Collaborative Working Relationships Research Articles

“The Response Hasn’t Been a Human-to-Human Response, but a System-to-Human Response”: Health Care Perspectives of Police Responses to Persons with Mental Illness in Crisis

AbstractPersons with mental illness (PWMI) and other marginalised groups in society are especially receptive to procedurally fair treatment by police, especially given its potential to therapeutically de-escalate a mental health crisis. Yet PWMI often report feeling criminalised and dehumanised during police encounters whilst suffering mental health crises. Since health care workers are often present when police respond to PWMI in crisis, their perceptions regarding how police should (and do) respond to PWMI provides important knowledge for procedural justice scholarship. Through in-depth semi-structured interviews with health care workers, this research applies a procedural justice lens to explore the ways in which police interact with PWMI in crisis. The findings from the study argue that whilst police often interact with PWMI using procedurally just techniques, several challenges and limitations often hinder the procedurally just treatment of PWMI by police. This paper argues that the police need to further solidify formal and informal collaborative working relationships with health care workers to harness just and appropriate responses to PWMI in crisis.

Qualitative realist evaluation of an occupational therapy intervention programme (ABLE), addressing ability to perform activities of daily living among persons with chronic conditions

BackgroundChronic conditions are associated with problems related to performance of activities of daily living (ADL) stressing a need to develop and evaluate intervention programmes addressing such problems. Hence, the ABLE programme was developed, and its feasibility evaluated. Implementing intervention programmes in community-based rehabilitation settings requires understanding of how the programme works in various contexts. Applying a realist evaluation approach, the aim of this study was to identify and evaluate interactions between contexts, mechanisms, and outcomes in the ABLE 2.0, to confirm, refine, or reject aspects of the initial programme theory.MethodsRealist evaluation using qualitative data collected in the ABLE 2.0 randomised controlled trial (n = 78). Based on the ABLE 2.0 initial programme theory, qualitative realist interviews were conducted among receivers (n = 8) and deliverers (n = 3) of the ABLE 2.0 in a Danish municipality. Transcripts were coded, and context-mechanism-outcome configurations were extracted and grouped into contiguous themes. Results were then held up against the initial programme theory.ResultsFour contiguous themes were identified including a total of n = 28 context-mechanism-outcome configurations: building a foundation for the entire intervention; establishing the focus for further intervention; identifying and implementing relevant compensatory solutions; and re-evaluating ADL ability to finalise intervention. Overall, the ABLE 2.0 initial programme theory was confirmed. The evaluation added information on core facilitating mechanisms including active involvement of the client in the problem-solving process, a collaborative working relationship, mutual confidence, and a consultative occupation-based process using compensatory solutions. Several contextual factors were required to activate the desired mechanisms in terms of supportive management, referral procedures encouraging the problem-solving process, delivery in the client’s home, skilled occupational therapists, and clients feeling ready for making changes.ConclusionsThe ABLE 2.0 represents a coherent problem-solving occupational therapy process, applicable across sex, age, and diagnoses with the potential to enhance ADL ability among persons with chronic conditions, when delivered as part of community-based rehabilitation services. Knowledge about the interactions between contextual factors, mechanisms, and outcomes in the ABLE 2.0 is central in case of future implementation of the programme in community-based rehabilitation settings.Trial registrationThe trial was prospectively registered on www.ClinicalTrials.gov (registration date: 05/03/2020; identifier: NCT04295837) prior to data collection that occurred between August 2020 and October 2021.

Impact of an integrated medication management model on the collaborative working relationship among healthcare professionals in a hospital: an explanatory mixed methods study

ABSTRACT An integrated medication management (IMM) model was implemented in a medical center ward to improve the delivery of clinical pharmaceutical services (CPSs). This model incorporated a ward-based clinical pharmacist who performed medication reconciliation and medication reviews. It was perceived to promote interprofessional collaboration between pharmacists and non-pharmacist healthcare professionals (NPHPs, including attending physicians, nurse practitioners, and registered nurses). This study aimed to evaluate the effects of the IMM on NPHPs’ intentions to collaborate with pharmacists and understand the mechanism of the impact of the IMM on interprofessional collaboration. A sequential explanatory mixed methods design was employed in the study. Initially, a questionnaire was administered to assess the effects of the IMM on NPHPs’ intentions to collaborate with pharmacists. The NPHPs’ experiences with the IMM were then documented using semi-structured interviews with inductive thematic analysis. Fifty-eight NPHPs completed the questionnaire, and NPHPs from the intervention ward reported a higher intention to discuss patient-related medication issues with pharmacists, indicating collaboration. Eleven NPHPs were interviewed, and they stated having better working relationships with pharmacists, experiencing more effective CPSs, and noting improved communication with pharmacists. The integration of quantitative and qualitative findings demonstrates that the critical mechanism of the IMM in promoting collaborative relationships is to integrate pharmacists into medical practice, which familiarizes NPHPs with pharmacists’ roles, improves communication, and enables pharmacists to identify NPHPs’ needs. To summarize, allowing ward-based pharmacists to engage in medical teams on a regular basis appears vital for improving interprofessional teamwork. Furthermore, stakeholders aiming to promote CPS in their institutions should consider the needs and communication channels among NPHPs.

An Assessment of Medical Doctors - Nurses Collaborative Working Relationship and Associated Factors Towards Improving Clients ' Healthcare in ATB University Teaching Hospital, Bauchi

The study was carried on the assessment of medical doctors' - nurses' perception on their collaborative working relationship and associated factors towards improving client’s health care problems in ATBU Teaching Hospital Bauchi. It adopted a descriptive survey research design and collected data from medical personnel in ATB University Teaching Hospital Bauchi. The number of respondents used in this study was 720 doctors and nurses. Out of this population, sample of 254 respondents were selected in this study based on stratified proportionate sampling and the accidental sampling techniques. The instrument for data collection used in this study was a structured questionnaire. It was validated and a pilot study was carried on 30 doctors and nurses in Specialist hospital in Bauchi metropolis. A reliability coefficient of 98 of the instrument was obtained. The result shows that nurses and doctors perceived their working relationship positively and that nurses’ and doctors’ responsibilities is collaborative and complimentary to each other. Factors that influences positive working relationship between doctors and nurses the study discovered, include effective mutual respect and trust, and effective communication. In addition, the study also discovered that providing opportunities for joint training programs and workshops between doctors and nurses will encourage mutual respect and recognition, and will improve the collaborative working relationship between them. However, majority of the respondents did not believe that all the positions of authority in the hospital should be held by the medical doctors.

Collaborative relationships between doulas and maternity care providers when supporting migrant women during labour and birth

ObjectiveTo explore the perspectives and experiences of community-based doulas and maternity care providers working with each other in Australia; and to identify the facilitators and barriers to working relationships when supporting migrant women during labour and birth. Design and methodsA qualitative interpretive phenomenological study using in-depth semi-structured interviews. An inductive thematic approach and Capability, Opportunity, and Motivation (COM-B) framework were used in data analysis. Setting and participants10 doulas from Birth for Humankind (a community-based doula service), and 13 maternity care providers from a tertiary maternity hospital in Melbourne, Australia were included. FindingsWe identified how collaborative working relationships between community-based doulas and maternity care providers may be enhanced by adopting facilitators across all three COM-B domains and by removing identified barriers. Factors facilitating collaborative working relationships included: knowledge and value of doula roles, establishment of rapport and trust between doulas and providers; doulas enhancing respectful care, communication and relationships between migrant women and providers; and community-based doulas differentiated from private practising doulas. Barriers included: limited understanding of doula roles and service; limiting behaviours impacting collaborative relationships; and limited opportunities for doulas and providers to establish rapport. Key conclusions and implications for practiceFindings are relevant to other models of doula care including private practice doulas and hospital-based doula services. Positive, collaborative doula-provider working relationships are integral for ensuring that the benefits of doula care continue to reach underserved populations such as migrant women and improve their maternity care experiences and outcomes within hospitals settings.

The therapy process with depressed adolescents who drop out of psychoanalytic psychotherapy: an empirical case study

ABSTRACT Psychotherapy dropout is a common phenomenon in youth mental health, often due to dissatisfaction with treatment. However, little is known about the therapeutic processes that precede dropout due to dissatisfaction. This mixed-methods empirical case study aimed to explore the therapeutic process of a 12-session, prematurely ended therapy with a young person with depression in short-term psychoanalytic psychotherapy (STPP). The Adolescent Psychotherapy Q-set (APQ), an empirically validated process measure, was used as a framework for qualitative analysis exploring the therapy process over time. Analysis of APQ ratings of the 12 sessions found a productive patient-therapy dyad working collaboratively to understand the young person’s experiences and emotions. Following an initial phase of the young person presenting as emotional and vulnerable, she became increasingly ambivalent about continuing in psychotherapy. A lively and argumentative period exploring the young person’s ambivalence and increased sense of well-being culminated in eventual dropout. This study suggests that even in a strong, collaborative working relationship with an engaged young person, ambivalence around dependency and vulnerability can threaten treatment completion. Therapists’ enhanced sensitivity to relevant processes that precede therapy dropout have the potential to improve engagement of young people in psychotherapy, which may optimise outcomes.

Hinge Joints Performance Assessment of a PC Hollow Slab Bridge Based on Impact Vibration Testing

Hinge joint performance during the operation of prefabricated prestressed concrete (PC) hollow slab bridges is critical to ensure their lateral collaborative working condition and safe serviceability. Traditional performance identification of hinge joints mainly relies on manual inspection, which is inefficient and inaccurate. At the same time, existing indexes (such as acceleration and strain) can only qualitatively detect the damage to hinge joints. This study proposes a novelty detection method based on impact vibration testing to rapidly perform the quantitative assessment of the working condition of the hinge joints. The relationship between hinge joint performance and lateral load distribution (LLD) is first derived in detail by theoretical analysis. And then, the quantitative analysis of collaborative performance is converted to the identification of the LLD influence line, which is innovatively established by the lateral flexibility of the hollow slab bridge. The effectiveness of the proposed method is verified through a multibeam model using ABAQUS software, and the lateral collaborative working relationship between slabs is simulated using the connector elements. Furthermore, the LLD influence lines and hinge joints performance of a PC hollow slab Yanhu Bridge are evaluated based on the impact vibration testing with sensor lateral arrangement strategy. The detection results show that the proposed method can quickly and accurately identify the damage location and the stiffness loss of hinge joints.

Reparative Public Musicology: Empowering and Centering Community Knowledge Production through Counter-Storytelling Practice

Reparative Public Musicology: Empowering and Centering Community Knowledge Production through Counter-Storytelling Practice

OTC hearing aids: An opportunity for collaborative working relationships between pharmacists and audiologists

In 2017, the United States Food and Drug Administration Reauthorization Act created a new category of hearing aids to be sold over the counter (OTC), disrupting how nearly 30 million persons with hearing loss will seek and purchase hearing aids. Laws and regulations do not require a medical evaluation or an appointment with an audiologist prior to purchasing OTC hearing aids. However, it is likely that patients will approach pharmacists with questions about OTC hearing aids when considering these devices available at the community pharmacy. The objective of this commentary is to discuss the opportunity for collaborative working relationships between pharmacists and audiologists in the context of OTC hearing aids. The most relevant barriers to pharmacist/audiologist collaboration are turf concerns, lack of trust, and distance between practice sites. OTC hearing aids can positively impact hearing health care across the nation with successful collaboration between the professions of pharmacy and audiology.

Students-Teachers' Professional Development during Teaching Practice in Tanzania: Experience from the Host Institutions

This study sought to explore the opportunities and challenges experienced by student-teachers during their Teaching Practice (TP) in various host institutions in Tanzania. A mixed research approach with cross-sectional survey was employed in this study. The study was carried out in Dar es Salaam, Mbeya and Morogoro regions in Tanzania. Data were collected through questionnaires and semi-structured interview. The study involved 245 participants, whereby 230 were the student-teachers, 10 heads of secondary schools, 3 primary school head teachers and 2 principals from teachers’ training colleges. The findings indicate that student-teachers received positive mentorship from host institutions through orientation on different matters before getting the direct classroom exposure. It was also found that student-teachers had a collaborative working relationship with the host institutions. Findings indicate further that student-teachers were involved in both administrative and academic activities. However, there were some challenges that faced them such as limited teaching and learning facilities, limited exposure to the use of Information, Communication and Technology (ICT) as a pedagogical tool, and the overall limited infrastructural support for their stay in various host institutions. It was also found that in some institutions, student–teachers were not trusted to handle the administrative activities. It is recommended in this study that there is a need for Higher Education Institutions (HEIs) and educational stakeholders to collaborate with schools for the creation of a conducive learning environment for student-teachers.

Modeling success: How to work effectively with your biostatistician.

Modeling success: How to work effectively with your biostatistician.

Governing the Metropolis: An International Review of Metropolitanisation, Metropolitan Governance and the Relationship with Sustainable Land Management

Recent research has identified the potential of the metropolitan scale, and indeed metropolitan bodies, in achieving greater coordination and more effective land-use management. In this paper, we have undertaken a systematic scoping review of the English-language literature (2014–2019) on metropolitanisation and metropolitan governance, with a view to understanding the potential relationship with more sustainable land management. Our scoping review identified several dominant trends within current research on metropolitanisation and metropolitan governance illustrating the complexity between sustainable land management and issues of territorial politics, resourcing, and power relations. The centrality of collaborative working relationships in supporting sustainable land management is identified, yet collaboration and effective metropolitan scale governance is not always an easy task or readily implemented. The paper identifies a series of challenges and concludes that while there is general consensus that the metropolitan arena may be an appropriate scale through which to support more sustainable land management, there is no agreement on the mechanisms to enable this. Steering and more strongly directing metropolitanisation processes through either formal metropolitan governance structures or other tools could provide a potential approach but will require significant adaptation in power and funding structures.

Learning activities during practice placements: developing professional competence and social work identity of social work students

ABSTRACT Social work is a demanding profession requiring a range of skills, competencies, and knowledge. Students are expected to learn about these practice related issues through immersion in real world experiences during their practice placement. A cross-sectional, retrospective survey was used to explore Finnish social work students’ (N = 95) experiences of learning activities employed by their supervisors during the practice placement, and the usefulness of these activities for developing professional competence and a sense of social work identity. Findings confirmed that students received a wide range of learning opportunities during their placement, but that there was considerable variation in the regularity of learning activities. The most useful learning activities included a collaborative working relationships and activities involving the student and their practice teacher, such as feedback, reflecting on work, feelings and values, observing others, and being assisted to learn new skills. In contrast, providing theoretical perspectives and linking theory to practice were regarded as least useful. Students with a lower overall learning activity score, were less likely to develop an understanding of social work identity during their placement. These results contribute to a growing evidence base, which can inform social work academics and practice teachers about learning activities that need to be offered to promote practice competence and professional identity of students, in preparation for professionally qualifying.

Working with interpreters in mental health

281 million people were recorded as having migrated across national borders by the United Nations in 2021, this equates to approximately 3.6 percent of the world’s population. Forced migrants/refugees account for 12 per cent of all international migrants. A percentage of these people will not speak the language of their new country fluently. If they are to access and utilize mental health services, they will require access to an interpreter. This paper provides guidance on working with interpreters in health settings when the work is either face to face or on-line. These guidelines are based on those written by the authors for the British Psychological Society. Working effectively with interpreters should be a skill in the repertoire of every clinician. This is to ensure that equal opportunities are upheld and that certain groups (including forced migrants) are not denied access to mental health services. Interpreters may also assist with teaching clinicians about diverse cultural views surrounding mental health and well-being. They may also advise on idioms of distress, cultural meanings and expression of emotional problems across cultures, explanatory health models and contextual factors which may help extend the repertoire of clinicians. The guidelines cover key recommendations for practice, booking and finding an interpreter, preparation before the consultation/meeting, practical considerations, preparation with the interpreter, during the meeting/consultation, issues to address after the meeting, written translations, psychometric testing, working by telephone or online and other issues to consider when working with an interpreter. These are reproduced below (with the permission of the BPS) in a shortened and updated form. Key recommendations for practice Undertake a language needs analysis of the population covered by your service or Trust and consider how you will best meet needs. If you have not undertaken training in working with interpreters, undertake a training course. If you are working with an interpreter unexpectedly and training is not feasible, read these or other relevant guidelines and allocate time to consider the issues or discuss them with a more experienced colleague. Check that the interpreter is qualified and appropriate for the consultation/meeting and speaks the service user’s first language. Allocate 10–15 minutes in advance of the session to brief the interpreter about the purpose of the meeting and to enable them to inform you about any cultural issues which may have bearing on the session. Be mindful of issues of confidentiality and trust when working with someone from a small language community as the service user may be anxious about being identifiable and mistrustful of an interpreter’s professionalism. This has particular relevance when working with forced migrants. State clearly that you alone hold clinical responsibility for the meeting. Commit to a collaborative working relationship based on trust and mutual respect. Match if appropriate for gender, age or religion, avoid using relatives and never use a child. Create an atmosphere where each member of the triad feels able to ask for clarification if anything is unclear and be respectful to your interpreter, they are an important member of the team who makes your work possible. Be aware of the well-being of your interpreter and mindful of the risk of vicarious traumatization. Consider what support they will be offered, and if they are subcontracted from an external agency, be aware that there is often little support provided by their employer. At the end of the session always allocate 10–15 minutes to debrief the interpreter about the session and offer support and supervision as appropriate. Extreme caution should be exercised when considering the use of translated assessment measures as languages and concepts are not interchangeable and results may therefore not be valid or meaningful. All written translations used should have been back translated to ensure they are fit for purpose. Commissioners of health services need to ensure that there are clear pathways to support for all members of their local community including those who do not speak the majority language.

Post-mortem perinatal imaging: what is the evidence?

Post-mortem imaging for the investigation of perinatal deaths is an acceptable tool amongst parents and religious groups, enabling a less invasive autopsy examination. Nevertheless, availability is scarce nationwide, and there is some debate amongst radiologists regarding the best practice and optimal protocols for performing such studies. Much of the published literature to date focusses on single centre experiences or interesting case reports. Diagnostic accuracy studies are available for a variety of individual imaging modalities (e.g. post-mortem CT, MRI, ultrasound and micro-CT), however, assimilating this information is important when attempting to start a local service.In this article, we present a comprehensive review summarising the latest research, recently published international guidelines, and describe which imaging modalities are best suited for specific indications. When the antenatal clinical findings are not supported by the post-mortem imaging, we also suggest how and when an invasive autopsy may be considered. In general, a collaborative working relationship within a multidisciplinary team (consisting of radiologists, radiographers, the local pathology department, mortuary staff, foetal medicine specialists, obstetricians and bereavement midwives) is vital for a successful service.

Social network development in classrooms

Group work is often a critical component of how we ask students to interact while learning in active and interactive environments. A common-sense extension of this feature is the inclusion of group assessments. Moreover, one of the key scientific practices is the development of collaborative working relationships. As instructors, we should be cognizant of our classes’ development in the social crucible of our classroom, along with their development of cognitive and/or problem solving skills. We analyze group exam network data from a two-class introductory physics sequence. In each class, on each of four exams, students took an individual version of the exam and then reworked the exam with classmates. Students recorded their collaborators, and these reports are used to build directed networks. We compare global network measures and node centrality distributions between exams in each semester and contrast these trends between semesters. The networks are partitioned using positional analysis, which blocks nodes by similarities in linking behavior, and by edge betweenness community detection, which groups densely connected nodes. By calculating the block structure for each exam and mapping over time, it is possible to see a stabilizing social structure in the two-class sequence. Comparing global and node-level measures suggests that the period from the first to second exam disrupts network structure, even when the blocks are relatively stable.

Interpreter-mediated CBT – a practical implementation guide for working with spoken language interpreters

AbstractIn the UK, over three-quarters of a million people cannot speak English well enough to access cognitive behavioural therapy (CBT) in English. If they are to receive an equitable service, they need to be able to access (spoken language) interpreter-mediated therapy. This means that CBT therapists may need support, through training and supervision, to feel confident and positive about incorporating an interpreter into the therapeutic relationship. The requirement for CBT therapists to be able to work effectively with an interpreter is currently acknowledged in the new BABCP minimum training standards and core curriculum, which are recommended for adoption (BABCP, 2021). Understandably, therapists can feel anxious about working with a third person in the room, but when these anxieties are honestly addressed and explored, creative solutions can be found. Therapy is usually conducted in a dyad. A triadic relationship requires attention to the systems at play inside and outside of the therapy room. With careful preparation and planning, interpreter-mediated therapy can be an effective and positive experience for the patient. After an introductory section, the paper is divided into six implementation sections: preparing for interpreter-mediated therapy; meta communication; boundaries; managing three-way relationships; working with interpreters remotely; and support needs of interpreters. Using a case example approach, interpreter-mediated therapeutic situations, which illustrate challenges and solutions, and examples of good practice, are explored. The paper offers practical guidance and illustrations which can form the basis of a training programme which teaches CBT therapists how to form a collaborative working relationship with an interpreter, how a therapist can stay active and maintain their clinical authority in a session in which they do not understand what is being said, and how CBT therapists can ensure that the therapy session remains safe and effective for all three of the participants in the interpreter-mediated encounter.Key learning aims(1)To help CBT therapists feel more confident and positive about working with spoken language interpreters.(2)To prepare CBT therapists to create a more accessible service for those patients who do not speak sufficient English to engage in therapy without support.(3)To provide CBT therapists with key principles for managing the pulls and pushes in a triadic relationship when you do not understand the language(s) spoken in the room.

Person-Centered Care for Family Caregivers: Evaluating an Education Program for the Healthcare Workforce

Background: While family caregivers [FCGs] provide 75-90% of care for people living in the community, most healthcare providers are not trained to provide person-centered care to FCGs. We followed research recommendations that the healthcare workforce receive competency-based education to identify, assess, support and partner with FCGs. Objective: Mixed methods evaluation healthcare workforce education program. Approach: We began by coining the concept “caregiver-centered care,” defining it as a collaborative working relationship between families and healthcare providers aimed at person-centered support for FCGs. From this definition, interdisciplinary stakeholders including FCGs (n=101) co-designed the Foundational Caregiver-Centered Care education. Learning resources included six competency-aligned educational modules with videos and interactive exercises that encourage reflection. Kirkpatrick Barr’s healthcare training evaluation framework underpinned our mixed methods evaluation. We measured participant’s reaction to the education (Level 1) and changes in learner’s knowledge and confidence to work with FCGs (Level 2). Results: 352 healthcare providers completed the education online (caregivercare.ca). Learners were satisfied with quality of education (Mean 4.75/5; SD=.5) and the education increased their motivation to learn more about caregiver-centered care (Mean 4.75/5; SD .5). Student’s paired samples T-test indicates pre-post education changes in knowledge and confidence to work with FCGs were significant [Pre (M=37.8, Sd=7.6) to post (M=47.2, SD=3.5) t (125) = -14.39, p<.0005 (two-tailed)]. Qualitative results derived from open responses mirrored the quantitative results. Conclusion: The Caregiver-Centered Care education provides a foundation for educating healthcare providers working with FCGs to provide care to FCGs to maintain their wellbeing and sustain care.

Person-Centered Care for Family Caregivers: Co-Designing an Education Program for the Healthcare Workforce

Background: Research recommends the healthcare workforce receive competency-based education to support family-caregivers [FCGs}. typically, education has been directed at FCG’s to increase their care skills rather that at healthcare providers to provide person-centered care to FCGs. Objectives: We present the co-design process used to create a competency-based education program for the healthcare workforce that ensures a person-centered focus on FCGs and introduce our Health Workforce Caregiver-Centered Care Education. Approach: Co-design is the act of creating with stakeholders to ensure useable results that meet stakeholder’s needs. We began by coining the concept “caregiver-centered care,” defined as a collaborative working relationship between families and healthcare providers aimed at supporting FCGs in their caregiving role, decisions about care management, and advocacy. From this definition we co-designed, then validated the Caregiver-Centered Care Competency Framework in a Delphi Process. Stakeholders (n= 101) including FCGs, providers, policy makers, community organizations, researchers, and educational designers then used effective practices for health workforce education to co-design the ‘foundational’ level of a Caregiver Centered Care education. Results: Teaching and learning resources include six competency-aligned educational modules with videos and interactive exercises that encourage reflection. With the COVID-19 pandemic, we moved the education online (caregivercare.ca). In the first four months online, 815healthcare providers completed the education. We continue to use mixed methods to evaluate the Caregiver-Centered Care Education, for acceptability and effectiveness, in five care contexts (primary, acute, home, supportive living, long-term care). Conclusion: We expect that our education will support caregiver-centered care in all healthcare settings.

Person-centered care for family caregivers of people living with dementia: Co-designing an education program for the healthcare workforce.

Recent research recommends the healthcare workforce receive competency-based education to identify, assess, support and partner with family-caregivers [FCGs} across the care trajectory.[1 2] Although the risk of FCG anxiety, burden, and loneliness to FCG's wellbeing is widely documented, typically education has been targeted towards FCG's to increase their care skills rather to educate healthcare providers to support FCG's caregiving and wellbeing.[3] OBJECTIVES: We will present the co-design process used to create a competency-based education program for the healthcare workforce that ensures a person-centered focus on FCGs and introduce our Health Workforce Caregiver-Centered Care Education focused on dementia. Co-design is the act of creating with stakeholders to ensure the results meet their needs and are usable. We began by coining the concept "caregiver-centered care," defining it as: a collaborative working relationship between families and healthcare providers aimed at supporting FCGs in their caregiving role, decisions about services, care management, and advocacy [4 5] . From this definition, and working with multi-level interdisciplinary stakeholders we designed[6] and validated[7] a Caregiver-Centered Care Competency Framework in a Modified Delphi Process. Stakeholders (n= 101) including FCGs, health providers, policy makers, community organizations, research team, script writer, and educational designers then used effective practices for dementia education for the health workforce [8-11] to co-design the first or 'foundational' level of a Caregiver Centered Care education program. Teaching and learning resources include six competency-aligned educational modules with videos and interactive exercises that encourage reflection. With the COVID-19 pandemic, we moved the education online (caregivercare.ca). In the first two months online, November 9, 2020-January 9, 2021, 352 healthcare providers completed the education. To date, learners' qualitative evaluations have been positive, "Very good information for professionals working with caregivers; especially relevant to homecare, geriatricians, allied health, and others working within the Seniors' Health realm. Engaging format that really evokes empathy for caregivers." We continue to use mixed methods to evaluate the Caregiver-Centered Care Education, for acceptability and effectiveness, in five care contexts (primary, acute, home, supportive living, long-term care). We expect that our education will support caregiver-centered care in all settings providing dementia-related care.