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Permanent Link: http://ufdc.ufl.edu/IR00002242/00001
 Material Information
Title: Elder Companion Lesson 1: Roles and Responsibilities
Physical Description: Fact Sheet
Creator: Bolton, Elizabeth B.
Publisher: University of Florida Cooperative Extension Service, Institute of Food and Agriculture Sciences, EDIS
Place of Publication: Gainesville, Fla.
Publication Date: 2004
 Notes
Acquisition: Collected for University of Florida's Institutional Repository by the UFIR Self-Submittal tool. Submitted by Melanie Mercer.
Publication Status: Published
General Note: "First published: September 1999. Revised: January 2004."
General Note: "FCS5247"
 Record Information
Source Institution: University of Florida Institutional Repository
Holding Location: University of Florida
Rights Management: All rights reserved by the submitter.
System ID: IR00002242:00001


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FY587Elder Companion Lesson 1 Roles and Responsibilities1Elizabeth B. Bolton21.This document is FCS5247/FY587, one of a series of the Depart ment of Family, Youth and Community Sciences, Florida Cooperativ e Extension Service, University of Florida, UF/IFAS, Gaines ville 32611. First published: September 1999. Re vised: January 2004. Reviewed by: Mary Ch ernesky, M.S. extension agent IV, Hillsborough County, Seffner ; Audrey Norman, c ourtesy extension agent, Palm Beach County, West Palm Beach 33415; Meredith Taylor, M.S., extension agent IV, Suwannee County, Live Oak, 32064. Please visit the EDIS Web site:.http://edis.ifas.ufl.edu/ 2.Elizabeth B. Bolton, Ph.D., professor, Community Development, Department of Family, Youth and Community Sciences, Florida Coo perative Extension Service, University of Florid a, UF/IFAS, Gainesville, 32611. The Institute of Food and Agricultural Sc iences is an equal opportunity/affirmative action employer authorized to provide resea rch, educational information and other services only to individuals and inst itutions that function without regard to race color, sex, age, handicap, or national origin. For information on obtaining other extension publications, contact your count y Cooperative Extension Servic e office. Florida Cooperative Extension Service / Institute of Food and Agricultural Sciences / University of Florida / Christine Taylor Waddill Dean.

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Lesson 1 Pg. 2AGENTS TEACHING GUIDE Roles and Responsibilities of an Elder Companion Part 1: Overview of Training Part 2: Job Responsibilities Time: 3 to 3 Hours Instructors: County Faculty and/or Person from Hiring Agency Equipment/ Supplies: Video of Driving Miss Daisy (available from most video rental stores), Flip chart and paper and/or chalkboard, Magic Marker /chalk, TV/VCR, Overhead projector, transparencies created from Handouts C through J; notebook with dividers for each participant to keep materials presented and discussed in each class Handouts: Part 1 Handout A:Registration Handout B:Elder Agreement Part 2 Handout C: Roles and Responsibilities of an Elder Companion Handout D: Clients Bill of Rights Handout E: Personal Appearances Guidelines Handout F: Personal Qualities of Elder Companion Handout G: General Guidelines for Elder Companion Handout H: Ethics Handout I: General Dos and Donts for the Elder Companion Handout J: Dos and Donts for Specific Situations Handout K: Emergency Addresses and Phone Numbers Handout L: Daily Log of Companion activities Objectives (Expected Outcomes): After this session, participants will be able to: Describe the role of homemaker/companion when providing care and assistance to an elderly person. Identify clients rights, and Identify general and personal expectations of companions.

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Lesson 1 Pg. 3LESSON PLAN Part 1: Overview of Training Introduction and Overview Introduce yourself. Conduct get-acquainted/bonding exercise. Give program overview: The Elder Companion course is designed to improve your knowledge and skills in caring for older persons in their home. This program is for individuals interested in increasing their employment opportunities in this area. The thirty-seven hour training covers roles and responsibilities, communication, the aging process, nutrition, home maintenance, time and stress management, and field observation. Discuss overall objectives of Elder Companion Training for each participant to: Successfully complete the thirty seven hours of the Elder Companion training course. Receive a Certificate of Completion. Increase knowledge and skills in caring for older persons. Learn about employment opportunities. Have the opportunity for name and phone number to be given to persons wishing to employ an elder companion. Increase knowledge of community resources to support elder care. Understand that the Florida Cooperative Extension Service provides training but has no legal obligation for performance and actions by home care companions. Discuss format of classes Presenters Hours and locations of classes Breaks and lunch Knowledge and skills test a score of 80 is passing Pass out the notebook for participants to keep their materials in. Have participants complete and collect the following: Registration (Handout A). Elder Companion Agreement (Handout B).

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Lesson 1 Pg. 4Handout A REGISTRATION FORM Please fill in the following information about yourself: Name:______________________________________________________________________________ Phone:______________________________________________________________________________ Address:_____________________________________________________________________________ Street City State ZipAge (check one): 18-35_____ 36-55_____over 55_____Sex:Male_____ Female_____ Education (check one): 8th grade or less ______some college_______ 9th 11th grade ______ college graduate _______ high school graduate ______other _________________________ Employment (check all that apply). Are you now: _____ Employed as home companion full time _____ Employed as home companion part time _____ Employed in another job (specify) _______________________________ _____ Not employed _____ Caring for family member/friend _____ Concerned about future care of a family member/friend _____ Interested in future employment as home companion _____ Volunteering as a home companion _____ Other (specify) _______________________________________________ Contact in case of emergency while attending Elder Companion training: Name:_________________________________________________Phone:_____________________ Address:____________________________________________________________________________ StreetCity StateZip

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Lesson 1 Pg. 5Handout B AGREEMENT As a condition of my participation in the Elder Companion Program, I waive any liability against the Cooperative Extension Service and their respective officers, employees, agents, and volunteers and agree to hold harmless for injury or damage to person or property which might arise in conjunction with any services I might perform as an Elder Care Companion. I acknowledge that this educational program does not qualify me as a home health aide or as a practical, professional or licensed nurse, or as any type of medical practitioner, nor will I hold myself out to the public as a medical professional or paraprofessional. I also acknowledge that I have been advised to consult my own legal and liability insurance counsel, realizing that the above mentioned parties are not, either individually or collectively, responsible in any way for my proper or improper use or misuse of any idea, concept, technique, or method which is taught, shown, explained, demonstrated, or otherwise presented in the training clinic. _____________________________________________________________ ParticipantWitness ______________________________ Date

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Lesson 1 Pg. 6LESSON PLAN Part 2: Roles and Responsibilities of an Elder Companion Introduction: We are going to start our training by learning about the roles and responsibilities of an Elder Companion. DO: Solicit response from participants by saying... There is an increasing need for companions for elderly citizens. Why do you think this might be so? Tell the class, Ill write down your answers on this chalk board/flip chart. Allow time for them to answer. Some possible replies: people are living longer; people are being discharged earlier from hospitals; increased cost of nursing home care; family members need to work outside the home; changing society; people may not live near family members. After the list is generated ask the class to close their eyes. Say, Imagine that you are elderly and that someone has to come into your home to take care of you. What feelings do you have about this? What would be important to you as an elderly person at home? Write down on chalk board/flip chart what participants say. Allow time for them to answer. Some examples: security; safety; privacy; trustworthiness; honesty; friendliness; caring attitude; competence; someone who lets me participate in decision making; respect for me; someone to listen, talk with; someone who knows Im still in charge, it is my home. Next, say to the class, when a person is elderly, there is a possibility that someone could take advantage of them. Because of this, laws have been set up to protect clients, sometimes called a clients bill of rights. Use Handout B, Clients Bill of Rights and compare with the list the participants have created. NOTE: Stress the items in the list that refer to confidentiality. Tell the class that if the home care organization has developed a privacy notification in compliance with the Health Insurance Portability Act (HIPAA) that they should obtain a copy for their client. Say to the class, These things we have talked about. Let us see how it might be to step into a clients shoes and remember how we would feel in the same situation. Have the class view clips from the Driving Miss Daisy video showing activities of a companion. Before viewing, tell the class youd like them to write down any of the jobs/activities they see a companion doing. After the video, solicit from participants what they wrote down. Write these on the chalk board/flip chart. Show transparency created from Handout D, Roles and Responsibilities of an Elder Companion and distribute the handout to summarize the discussion.

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Lesson 1 Pg. 7Show transparencies from Handouts E through H and distribute the handouts to the class. Discuss the importance of personal appearance, (Handout E); personal qualities (Handout F); general guidelines (Handout G); and ethics (Handout H). Show the transparency created from Handout I, General Dos and Donts for the Elder Companion. Distribute the handout and discuss the general guidelines with the class. Along with the general roles and responsibilities there are some specific Dos and Donts for elder companions. Show the transparency created from Handout J, Dos and Donts for Specific Situations. It is important to review them completely with the students. Some role playing of various situ ations could be helpful. The discussion about giving medications may need additional review. Have the participants brainstorm emergency situations that might arise with an elderly person. Use a flip chart to list. Divide the group into small groups to discuss possible responses to each of the situations. Have groups share with the entire group and determine an appropriate response. Give each person a copy of Handout K, Emergency Addresses and Phone Numbers Distribute Handout L, Daily Log of Companion Activities, and discuss how to use it. Ask What sorts of things will you need to learn in this program so that you can be a companion? Write down all the responses on the chalk board/flip chart. Overview the various sections of the curriculum. Assure the class that they will be learning these things.

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Lesson 1 Pg. 8Handout CCLIENTS BILL OF RIGHTS 1.The right to receive considerat e and respectful care in the home. 2.The right to be fully informed in a dvance and in writing about the care to be provided. 3.The right to refuse care and services. 4.The right to receive information about the home care organizationss policies and procedures. 5.The right to request a change of caregiver. 6.The right to confidentiality of client records and information. 7.The right to privacy. 8.The right to be fully informed regardi ng costs orally and in writing, before care begins. 9.The right to be informed orally and in writing concerning any changes in care. 10.The right to be informed of the pro cess for voicing grievances about service. 11.The right to know that the organization providing care maintains liability insurance coverage. 12.The right to be informed of the availa bility of the State Home Health Agency hot line. 13.The right to be informed of these rights, in writing, before care begins.

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Lesson 1 Pg. 9 Handout D ROLES AND RESPONSIBILITIES OF AN ELDER COMPANIONThe roles and responsibilities of a companion include: 1.Providing care and help the client determines is needed. 2.Carrying out tasks to maintain a good quality of home life, such as routine home management, food shopping and preparation, and ongoing companionship. 3.Maintaining the self-respect and dignity of the client being helped, encouraging the client to make his/her own decisions, and keeping personal matters confidential. 4.Being alert to any physical, mental, and/or emotional changes in the client. 5.Sharing observations of any such changes with appropriate persons (e.g. clients family members, or other person in charge). There is a wide range of situations in which the companion is likely to be involved. Each will involve different mixes of tasks and skills.

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Lesson 1 Pg. 9 Handout EPERSONAL APPEARANCE GUIDELINES 1.Take a bath or shower every day. 2.Use an unscented deodorant. 3.Give attention to oral hygiene (brush teeth) every day. 4.Keep hair clean and in a manageable style. 5.Wear clean, washable clothes every day. Do not wear short, tight clothing. 6.Wear comfortable low-heeled shoes with non-skid soles and heels. Rubber soles are best. 7.Limit jewelry...a watch a nd/or wedding band are always acceptable. 8.Keep nails short and clean. Avoid fingernail polish. 9.Wear conservative make-up. 10.Keep in good health by eating a balanced diet and getting adequate sleep.

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Lesson 1 Pg. 10 Handout FPERSONAL QUALITIES OF ELDER COMPANIONS Ethical: Trustworthy Honest Believes work is important Dependable, accurate in work performed Efficient Sensitive: Respects feelings of others Polite Shows empathy and patience Kind Listens Exhibits Personal Control: Keeps temper under control Keeps personal life out of work situations Learner: Wants to improve skills Likes learning new things Cooperative: Enjoys working with people Gets along well with people Cheerful and pleasant

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Lesson 1 Pg. 11Handout GGENERAL GUIDELINES FOR AN ELDER COMPANION Be accurate. Carefully follow the instructions of your supervisor/family member in charge. If you do not understand instructions, ask your supervisor/family member in charge to explain. Report accidents or errors immediately to your supervisor/family member in charge. Keep information about your client to yourself, unless it is something that will affect the clients health. Follow the policies set forth in the home care organizations Notice of Privacy Practices. Avoid wasting supplies and equipment. Give the client your full attention. Organize your time so you can get the job done in a timely manner. Report all complaints, no matter how small, to your supervisor/family member in charge. Perform all your duties in the spirit of cooperation.

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Lesson 1 Pg. 12Handout HETHICS Ethics is a code of rules to govern behavior. A companion must be a person of high integrity. As an ethical companion, you must: Do your job correctly and to the best of your ability. Be honest with your clients and their families. Respect the rights of clients and their families. Refrain from talking about your own problems with clients. Keep all information about your client pr ivate. This is called confidentiality. Never drink alcohol, use illegal drugs or smoke cigarettes when working. Always respect the cultural and religious practices of the client and family. Always show respect for the privacy and modesty of the client. The client must always be protected from embarrassment. Never accept tips or gifts from the client.

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Lesson 1 Pg. 13 Handout IGENERAL DOS AND DONTS FOR THE ELDER COMPANION DO: interact with the elder through conversationhousehold cleaning and maintenance as agreedprepare food and grocery shop as instructedpromote leisure activities such as reading and playing gamesbe attentive to changes in the elderencourage physical activities as ableoffer an arm to steady the eldercall 911 in an emergency DO NOT: administer medicationput food in the persons mouthbathe the persondress the personlift the person from bed to wheelchairchange bandages

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Lesson 1 Pg. 14 Handout JDOS AND DONTS FOR SPECIFIC SITUATIONS Personal CareYou can help a person put on or take off a sweater.You can help a person wash their hands.You can not help a person take a bath. Meal TimeYou can put food on the table.You can help the person pickup/hold a utensil.You can not transfer the food from the plate to the clients mouth. Giving MedicationsYou can remind when medicine is to be taken.You can put the medicine on the tray or table.You can take the cap off.You can not count out the medicine or hold it for the person to take.

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Lesson 1 Pg. 15 Handout KEmergency Addresses and Phone NumbersPolice, Fire, Ambulance: Dial 911 Elder Helpline: 1-800-963-5337My Name and Location is:Name: Street Address: City: State: Zip Code: Day Telephone: Night Telephone: Person(s) to notify in case of an emergency:Name: Street Address: City: State: Zip Code: Day Telephone: Night Telephone: Person(s) to notify in case of an emergency:Name: Street Address: City: State: Zip Code: Day Telephone: Night Telephone: Family Physician :Name: Day Telephone: Address: On Call Telephone: Pharmacy:Name: Local Telephone: Address: 800 #Telephone:

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Lesson 1 Pg. 16 Handout L DAILY LOG OF COMPANION ACTIVITIES Date/TimeActivity