the learning experience. See Appendix 2 for the PowerPoint presentation and
summary of evaluation results.
Subsequent to this session, the Content Advisory Group participated in teleconferences approximately
monthly at which they received updates on the progress of the project and participated in planning for
dissemination and future steps that would integrate the present project with the broader agenda of the
IWGHP.
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Knowledge Production/Tools; Tailoring Knowledge
The consulting firm infacilitation (www.infacilitation.com) was contracted to fulfill the project
management requirements of this initiative and to develop the on-line learning tool. The infacilitation
team has experience in knowledge brokering, interactive e-Learning programs for health care
providers, strategic communications plans and research network support. The team worked with
subject matter experts, collaborators and translators.
The infacilitation team applied e-learning emerging best practices and adult education principles to
create an on-line learning experience that would:
Develop meaningful interactions based on real-world scenarios;
Challenge learners, allow them to explore and make mistakes in a safe learning
environment;
Use feedback from the interactions to share content;
Make use of stories, examples and images to generate interest and keep intrinsic motivation
high; and
Offer additional resource materials for people who wish to learn more.
To facilitate this process, the infacilitation team worked with the Project Leader to establish a core
group of 14 health care providers and educators from across Canada who offered their subject matter
expertise to the development and review of the early e-learning prototypes. Participants in this elearning development group were drawn from Victoria, BC, Edmonton, AB, Calgary, AB, Winnipeg, MB,
Thunderbay, ON, London, ON, Halton ON, Sainte-Anne-de-Bellevue, PQ, Campbellton, NB, and
Halifax, NS.
This dedicated group provided feedback in three waves. Initially, they responded to a survey designed
to capture relevant aspects of and experience with emergencies and disasters. This input informed the
first PowerPoint prototype of the e-learning tool. Subsequently, the group provided feedback on the
evolving tool that was used to:
Clarify language and correct grammar;
Improve questions and feedback;
Enhance real world examples;
Select photographs; and
Make the e-learning experience real and relevant to local contexts.
An iterative process of review and revision was used to validate the evolving storyboards against
approved content. Once developed, the e-learning prototype was further evaluated and refined through
in-person workshops and a virtual pilot with purpose-selected groups of end-users in three diverse
regions of Canada.
The following commentary from Sheila Cook, infacilitation’s principal facilitator, illustrates the problemsolving and decision-making that were integral to the development of the e-learning tool:
To make the most of an investment in e-learning it is essential to follow e-learning best practices
in the instructional design, graphic design, development and delivery phases. These best
practices include providing real life scenarios and consequences; offering meaningful and
relevant interactions; and a stable, easy-to-navigate technical environment. The initial plan was
to deliver an on-line tool using PowerPoint. Once the consulting firm thoroughly understood the
complex nature of the subject matter, learning objectives, and expectations of the collaborators
and the learners, it was determined that delivering a PDF version of a PowerPoint was not a
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viable option. A more robust learning environment was required and the rapid e-learning tool
called Articulate was selected. This tool was also chosen because it is easy for learners to
access through a web link and it was possible to attach a resource section where learners can
access references and worksheets to support their learning experience. The modules were
modified several times to streamline and clarify the instructions for novice e-learners. In addition
a Quick Start Guide was provided that gave navigational instructions.
Another essential component of creating a relevant learning environment is visual images. It
was important to show cultural and geographical (e.g. urban and rural) diversity. Although it was
challenging to find photographs of frail elderly people and those with dementia who represented
Canadian diversity, a thorough search of stock photography sites resulted in a satisfactory
result. Unfortunately, appropriate pictures of people with Aboriginal backgrounds are not
available at a reasonable cost. An attempt was also made to use character names that reflect
Canada’s diversity.
Feedback indicated that it was important to give learners who completed the modules an
opportunity to print a personalized certificate of participation. Seamless integration of the
certificate within the Articulate program, required special programming skills and a firm was
contracted to do this work.
An extensive translation process was required since the goal was to produce a knowledge translation
tool that would be available in both English and French. The translation process included:
English to French translation of the e-learning modules and supporting materials contracted
to a Quebec-based translator, Yvette Boulay, who worked in collaboration with the
infacilitation team, Project Leader and site liaison for the Quebec workshops;
Feedback on the translation was incorporated as one of the objectives of the Quebec
workshops;
Review of the penultimate version of the French-language product courtesy of the
translation service of the Public Health Agency of Canada, Division of Aging and Seniors.
See Appendix 3 for the overall project checklist complied by the infacilitation team as well as the
chronology of communication with the e-learning Reference Group and the feedback they provided on
subsequent versions of the e-learning prototype.
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Knowledge to Action Process
Adapting Knowledge to Local Context
In order to maximize the added value of the e-learning as an addition to the resource base for disaster
management in Canada, the prototype was delivered to audiences of health care providers and related
decision-makers in three diverse settings: a remote northern city with extensive experience in dealing
with a challenging natural environment (Whitehorse, Yukon Territory: liaison Louise Hardy), a midsized, predominately French-speaking city with disaster experience in recent times (Chicoutimi,
Quebec: liaison Danielle Maltais), and an island location with concerns about potential earthquake
activity (South Vancouver Island, British Columbia: liaison Sonja Ruthe).
In each site, the local liaison was supported by the infacilitation team and the Project Leader to
advertise, promote, recruit and organize a workshop within the local health care system. The Project
Leader and local liaison facilitated two workshops in each of the Yukon and Quebec. The British
Columbia pilot was virtual to simulate the self-directed learning experience of end-users post grant. The
development and conduct of the workshops were designed to support relationship building and a social
networking approach.
In each workshop, the e-learning modules were projected on screen so that the participants could
observe the navigation through the modules by the facilitator. Participants collectively completed the
interactions and were encouraged to offer comments on navigation, content and other aspects of the
learning experience as the modules were presented. In addition, at the end of the presentation,
participants completed an evaluation form.
Details for the workshops/pilot are as follows:
October 19, 2010 – 3 hrs
Kwanlin Dun Health Centre, Kwanlin Dun First Nations, Yukon Territory
Open invitation workshop hosted by Maureen Krill, Nurse in Charge
Site Liaison: Louise Hardy
Site Support: Marlene Walde, Tina Bunce
Presenter: Maggie Gibson
Invitees: all Health Centre staff
Facilitated e-learning presentation (4 modules)
12 participants
October 20, 2010 – 3 hrs
Open invitation workshop hosted by Seniors Services/Adult Protection Unit of Health and Social
Services, Government of Yukon, 109 Copper Road, Whitehorse, Yukon Territory
Site Liaison: Louise Hardy
Site Support: Marlene Walde, Tina Bunce, Dagmar Borchardt
Presenter: Maggie Gibson
Invitees: Emergency Measures Services, Continuing Care, Home Care, Whitehorse General
Hospital, Video-conferencing provided to Faro, YK
Facilitated e-learning presentation (4 modules)
21 participants
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October 27, 2010 – 2 hrs
Hopital de la Baie, la Baie, Chicoutimi region, Quebec
Open invitation workshop hosted by Centre des services sociaux (CSSS) de la Baie
Site Liaison and Presenter: Danielle Maltais
Site Support: Maggie Gibson, Véronique Gauthier
Invitees: workers in gerontology team of the CSSS de la Baie and the Alzheimer Society group of
Saguenay-Lac-St-Jean
Facilitated e-learning presentation (3 modules)
9 participants
October 28, 2010 – 2.5 hrs
Cegep a’Alma, Alma, Saquenay region, Quebec
Open invitation workshop hosted by CSSS Lac-St-Jean – east
Site Liaison and Presenter: Danielle Maltais
Site Support: Maggie Gibson, Véronique Gauthier
Invitees: workers in gerontology team of the CSSS du Lac-St-Jean east and the Alzheimer
Society group of Saguenay-Lac-St-Jean
Facilitated e-learning presentation (3 modules); independent on-line pilot (1 module)
8 participants
November 8-November 19, 2010
South Vancouver Island, British Columbia
Site Liaison: Sonja Ruthe
Invitees:
o Oak Bay Lodge
o Vancouver Island Health Authority (VIHA)
 Health Emergency Management Division
 Home & Community Care
 Alzheimer’s and Dementia Units
 Cowichan District Hospital
o Kiwanis Pavilion
o BC Association of Social Workers
o University of Victoria, Faculty of Social Work
o Capital Regional District (CRD) Emergency Program Coordinators
o SVI Emergency Social Services Directors (ESSD) and NGO working group
Independent on-line pilot (4 modules)
Drop-in “thank you and next steps” reception hosted by Sonja Ruthe
13 participants
See Appendix 4 for Communications and Evaluation pertaining to each workshop/pilot.
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Assess Barriers to Knowledge Use; Select, Tailor and Implement Interventions
In recognition of the fact that multiple skill sets, in addition to content knowledge are critical to the
development of an effective e-learning program and to the use of e-learning as a successful knowledge
translation tool, a Knowledge Translation (KT) Resource Group was recruited including representation
from PHAC’s Office of Public Health Practice (expertise in developing on-line courses) and CDRAKE
(knowledge broker expertise and web hosting expertise). The members of the group were as follows:
Sarah Clark, CDRAKE
Patti Gorr, PHAC
Megan Harris, CDRAKE
Ken Le Clair, CDKTN/CDRAKE
Liz Lusk, CDRAKE
Jamie Rossiter, PHAC
Jane Swan, PHAC
CDRAKE offered the project team free use of a teleconference line and Adobe Connect web
conferencing tool. This online secure meeting space allowed us to show PowerPoint presentations,
project timelines and other key resources. It was a valuable way to collaborate with stakeholders and
change documents, in real time, using feedback from recipients.
The KT Resource Group met with the project team by teleconference at strategic intervals over the
course of the study and provided input on critical decisions including:
Overall e-Learning strategy;
Strategy elements (e.g., use of certificates, navigation constraints);
Communications and marketing plan;
Hosting; and
Dissemination and monitoring.
The following commentary by Liz Lusk, KT Conceptual Design Lead, CDRAKE, illustrates the decisionmaking process around optimal webhosting:
The "Emergency Management Frailty, Disasters and Dementia: What Health Care Providers
Need to Know" eLearning program will be hosted on www.dementiaknowledgebroker.ca (DKB),
a platform facilitated by the CDRAKE - the knowledge exchange theme of the CDKTN. The
program will also be made available through a number of key online stakeholder channels,
including lifeandminds.ca (CDKTN), PHAC, ASC, CCSMH, CAG, CPA as well as local
organization sites.
With additional knowledge exchange mechanisms made available, the DKB serves as an
effective host platform by providing learners with the capacity to extend their learning
opportunities before, during and after the eLearning program. For instance, if learners have
questions, they can post them in the Knowledge Broker Q & A accessing the CDRAKE
community for support. Should learners move to action in their respective organizations, they
could share any tools used or developed through the Document Collaboration space.
Participants can also write about their experience in the Resource Exchange or Blog. In these
ways, learners can continuously connect with one another through the platform engaging in
informal learning in support of continuous quality improvement.
15
By hosting the eLearning program on the DKB platform and making the modules available
through key stakeholder websites, our eLearning program will be accessible through multiple
channels making for great reach across the sector.
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Intervention:
Knowledge Translation Tool
The complete e-learning package includes:
1. Introduction on the CDRAKE website
2. PowerPoint Quick Start Guide to facilitate navigation
3. Four E-Learning Modules:
1.
2.
3.
4.
Module 1: Emergency Management
Module 2: Emergency Preparedness
Module 3: Response
Module 4: Recovery and Mitigation
Resources and Certificate of Completion are embedded. French and English packages are provided.
See Appendix 5 for the e-learning package including links to access the e-learning modules on-line.
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Monitor Knowledge Use and Outcomes
Although it would be ideal to monitor knowledge use of the e-learning tools on a prospective basis, this
is outside the boundaries of the current grant. We are, however, able to mount a small proxy
evaluation.
At the end of the intervention development phase (December 2010), participants in the e-learning, inperson pilot and virtual pilots received a thank you letter, as follows:
Dear Participants in the 2010 Frailty, Dementia and Disasters E-learning Development Project,
We want to sincerely thank you again for having taken part in this project, either as member of
our e-learning consultation group, in person at a workshop session (Yukon Territory, October 19
or 20; Quebec October 26 or 27) or as part of the on-line pilot (British Columbia, November 819).
Your participation has been essential to the success of this project. As you know, the e-learning
program is based on international evidence and emerging best practices and was developed in
collaboration with health care providers and emergency management subject matter experts,
that is, yourselves.
Early in 2011, the "Emergency Management Frailty, Disasters and Dementia: What Health Care
Providers Need to Know" eLearning program will be hosted on
www.dementiaknowledgebroker.ca, (DKB), a platform facilitated by the CDRAKE - the
knowledge exchange theme of the Canadian Dementia Knowledge Translation Network
(CDKTN). DKB provides a way in which you can extend your learning opportunities on this
topic. For instance, if you have questions, you can post them in the Knowledge Broker Q & A
accessing the CDRAKE community for support. You can share tools through the Document
Collaboration space on the website, and you can also write about your experiences in the
Resource Exchange or Blog.
Please let health care providers in your organization know about this learning opportunity.
Many thanks again for your support. If you require further information, please contact Maggie
Gibson at [email protected].
Best wishes for the holiday season, and for a successful and happy new year.
Maggie Gibson, Louise Hardy, Danielle Maltais, Sonja Ruthe, Morgan Balazs
>>>>>>>>
Chers participants au projet pilote d'apprentissage en ligne 2010 sur la Fragilité, la démence et
les désastres,
Nous voulons encore une fois vous remercier sincèrement de votre participation à ce projet en
tant que membre de notre groupe de consultation soit en personne au cours d’un atelier
(Territoire du Yukon, les 19 ou 20 octobre derniers; au Québec les 26 ou 27 octobre) ou en
ligne (Colombie-Britannique, du 8 au 19 novembre).
18
Votre participation a été essentielle au succès de ce projet. Comme vous le savez, le
programme d'apprentissage en ligne est basé sur l'évidence internationale et les meilleures
pratiques émergentes. Il a été développé en collaboration avec les intervenants en soins de
santé ou services sociaux et les experts en gestion des secours en situation d’urgence - c’est-àdire vous-même.
Au début de 2011, le programme d’apprentissage en ligne « Gestion des mesures d’urgence,
fragilité, démence et désastres: Ce que les intervenants doivent savoir » sera hébergé à
l’adresse suivante : www.dementiaknowledgebroker.ca, (DKB), une plateforme développée
par le CDRAKE - le courtier d’échange de la connaissance du Réseau canadien de transfert de
la connaissance sur la démence (CDKTN). Le DKB offre diverses façons d’augmenter vos
connaissances sur le sujet. Par exemple, si vous avez des questions, vous pouvez les inscrire
dans la section Questions & Réponses du site du courtier qui vous donnera accès à l’aide
provenant de la communauté CDRAKE. Vous pouvez aussi partager des outils en accédant à la
section de partage de documents du site et vous pouvez également décrire vos expériences
dans le blog.
Nous vous prions de faire circuler l’information sur cette opportunité d’apprentissage auprès des
intervenants en soins de santé ou services sociaux de votre organisme ou votre association.
Encore une fois merci de votre appui. Si vous désirez de plus amples informations, veuillez
contacter Maggie Gibson à l’adresse courriel suivante : [email protected]
Meilleurs Vœux pour le temps des Fêtes et une Bonne, Heureuse et Prospère Année 2011.
Maggie Gibson, Louise Hardy, Danielle Maltais, Sonja Ruthe, Morgan Balazs
Approximately six months following this correspondence (late spring 2011), participants in the in-person
and virtual workshops will receive an email communication inviting them to describe whether they have
taken any action as a result of their learning. Six months was selected as a reasonable timeframe for
participants to have followed up on action plans.
The six-month post-grant email communication that will be sent to participants in the three pilot sites
(Yukon, Quebec and British Columbia) will read as follows:
Dear Participants in the 2010 Frailty, Dementia and Disasters E-learning Pilot Project,
You will recall having taken part in this project, either in person at a workshop session (Yukon
Territory, October 19 or 20; Quebec October 26 or 27) or on-line (British Columbia, November
8-19).
As promised, we are following up with you to invite you to let us know if you have made any
changes to your personal or professional emergency preparedness since you participated in the
project. Or perhaps you have been involved in an emergency or disaster situation – if so, was
the learning helpful to you in anyway?
We welcome any and all comments about your experience. Even if you haven’t yet taken any
actions, we’d be interested in how your thinking about emergencies and disasters may have
changed over the past months since your participation in the project.
Please reply with your thoughts to [email protected].
19
Look forward to hearing from you,
Best regards,
Maggie Gibson, Louise Hardy, Danielle Maltais, Sonja Ruthe
>>>>>
Chers participants au projet pilote d'apprentissage en ligne 2010 sur la Fragilité, la démence et
les désastres,
Vous avez participé à ce projet en personne au cours d’un atelier (Territoire du Yukon, les 19 ou
20 octobre derniers; au Québec les 26 ou 27 octobre) ou en ligne (Colombie-Britannique, du 8
au 19 novembre).
Tel que promis, nous vous contactons maintenant pour vous inviter à nous faire savoir si,
depuis que vous avez participé au projet, vous avez apporté des modifications quelconques à
votre état de préparation personnel ou professionnel face aux situations d’urgence. Ou peutêtre avez-vous été impliqué dans une situation d'urgence ou de désastre - si oui, le contenu de
la formation vous a-t-il été utile d’une façon quelconque?
Tous vos commentaires au sujet de votre expérience sont les bienvenus. Même si aucune
mesure n'a été prise pour l’instant, nous serions intéressées par la façon dont votre pensée
s’articule maintenant autour des urgences et des désastres. Y a-t-il eu des changements à ce
sujet au cours des derniers mois, depuis votre participation au projet.
Veuillez faire part de vos réflexions à [email protected]
Dans l’attente d’avoir de vos nouvelles,
Cordialement,
Maggie Gibson, Louise Hardy, Danielle Maltais, Sonja Ruthe
The results will be discussed among the project team (Project leader and site liaisons). This feature will
extend our findings to include proxy measurement of behaviour change as an outcome and will provide
direction for follow up activities that can be undertaken under the auspices of local actors such as the
site liaisons, national actors such as CDRAKE, ASC and PHAC and international actors such as the
IWGHP. The responses up will give us a sense of the potential impact of the e-learning on end-users
who engage in the learning on their own initiative or at the invitation of their peers, organizations,
associations and other stakeholders who respond to the marketing plan that will be implemented to
sustain knowledge use, as described in the following section.
20
Sustain Knowledge Use
A marketing plan was developed to enhance awareness of the importance of emergency management
for older adults who are frail and those with dementia by letting health care professionals know about
this new e-Learning resource. The specific objectives of the marketing plan were to:
Inform key stakeholders that the e-Learning program is available;
Invite key stakeholders to tell others in their professional networks about this learning
opportunity;
Encourage health care providers, administrators and policy makers to participate in the learning
experience; and
Share the development process and outcomes with relevant Canadian and International
communities of practice.
The marketing plan had three components:
1. Email communication sent to selected organizations to inform them about this new resource;
2. On-line events that promotes social interaction between learners; and
3. Conference presentations.
1. Email Communication:
Recipient organizations are being identified on an ongoing basis with the assistance of the Content
Advisory Group and include associations and organizations such as the Canadian Association on
Gerontology, Canadian Gerontological Nurses Association, and Canadian Red Cross.
Emergency Management Frailty, Disasters and Dementia: What Health Care Providers
Need to Know
We are pleased to announce the launch of a new e-Learning program developed for Canadian
health care providers, administrators and policy makers who support older people who are frail
and those with dementia.
Have you ever thought about how ready you and your organization/service are to deal
with a natural or technological disaster?
Have you considered the impact of an emergency situation on older people who are frail
and those with dementia?
As an organization with an interest in caring for older people and those with dementia we
thought you would like to know about this new educational opportunity that offers important
information about emergency management for these vulnerable populations.
Unfortunately, the needs of this population are often not well understood and taken into account
during the four phases of emergency management. One of the aims of this initiative is to
increase awareness of emergency management so that communities and organizations have
better plans in place for people who are more vulnerable.
The program is based on international evidence and emerging best practices; and was
developed in collaboration with health care providers and emergency management subject
matter experts. The four interactive modules are available in English and French. This project
was funded by the Canadian Dementia Knowledge Translation Network (CDKTN) and the
21
Alzheimer Society of Canada (ASC) Education and Training Knowledge Translation Award
Program with financial and technical support from the Public Health Agency of Canada.
It is hosted on the Canadian Dementia Research and Knowledge Exchange (CDRAKE)
Website: www.dementiaknowledgebroker.ca
Please let health care providers in your organization or association know about this learning
opportunity by sharing this announcement with your colleagues and networks. At the end of the
email you will find a message that you can use for web sites, presentations and newsletters.
Many thanks for your support. If you require further information, please contact Maggie Gibson
at [email protected].
We would greatly appreciate a quick note to let us know how share this message and learning
opportunity with others.
Sincerely,
Maggie Gibson, Louise Hardy, Danielle Maltais, Sonja Ruthe, Sheila Cook
Please feel free to use the message below on web sites and in presentations and
newsletters.
Emergency Management Frailty, Disasters and Dementia: What Health Care
Providers Need to Know E-Learning Program
Have you ever thought about how ready you and your organization/service are to deal
with a natural or technological disaster?
Have you considered the impact of an emergency situation on older people who are frail
and those with dementia?
Unfortunately, the needs of this population are often not well understood and taken into account
during the four phases of emergency management. One of the aims of this initiative is to
increase awareness of emergency management so that communities and organizations have
better plans in place for people who are more vulnerable.
If you would like to learn more, participate in an interactive e-Learning program that was
developed in collaboration with health care providers and emergency management subject
matter experts.
Access further details at the Canadian Dementia Research and Knowledge
Exchange Website: www.dementiaknowledgebroker.ca
>>>>>>
Fragilité, désastres et démence: Ce que les intervenants doivent savoir
Nous sommes heureux d’annoncer le lancement d’un nouveau programme d’apprentissage en
ligne développé pour les intervenants en soins de santé ou services sociaux, les
22
administrateurs et les décideurs politiques du Canada qui soutiennent les aînés fragiles ou
atteints de démence.
Vous êtes-vous déjà demandé jusqu’à quel point vous et votre organisation/service êtes
prêts à faire face à un désastre naturel ou technologique?
Avez-vous déjà réfléchi à l’impact d’une situation d’urgence sur les aînés fragiles ou
atteints de démence?
En tant qu’organisme dédié aux soins des aînés et des personnes atteintes de démence, nous
avons pensé que vous seriez intéressé par participer à une nouvelle activité éducative et
acquérir des connaissances utiles sur la gestion des urgences propre à cette catégorie
vulnérable de la population.
Malheureusement, les besoins de cette population ne sont pas pris en considération et
demeurent souvent incompris durant les quatre phases de la gestion des urgences. L’un des
objectifs de cette initiative est d’augmenter le niveau de prise de conscience en gestion des
urgences afin que les communautés et les organismes mettent en place les meilleurs plans de
secours possibles à l’adresse des personnes les plus vulnérables.
Le programme est basé sur des données probantes internationales et de nouvelles pratiques
exemplaires; il a été développé en collaboration avec les intervenants en soins de santé ou
services sociaux et les experts en gestion des urgences. Les quatre modules interactifs sont
disponibles en anglais et en français. Ce projet a été subventionné par le Canadian Dementia
Knowledge Translation Network (CDKTN) et le programme de bourses et subventions de
recherche pour l’éducation et la formation sur le transfert des connaissances de la Société
Alzheimer du Canada (SAC). L’Agence de santé publique du Canada a également offert de
l’aide financière et du soutien technique à ce projet.
Ce programme est organisé par le Canadian Dementia Resource and Knowledge Exchange
(CDRAKE) dont le site web est www.dementiaknowledgebroker.ca.
Nous vous prions de diffuser les informations relatives à cette opportunité d’apprentissage
auprès des intervenants en soins de santé ou services sociaux de votre organisme et de
distribuer cette annonce à vos collègues et aux membres de votre réseau. À la fin de ce courriel
vous trouverez un message que vous pouvez utiliser pour vos sites web, vos présentations et
vos bulletins d’information.
Nous vous remercions sincèrement pour votre soutien. Si vous souhaitez obtenir de plus
amples informations, veuillez contacter Maggie Gibson à [email protected].
N’hésitez pas à nous envoyer un petit mot pour nous dire comment vous avez partagé ce
message et cette annonce au sein de votre réseau !
Bien à vous,
Maggie Gibson, Louise Hardy, Danielle Maltais, Sonja Ruthe, Sheila Cook
~~~~~~~~~~
23
N’hésitez pas à utiliser le message ci-dessous pour vos sites web, vos présentations et
vos bulletins d’information.
Gestion des urgences - Fragilité, démence et désastres : Ce que les intervenants doivent
savoir.
Programme d’apprentissage en ligne
Vous êtes-vous déjà demandé jusqu’à quel point vous et votre organisation/service êtes
prêts à faire face à un désastre naturel ou technologique?
Avez-vous déjà réfléchi à l’impact d’une situation d’urgence sur les aînés fragiles ou
atteints de démence?
Malheureusement, les besoins de cette population ne sont pas pris en considération et
demeurent souvent incompris durant les quatre phases de la gestion des urgences. L’un des
objectifs de cette initiative est d’augmenter le niveau de prise de conscience en gestion des
urgences afin que les communautés et les organismes mettent en place les meilleurs plans de
secours possibles à l’adresse des personnes les plus vulnérables.
Si vous voulez en apprendre davantage, participez au programme d’apprentissage interactif en
ligne développé en collaboration avec les intervenants en soins de santé ou services sociaux et
les experts en gestion des urgences.
Pour en savoir plus, consultez le site du Canadian Dementia Resource and Knowledge
Exchange (CDRAKE) à l’adresse suivante www.dementiaknowledgebroker.ca.
2. On-line Options:
Both PHAC and CDRAKE have the capacity to host on-line learning events such as fireside chats and
are amenable to doing so for this project. Events will be undertaken in 2011.
3. Conference Presentations:
Two abstracts to present this work at national and international conferences have been accepted:
Alzheimer’s Disease International, Toronto, March 26-29, 2011; and
Canadian Psychological Association, Toronto, June 2-4, 2011.
Other submissions are in progress.
24
References
Barney CE, Roush RE. (2009). Emergency preparedness and response considerations for the geriatric
population. Texas Public Health Association Journal, 61(4), 39-41.
Conn D, Gibson MC, Feldman S, Hirst S, Leung S, MacCourt P, McGilton K, Mihic L, Malach FM,
Mokry J. (2006). National Guidelines for Seniors’ Mental Health The Assessment and Treatment
of Mental Health Issues in Long Term. Available at:
http://www.ccsmh.ca/en/natlGuidelines/ltc.cfm)
Gibson, M. (2008). Guideline: Addressing Older Adults’ Distinct Psychosocial Issues in Emergency
Situations. Centre for Emergency Preparedness and Response, Public Health Agency of
Canada. Ottawa, Canada.
Fitzgerald, K. (2009). Knowledge synthesis on health providers’ roles and responsibilities in emergency
management. Report prepared for Division of Aging and Seniors, Public Health Agency of
Canada. (Unpublished).
Hutton D. (2008). Older People in Emergencies: Considerations for Action and Policy Development.
Geneva: WHO. Available at: http://www.who.int/ageing/publications/Hutton_report_small.pdf).
Hwacha V. (2005). Canada’s experience in developing a national disaster mitigation strategy:
deliberative dialogue approach. Mitigation and Adaptation Strategies for Global Change, 10(3),
1381-2386 doi:10.1007/s11027-005-0058-3
Kitson A, Harvey G, McCormack B. (1998). Enabling the implementation of evidence based practice: a
conceptual framework. Quality in Health Care, 7:149-158.
Public Health Agency of Canada. (2008a). Building a Global Framework to Address the Needs and
Contributions of Older People in Emergencies. Ottawa: Minister of Public Works and
Government Services Canada. Available at: http://www.phac-aspc.gc.ca/seniorsaines/publications/pro/emergency-urgence/global-mondial/index-eng.php).
Public Health Agency of Canada. (2008b). Second International Workshop on Seniors and Emergency
Preparedness: Workshop Report. Ottawa: PHAC. Available at: http://www.phacaspc.gc.ca/seniors-aines/publications/pro/emergency-urgence/workshop-colloque/indexeng.php).
Public Safety Canada: The Canadian Disaster Database. Available at:
http://www.publicsafety.gc.ca/prg/em/cdd/index-eng.aspx).
Roush RE. (2009). Reaching Health Care Providers and Public Health Planners About the Special
Needs of Older Persons in Disasters. Report submitted to the University of Texas, School of
Public Health Center for Public Health Preparedness, November 2009, pursuant to a contract let
by the U.S. Centers for Disease Control and Prevention.
WHO 2008. Older Persons in Emergencies: An Active Ageing Perspective. Geneva: WHO. Available
at: http://www.who.int/ageing/publications/emergency/en/index.html).
25
Conference Citations – Working Group Collaborative Presentations
2008
Fisher R. (Symposium Chair), Schmitz P, Hirst S, Roush R. (2008). What Health Professionals Need to
Know About Emergencies and Vulnerable Groups and What This Means for Curricula and
Education. Symposium presented a the Second International Workshop on Seniors and
Emergency Management, March 16-19, Halifax, ON.
Gibson M, Gillis M, Powell S. (2008). Building capacity among health care providers to address older
adults´ distinct psychosocial issues in emergency situations. Workshop presented at the
International Federation on Aging Ninth Global Conference, September 4-7, Montreal, QC.
Gutman, G. (2008). Developments in emergency planning and older people in Canada. Paper
presented in Presidential symposium on Emergency Preparedness and Older People at the
Annual Meeting of the Gerontological Society of America, November 21-25, Baltimore, MD.
2009
Gutman G, Gibson M, Hirst S, Fisher R, Roush R. (2009). Physical health and psychosocial issues
for older persons in disasters and emergencies. Paper presented at the 16th World
Congress on Disaster and Emergency Medicine, May 12-15, Victoria, BC.
Gibson M, Gillis M, Powell S, Langill M, Cohen K, Votte-Bleeker L. (2009). Building capacity among
health care providers to address psychosocial issues in emergency management.
Workshop presented at the Canadian Psychological Association, June 11-13, Montreal,
QC.
Fisher R (Symposium Chair), Roush R, Mazurik L, Hirst S. (2009). Older People in Emergencies:
Education for Health Professionals. Symposium presented at the 19th IAGG World Congress on
Gerontology and Geriatrics, July 5-9, Paris, France.
Gutman, G. (2009). Developments in disaster planning for older people in Canada. Paper
presented in the symposium: Climate change, emergency planning and older persons. 19th
World Congress, International Association of Gerontology and Geriatrics, July 5-9, Paris,
France.
Brown LM (Symposium Chair), Elmore D, Gutman G. (2009). International perspectives on addressing
the needs of older adults during disasters. 117th Annual Meeting of the American Psychological
Association, Aug. 6-9, Toronto, ON.
Gutman, G, Gibson M, Kloseck M. (2009). Psychological issues for seniors in disasters: A
Canadian perspective. Paper presented in symposium: International perspectives on
addressing the needs of older adults during disasters. Annual Meeting of the American
Psychological Association, Aug.6-9, Toronto, ON.
26
Gibson M, Swan J, Langill M, Fitzgerald K, MacCourt P, Hutchinson S. (2009) Cognitive
impairment: a determinant of vulnerability in emergencies and disasters. Poster presented
at the 5th Canadian Consensus Conference on Dementia, Oct 1-3, Toronto, ON.
Gibson M, (Symposium Chair), Lindsay J, Gutman G.. (2009). Seniors’ disproportionate
vulnerability in disasters: The way forward. Symposium presented at the Canadian
Association on Gerontology, Oct. 23 -24, Winnipeg, MB.
Kloseck M, Gutman G, Gibson M, Cox L. (2009). Seniors and emergency preparedness: applying
a senior-friendly lens to emergency planning in Canada. Paper presented in symposium:
Seniors’ disproportionate vulnerability in disasters: The way forward. Canadian Association
on Gerontology, Oct. 23 -24, Winnipeg, MB.
Fitzgerald K, Gibson M, Fisher R, Roush R, Powell S. (2009). What Do We Know About Caring for Frail
Older Persons in Disasters (And What Should We Know?) Paper presented in symposium:
Seniors’ disproportionate vulnerability in disasters: The way forward. Canadian Association on
Gerontology, Oct. 23 -24, Winnipeg, MB.
2010
Gibson M, Gibbs, K. (2010). Seniors and Disasters. Geriatric Refresher Day, Division of Geriatric
Medicine, University of Western Ontario and Specialized Geriatric Services, St. Joseph’s
Health Care London, May 5, London, ON.
Gibson M, (Symposium Chair), Roush R, Hirst, Mazurik L, Gutman G. (2010). Expanding the
technology safety envelop for seniors to include disaster resilience. Symposium submitted
to the International Society for Gerontechnology 7th World Congress, May 27-30,
Vancouver, BC.
Gibson M, Gorr P, Swan J, Gutman G, Roush R, Fisher R, Mazurik L, Hirst S, Fitzgerald K, Kronfol
N. (2010). International, inter-professional, inter-sectoral activities of a voluntary partnership
on emergency management and older adults. International Conference on Rebuilding
Sustainable Communities with the Elderly and Disabled People After Disasters, July 14,
University of Massachusetts, Boston.
Gibson M, Kloseck M, Gutman G, Cox L. (2010). The eye of the beholder: How communitydwelling older Canadian adults perceive their risks and resources in emergencies and
disasters. International Psychogeriatric Association International Meeting, Sept 26-29,
Santiago de Compostela, Spain.
Gutman G, Kloseck M, Gibson M, Cox L. (2010). Active aging and emergency preparedness: Can
the merger be achieved through a community development intervention? Gerontological
Society of America, Nov 19-23, New Orleans, USA.
Hirst S, Gibson M, Roush R, Gutman G, Gorr P, Swan J, Fitzgerald K. (2010). Older adults and
emergency preparedness: Can PERS play a role? Canadian Association on Gerontology,
Dec 2-4, Montreal, QC.
27
Fitzgerald K, Hirst S, Gibson M, Roush R, Fisher R, Gutman G, Gorr P, Swan J. (2010). A study of
the roles and responsibilities of health practitioners of older adults in emergency
management. Canadian Association on Gerontology, Dec 2-4, Montreal, QC.
Kloseck M, Gibson M, Gutman G, Cox, E. (2010). A community development approach to fostering
emergency preparedness with older adults in a NORC. Canadian Association on
Gerontology, Dec 2-4, Montreal, QC.
Hirst S, Fitzgerald K, Roush R, Gutman G, Gibson M. (2010). Seniors, technology and emergency
management: From concept to use. In Symposium: Aging in Place: From Statistics to
Stakeholders to Sustainability. Canadian Association on Gerontology, Dec 2-4, Montreal,
QC.
2011
Gibson M, Maltais D, Hardy L, Ruthe S. (2011). Frailty, dementia and disasters: A knowledge
translation (KT) initiative targeting health care providers. Alzheimer Disease International,
March 26-29, Toronto, ON.
Votta Bleeker L, Brown L, Cole E, Gibson M. (2011). The presence of psychology in the field of
emergency preparedness. Canadian Psychological Association, June 2-4, Toronto, ON.
28
Appendices
Appendix
1
2
3
4
Name of Appendix Item
International Working Group on
Health Care Providers Handout
Knowledge Inquiry and Synthesis
PowerPoint presentation
Electronic Files
IWGHP Handout Dec 2010
CDKTN Content Pilot PowerPoint
presentation
CDKTN Content Pilot Evaluation
Summary of Evaluation
Summary
results
Knowledge Production/Tools; Tailoring Knowledge
CDKTN Overall Project Checklist
Overall Project Checklist
e-Learning Reference Group CDKTN E-Learning Reference Electronic
Communications
- email communications
e-Learning Reference Group CDKTN E-Learning Reference Group
Survey 1 Summary
Initial Survey Results
e-Learning Reference Group CDKTN E-Learning Reference Group
Feedback from PowerPoint Modules
Feedback from PowerPoint
Modules
e-Learning Reference Group CDKTN E-Learning Reference Group
Feedback from Articulate Modules
Feedback from Articulate
Modules
Adapting Knowledge to Local Context
Whitehorse , Yukon
CDKTN Whitehorse Workshop Invitation
Electronic Invitation
CDKTN Registration Form EN
Registration Form
CDKTN Worksheet - action plan EN
Workshop Handout–
Action Plan
CDKTN Worksheet - Reflection questions
Workshop Handout –
EN
Reflection Questions
CDKTN Workshop List of models and
Workshop Handout –
ideas and references EN
List of models and ideas
CDKTN Workshop Survey EN
Workshop Survey
CDKTN Workshop Certificate of
Certificate of
Participation EN
Participation
CDKTN Whitehorse Workshop Survey
Workshop Survey
Results
Results
Chicoutimi, Quebec
CDKTN lettre pour le CSSS Lac-St-JeanElectronic Invitation
est
CDKTN Registration Form FR
Registration Form
CDKTN Worksheet - action plan FR
Workshop Handout –
Action Plan
CDKTN Worksheet - Reflection questions
Workshop Handout –
FR
Reflection Questions
CDKTN Workshop List of models and
Workshop Handout –
Page
30
32
37
39
42
46
65
79
85
86
87
88
89
93
95
96
99
101
102
103
104
29
5
List of models and ideas
ideas and references FR
CDKTN Workshop Survey FR
Workshop Survey
CDKTN Workshop Certificate of
Certificate of
Participation FR
Participation
CDKTN Chicoutimi Workshop Survey
Workshop Survey
Results
Results
South Vancouver Island
CDKTN SVI Pilot Group Electronic
Electronic
Communications
Communications
CDKTN SVI Pilot Group Poster
Poster
CDKTN SVI Pilot Group Certificate of
Certificate of
Participation
Participation
CDKTN SVI Pilot Group Survey Results
Survey Results
Intervention: Knowledge Translation Tool
CDKTN Website Introduction EN
Introduction on CDRAKE
CDKTN Website Introduction FR
website
CDKTN Quick Start Guide to Articulate
PowerPoint Quick Start
Guide to facilitate navigation EN
CDKTN Quick Start Guide to Articulate FR
Links to e-Learning Modules www.dementiaknowledgebroker.ca
CDKTN EM Action Ideas EN On-line
Resource 1 – Emergency
CDKTN EM Action Ideas FR On-line
Management Action Ideas
CDKTN List of models and references EN
Resource 2 – Models and
On-line
References
CDKTN List of models and references Online FR
CDKTN Worksheet Action Plan EN OnResource 3 – Worksheet –
line
Action Plan
CDKTN Worksheet Action Plan FR Online
CDKTN Worksheet My contribution
Resource 4 – Worksheet –
questions EN On-line
My contribution questions
CDKTN Worksheet My contribution
questions FR On-line
108
110
111
114
118
119
120
129
131
133
134
137
145
147