ENSURING QUALITY CARE
MANAGING YOUR TIME September 2019 Safety, Oversight and Quality Unit
PURPOSE AND KEY TERMS • Time management The purpose of this section is to help the learner acquire the basic • Setting limits skills necessary to manage your • Prioritizing time effectively. • Goals Safety, Oversight and Quality Unit September 2019 2
OBJECTIVES The learner will be able to: Describe the basics of time management Understand when to set limits and how to say no Determine when you need to get additional help September 2019 Safety, Oversight and Quality Unit 3
INTRODUCTION It is important to keep in mind that you have a right and responsibility to meet your own needs. Practicing time management skills can help you feel and be in control of your life. Time management involves: • Planning your time • Setting limits and saying “no” when appropriate • Getting help when needed September 2019 Safety, Oversight and Quality Unit 4
PLANNING YOUR TIME The first step in planning your time is to review how your time is being spent. The Task and Timeline worksheet is designed for this purpose and will show: What tasks you performed daily: • Providing care for residents • Managing your business • Taking care of yourself Total time spent on each task for each day of the week. September 2019 Safety, Oversight and Quality Unit 5
PLANNING YOUR TIME CONTINUED Total time per week you spent on tasks in the three activity areas. Once you have established how you spend your time, ask whether: • You are expecting too much of yourself • Do you need to set limits on the number and types of tasks you do, or on the amount of time you spend doing them • Do you need help with some tasks • Do you need more time for yourself September 2019 Safety, Oversight and Quality Unit 6
PLANNING YOUR TIME CONTINUED Unrealistic expectations about what can be accomplished can be a source of stress: Set goals. Make “to do” lists of what you want to get done in a certain period of time, e.g., in a day, week, month, six months or year. Try to be realistic. Ask yourself, “what can I really get done in a day or week?” Do you complete tasks when you say you will? • If you find you regularly do not complete tasks or cut into time you have set aside for other things, reconsider your expectations, set limits or get help. September 2019 Safety, Oversight and Quality Unit 7
PLANNING YOUR TIME CONTINUED Develop a daily routine. Include all routine tasks and activities you do in a 24- hour period. It may be helpful to use the AFH Daily Schedule form. You may want to post a written schedule so residents and visitors will know the daily routine in your home Prepare a weekly schedule. Plan each day of the week by scheduling those tasks and activities that will happen on certain days. Note appointments and special events, such as birthdays and holidays. September 2019 Safety, Oversight and Quality Unit 8
PLANNING YOUR TIME CONTINUED Consider the following as you prepare schedules: Set priorities. Decide what things are most important each day. Rank items in order of priority. Set daily priorities the night before or first thing in the morning. Balance your time. Decide what you must do that week. Do some days seem busier than others? Can you move tasks around so your time demands are fairly equal each day? Build in flexibility. Do not schedule every minute; plan for free time every day. September 2019 Safety, Oversight and Quality Unit 9
PLANNING YOUR TIME CONTINUED Alternate physical or stressful tasks with less difficult tasks. Plan to do one task at a time. In scheduling activities, allow yourself time to complete one task before starting another; this will ensure you have time to do each tasks properly. Scheduling your work to fit your energy level. When do you have the most energy? Tackle time-consuming or stressful activities in stages. September 2019 Safety, Oversight and Quality Unit 10
SETTING LIMITS Providers often have difficulty saying “no” when asked to do something. Frequently they have unrealistic demands because they: • Do not understand rights and responsibilities of the resident or themselves • Do not set and stay within limits • Put needs of others first • Feel guilty saying “no” • Expect too much of themselves • Are concerned about the opinions of others • Want to avoid conflict September 2019 Safety, Oversight and Quality Unit 11
SETTING LIMITS CONTINUED You can avoid placing unrealistic demands on yourself by following these guidelines: Know your rights and responsibilities as an AFH provider and those of your residents. When you admit a person as a resident, you agree to provide certain services to that person. Your are legally bound to provide those services. Set personal limits. How much you do personally depends on you. September 2019 Safety, Oversight and Quality Unit 12
SETTING LIMITS CONTINUED Carefully screen potential residents and do not admit a person if you feel your workload would be to heavy or if you do not feel you or your staff would be comfortable meeting the person’s individual care needs. You decide which types of persons for whom you are willing and able to provide care. Stay within your limits. You have established limits for a reason; keep to them. September 2019 Safety, Oversight and Quality Unit 13
SETTING LIMITS CONTINUED Assess each request for help. Ask yourself: • Is the request unreasonable? • Is it impossible to do what is asked? • Is it outside my limits or ability to do so? • Will I feel angry or resentful if I say “yes”? If you answer “yes” to any of these questions, say “no” to the request. Pay attention to your feelings. If you feel angry, resentful, guilty, obligated, confused, trapped, out of control or nervous – say “no.” September 2019 Safety, Oversight and Quality Unit 14
SETTING LIMITS CONTINUED Do not allow others to manipulate you: • Have you given into requests and then felt resentment or anger about doing so? • It can be difficult to untangle yourself from people who manipulate. • Good communication skills such as active listening and the use of “I” messages can help you be more assertive. September 2019 Safety, Oversight and Quality Unit 15
SETTING LIMITS CONTINUED Manipulative approaches include: • Flattery: “You’re the most wonderful caregiver my dad has ever had.” • Criticism: “Why can’t you fix my hair like my daughter can?” • Playing the martyr: “Don’t worry about me. I’ll be fine all by myself.” • Emotional blackmail: “I know I’m diabetic, but if you really cared about me you would let me have just a little piece of pie.” September 2019 Safety, Oversight and Quality Unit 16
SETTING LIMITS CONTINUED Clarify others expectations of you: • Ask questions when information or instructions are given to you • Know what is expected of you • Are you to be responsible for completing a task or making decisions? If not, who is? • Be sure that all concerned agree • Decisions may need to be agreed to in writing September 2019 Safety, Oversight and Quality Unit 17
TASKS AND TIMELINES Write down the tasks and activities that need to be done in your home. Having the information in writing helps you see exactly what needs to be done and when. Use this information to determine what times are busiest and what tasks and/or activities could be done by others. The following pages help you develop written timelines for the tasks that must be done in your home. September 2019 Safety, Oversight and Quality Unit 18
TASKS AND TIMELINES CONTINUED September 2019 Safety, Oversight and Quality Unit 19
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TASKS AND TIMELINES CONTINUED September 2019 Safety, Oversight and Quality Unit 21
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TASKS AND TIMELINES CONTINUED September 2019 Safety, Oversight and Quality Unit 25
TASKS AND TIMELINES CONTINUED September 2019 Safety, Oversight and Quality Unit 26
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DETERMINING WHAT HELP YOU NEED Once you have organized your time and set limits, you can decide when and where help with caregiving and home managements tasks is needed. Before you can hire staff you need to know how your time is spent, when you are the busiest and any tasks that require more than one person. September 2019 Safety, Oversight and Quality Unit 30
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