238. Study Notes: Problem Solving in CCA Work

The Big Picture

Problem solving starts with deciding whether a real problem exists. A situation might bother you without creating a problem that needs action.

When a problem does exist, you work through it step by step. You identify it, analyze it, find a safe solution, and make a plan to use that solution.

Good problem solving also involves listening to the client, checking care directions, and knowing when to involve your supervisor.

Look for Nova Scotia CCA Notes throughout this page for current provincial guidance.

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Course Notes: Key Ideas You Need to Know

The Four Parts of Problem Solving

Problem solving follows four connected parts:

1. Identify the problem.
2. Analyze the problem.
3. Find a solution.
4. Devise a plan to apply the solution.

Each part helps you move from noticing a concern to deciding how to respond safely.

Identify the Problem

The first step is deciding whether a problem exists and what the problem is.

Ask yourself:

• Does the situation affect you, a co-worker, your supervisor, or a client?
• Should you be concerned about it?
• Are you able to influence or contribute to a positive outcome?
• Does the issue need immediate attention?

These questions help separate personal preferences from situations that need action.

A Situation That Is Not a Problem

A support worker helps an 85-year-old client get dressed each morning. The client often chooses the same tattered sweater.

The support worker dislikes seeing the sweater, but it is clean. The client enjoys wearing it and has the right to choose what to wear.

After considering the problem-identification questions, the support worker decides the situation is not a problem.

A Situation That Is a Problem

A support worker assists an 88-year-old client with lunch in a long-term care facility. The client chooses tomato soup but refuses to eat after one spoonful.

The support worker knows the client tends to become dizzy and may fall when he does not eat. She recognizes that the situation needs immediate attention.

Analyze the Problem

Once you know a problem exists, decide what kind of problem it is and whether you can solve it on your own.

Check the assignment sheet or care plan ⓘ so you know what is expected of you.

When to Consult Your Supervisor

Consult your supervisor when:

• there is an emergency
• you observe a change in the client’s condition or normal functioning
• the client becomes ill, such as vomiting, diarrhea, or fever
• the client is in distress
• you believe the client’s safety is at risk
• there is a problem involving medications
• the client complains about their condition or care
• the client asks about their diagnosis, condition, or treatment plans
• the client or a family member asks you to do something that goes against the care plan
• you have a conflict with a client or family member
• a question or problem comes up and you need help dealing with it

A conflict is a clash between opposing interests or ideas.

Your supervisor is always available to provide guidance and help solve problems. Even in a community setting, your supervisor is a phone call away.

Use Communication to Understand the Problem

Analyzing a problem involves communication.

Ask the client questions about what is happening. Listen carefully to the answers.

Pay attention to both verbal and nonverbal messages ⓘ. Do not assume you already know the cause of the problem.

Finding the Reason a Client Refuses Food

In the lunch example, the support worker asks why the client does not want to eat. He explains that he has a sore inside his cheek after biting it the previous day.

His expression also shows that his mouth hurts.

The care plan does not require a special diet, so he can choose from the available menu. The support worker encourages him to select softer foods until his mouth heals.

She should notify her supervisor about what she observed. She should also report and record the client’s complaints.

If his discomfort increases, she should notify her supervisor again.

Find a Solution

Think of as many possible solutions as you can.

Then choose the solution that seems most practical and helpful. Always make sure the solution is safe.

Try the solution and see whether it works.

In the lunch example, the support worker thinks the tomato soup might be too hot and acidic for the client’s sore mouth. She suggests a cooler, blander meal.

The client chooses macaroni and cheese and eats it without discomfort.

Later, the support worker reports to her supervisor what she did and whether it worked. She also documents the information in the client’s chart.

Devise a Plan

The planning part of problem solving sometimes involves creativity. You may try a plan as long as it is safe.

For example, a client in the early stages of Alzheimer’s disease becomes upset because she cannot remember her grandson’s name before his visit.

The grandson’s name appears on the care plan. The support worker gently suggests a way to help the client remember it. Together, they find a picture of the grandson and write his name on it. The support worker then tapes the picture to the wall by the phone.

The support worker records the event on the task sheet. At the next visit, she asks the client whether the solution worked.

This example shows that problem solving includes trying a safe plan and checking later to see whether it helped.

Common Mix-Ups

Wrong Idea	Better Idea
If a support worker dislikes a client’s choice, the choice is automatically a problem.	A client may make a personal choice that does not create a problem.
The support worker should assume what caused a problem.	Ask questions, listen, and observe before deciding what is happening.
The support worker should handle every problem alone.	Some situations require guidance or help from the supervisor.
A practical solution is enough.	The solution must also be safe.