Elder Companion: Overview

The Elder Companion Training Program

The Elder Companion training program is designed to train persons interested in becoming employed by local service providers as sitter/companions for the elderly. The objective of the program is to help participants develop the necessary skills to provide high-quality care including: assistance with daily living activities, home management services, and companionship for the elderly adult.

This training course is preparatory to studying to become a certified nursing assistant (CNA).

In the Elder Companion training program, the following topics are addressed:

• Lesson 1 Roles and Responsibilities
• Lesson 2 Aging
• Lesson 3 Communication
• Lesson 4 Nutrition
• Lesson 5 Home Maintenance and Safety
• Lesson 6 Stress Management
• Lesson 7 Time Management
• Lesson 8 Leisure Activities
• Lesson 9 Getting a Job

In addition to the nine topics that are taught as Lessons 1 through 9 in a classroom setting, training program participants will be required to make a field observation at an elder care facility. An Agent's guide and observation form are provided in Attachment 1.

Assumptions about the Elder Companion Training

The Elder Companion Curriculum is designed to serve as a training guide for use by Extension faculty or other professionals with expertise in the subject or content and type of learning activities to be used.

The design of the training should be individualized to meet the needs of the local job market for elder sitters/companions.

Training can be delivered in an approximate time frame of 35-40 hours with a minimum of 5 hours being a field observation at an elder care facility. Teaching/learning activities include short lectures, group discussions, demonstrations, skills practices, role playing, written exercises and hands-on experiences for work with the elderly.

The Elder Companion Training will be used to train people for employment by service providers/agencies. The initial cost of liability insurance and bonding make self-employment prohibitive for most participants.

If the service provider/agency that employs the Elder Companion is required to provide a privacy practices notification in compliance with the Health Insurance Portability Act (HIPAA), it is their responsibility to send the notice to the client.

All participants will be required to sign the form releasing the University of Florida of any liability.

Participants who complete a minimum of 30 hours of class time and the field observation will receive a completion certificate from the agency providing the training.

Program Planning and Implementation Guide

1. Contact your area/local agency on aging. They can provide information on the employers in your area.
2. Assemble a group of people who will be hiring people as elder companions. Involve them in identification of

• • requirements for employment;
  • training needs; and
  • job availability.

1. The following curriculum of this series is available on the ASK IFAS website:

• • Role/Responsibility of a Companion
  • Sensitivity to Aging
  • Communication Skills
  • Time and Stress Management
  • Managing Nutritional Needs
  • Home Maintenance
  • Using Leisure Time
  • Getting a Job as an Elder Companion

1. Compare local needs and requirements with what Cooperative Extension or other agencies are prepared to offer. Using this information, develop a plan of action.
2. Determine how potential trainees will be identified. Will they be screened for interest in working with the elderly? Will they do background checks?
3. Determine the dates, location and persons who will be involved with the training (i.e., instructors, resource persons). Confirm any outside instructors who will take part in the training. Identify the locations for clients to complete their field observations and confirm dates and times.
4. Duplicate any materials needed for the training. Handouts should be provided for each participant. These are a part of each lesson and are designed to be used as overheads.
5. Conduct the training.
6. Give Pre-tests before each lesson and Post-tests after each lesson to determine how much knowledge each participant absorbed. (See Attachment 2.)
7. After the training, issue certificates to individuals who complete the training. It will be necessary to keep an attendance record for each participant to insure that they complied with the completion requirements. (See Attachment 3.)
8. At the final session, have clients evaluate the training program. Evaluation forms are provided in Attachment 4.

Selection Process Considerations

Background Screening

Many of the companion/sitter jobs being advertised require background screening, drug testing and clearance by the Florida Abuse Registry under the Department of Children and Families. When taking a position with a service provider and/or agency, the background check and abuse registry requirements must be met within five days of the person going to work. There is a nominal fee for the background check.

It would seem reasonable that part of the screening process should be to eliminate people who are known to be drug users, or who have criminal or physically/mentally abusive backgrounds. This elimination process will avoid raising false hopes for obtaining employment. Some of the local providers for the job training are going to require the background checks as a prerequisite to participation in the training. Other sites will allow anyone to be trained and require the background checks as a condition of employment.

Issuing a letter along with the completion certificate will serve as a reference for future employment. The letter will state that the background checks, drug use and abuse register clearance are the responsibility of the employer. A sample of this letter follows for your use and/or adaptation.

Desirable Skills

Many of the jobs being advertised require the following skills/resources as a condition for employment:

• Ability to Read: The newspaper, the mail, directions on prescription bottles, preparation instructions for food, use of cleaning supplies.
• Valid Driver's License: To drive the elderly client to doctor appointments and/or the store.
• Reliable Transportation: To get to work and arrive on time.

With the exception of ability to read, these are not requirements to participate in the training, but they would make the person more employable.

Desire to be Elder Companion

Working as an elder companion/sitter is not suitable employment for every individual. Even though there is an increasing need, placing the wrong person in a position with elderly clients could create a potentially harmful situation. It is highly desirable that only participants who are interested or have some experience in this type of employment be trained as Elder Companions.

Suggested Program Outline

This is a suggested outline for the Elder Companion program. It can be adjusted as needed. Time frames allocated will depend on the size of the class. You and your community resource person or other collaborator will determine the amount of time during any given day that the clients can attend training. It may only be possible for a half day and not for an entire 8 hour day.

Elder Companion Training Outcomes and Student Performance Standards

OPTIONAL SECTIONS (7 hours is required in one of the following areas)

Credits and Acknowledgments

The Elder Companion Training curriculum was originally developed as a component of the UF/IFAS Welfare-to-Work Initiative (Grant #A6218) funded by the Florida Agency for Workforce Innovation (formerly Florida Department of Labor and Employment Security); Principal Investigator, Elizabeth B. Bolton, professor of Community Development, Department of Family, Youth and Community Sciences.

The curriculum was developed by Linda D. Cook, former professor, UF/IFAS Department of Family, Youth and Community Sciences, and revised for electronic publication by Elizabeth B. Bolton, professor of community development, UF/IFAS Department of Family, Youth and Community Sciences.

Parts of the Elder Companion program were adapted from the Home Care Companion program first developed by the Alabama Cooperative Extension Service, Auburn University, and the Senior Series developed by the Center for Rural Elderly and the University of Missouri.

ATTACHMENTS

Attachment 1

Agent Guide Field Observation

Time: 5 hours ...all at one time/or at various intervals in the training.

Introduction: The best way to see what the job of Elder Companion will be like is to shadow someone for a period of time during their work day. We have arranged for each of you to make a field observation in the community. After your field observation, we will reconvene to discuss what you observed.

DO:

• Review with the Elder Companion trainees the Field Observation Sheet.
• Discuss conduct that is appropriate for a field observation.
• Send trainees to their field observation.

REFLECT:

• What was the Elder Companion/Sitter doing with the client while you were present?
• What was the relationship between the elderly person and the companion?
• Would you have done anything differently?
• What did the companion do well?
• What did you learn?

APPLY:

• How will you use this in your work as an elder companion?

Field Observation Sheet

Date of Field Observation: __________________________________________________.

Location of Field Observation: _______________________________________________.

List of the Job Responsibilities Observed:

Describe the elderly person being cared for:

Describe the relationship between the elderly person and the companion:

List things that you learned during the Field Observation:

Identify any areas where you would have dealt with the situation differently:

Name of Person Observed:________________________________________________.

Name of Person Doing the Observation:______________________________________.

Attachment 2

Knowledge Tests: Roles and Responsibilities

Name:______________________

Date:_______________________

Agent Fill In:

Pre Test - Post Test (Circle one)

T F A companion always knows what is best for the client.

T F A companion may wear the same clothes two days in a row if the clothes don't look dirty.

T F A companion's shoes should not have open toes or high heels.

T F It's always okay for a companion to wear perfume.

T F When caring for elderly clients, you should encourage self-care and independence.

In dealing with the client's medicines, a companion should NEVER:

_____(a) put pills in a client's mouth.

_____(b) hand the client a medicine bottle when asked.

_____(c) remind a client when to take a medicine.

_____(d) tell the person in charge if a client is not taking medicine.

Name two responsibilities that a companion may have.

_____________________________________________________________________

_____________________________________________________________________

Knowledge Tests: Aging

Name:___________________________

Date:____________________________

Agent Fill In:

Pre Test—Post Test (Circle one)

T F Elderly people are all alike.

T F Changes in hearing can affect a person's behavior.

T F As we age, our bones are more brittle and more likely to break.

T F Older people have some of the same basic human needs as do young people.

Name three senses that aging affects.

(a)___________________________________________________

(b)___________________________________________________

(c)___________________________________________________

Name two steps to take in an emergency situation.

(a)___________________________________________________

(b)___________________________________________________

Knowledge Tests: Communication

Name: ___________________________

Date: ____________________________

Agent Fill In:

Pre Test—Post Test (Circle one)

T F For good communication, it is important to listen well.

To improve communication with persons who have a hearing problem, you can do which of the following? (Check as many as apply.)

_____(a) speak at a shout.

_____(b) speak clearly in a moderate voice.

_____(c) vary the loudness and tone of your voice.

_____(d) face the person directly.

_____(e) talk faster.

Knowledge Tests: Nutrition

Name: ___________________________

Date: ____________________________

Agent Fill In:

Pre Test—Post Test (Circle one)

T F Hand washing is very important in preventing the spread of disease.

Older people may not eat well because:

_____(a) they can't afford the right food.

_____(b) they are physically unable to shop and prepare food.

_____(c) they don't like eating alone.

_____(d) all of the above.

Name three occasions when the companion should wash her/his hands.

(a)_____________________________________________________

(b)_____________________________________________________

(c)_____________________________________________________

Name three of the five major food groups.

(a)_________________________________

(b)_________________________________

(c)_________________________________

Knowledge Tests: Home Maintenance

Name:___________________________

Date:____________________________

Agent Fill In:

Pre Test—Post Test (Circle one)

T F Keeping a house clean means different things to different people.

T F Baking soda is good for deodorizing the refrigerator.

T F Sorting is an important step in doing laundry.

Knowledge Tests: Stress/Time Management

Name:___________________________

Date:____________________________

Agent Fill In:

Pre Test—Post Test (Circle one)

T F Stress can be both good and bad.

T F Time management helps you have more time.

T F Prime time is when the soap operas are on.

T F Sleeplessness is a warning sign of stress.

Knowledge Tests: Leisure Activities

Name:___________________________

Date:____________________________

Agent Fill In:

Pre Test—Post Test (Circle one)

T F Confused individuals are not able to enjoy recreational activities.

T F Elderly people can engage in physical activities.

T F Physical and leisure activities address the social needs of clients.

Evaluation of Training

Please complete the following to help us evaluate the Elder Companion Training.

1. Of the information presented and experiences offered, how helpful do you think each lesson will be to you? (Circle one for each lesson.)

Roles and Responsibilities

Very Helpful

Helpful

Not Helpful

Aging

Very Helpful

Helpful

Not Helpful

Communication

Very Helpful

Helpful

Not Helpful

Nutrition

Very Helpful

Helpful

Not Helpful

Home Maintenance and Safety

Very Helpful

Helpful

Not Helpful

Stress Management

Very Helpful

Helpful

Not Helpful

Time Management

Very Helpful

Helpful

Not Helpful

Leisure Activities

Very Helpful

Helpful

Not Helpful

Getting a Job

Very Helpful

Helpful

Not Helpful

Field Observation

Very Helpful

Helpful

Not Helpful

2. How do you plan to use the information you learned? (Check all that apply.)

_____ as an elder companion employed for wages

_____ as a volunteer companion

_____ to care for family member or friend

_____ I probably won't use it

_____ other (please explain) _________________________________________

3. How would you rate this program?

Excellent ____ Very Good ____ Good ____ Fair ____ Poor ___

4. What suggestions would you make for improving this program? (If you need more room, write on the back of this sheet.)

5. Have you ever attended an Extension activity before? _____ Yes ____ No

6. Would you like to receive information about other Extension educational opportunities?

___ Yes ___ No

If yes, give address below.

Additional Comments: ______________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Name (optional): ________________________________________________________________

Address: _________________________________________________________________

Acknowledgment

Original article written by Elizabeth B. Bolton, professor emeritus, UF/IFAS Department of Family, Youth and Community Sciences, Gainesville, FL 32611.