April 5, 2022

WAC 388-829-0085, WAC 388-829-0086, and WAC 388-829-0087

WAC 388-829-0085, How many hours of continuing education must DDA community residential staff complete each year?; WAC 388-829-0086, When must a direct support professional employed during the COVID-19 public health emergency complete training?; WAC 388-829-0087, When must continuing education be completed when public health emergency waivers are lifted, and what continuing education credit is granted to direct support professionals employed during the pandemic?  The department is proposing to amend  WAC 388-829-0085 to clarify when continuing education credits must be completed and proposing to add new WACs 388-829-0086 and 388-829-0087 establish training and continuing education requirements for people employed during the COVID-19 public health emergency.

Preproposal filed as WSR 21-20-130
Proposed rules filed as WSR 22-06-012
Hearing Date: April 5, 2022

WITHDRAWN as  WSR 22-08-064

WAC 388-112A-0010, WAC 388-112A-0030, 388-71-0836, WAC 388-71-0836 and WAC 388-71-8070,
and add new sections WAC 388-112A-0305 and WAC 388-71-0873

The department is proposing to amend WAC 388-112A-0010, WAC 388-112A-0030, 388-71-0836, WAC 388-71-0836 and WAC 388-71-8070, and add new sections WAC 388-112A-0305 and WAC 388-71-0873.

RCW 18.20.270 (9) stipulates that “the coordinated system of long-term care training and education must include the use of innovative types of learning strategies such as internet resources, videotapes, and distance learning using satellite technology coordinated through community colleges or other entities, as defined by the department.”

Under gubernatorial suspension of training rules and coordinated efforts to expand opportunities for remote training during the COVID-19 pandemic, DSHS contracted with a DSHS approved training company to conduct a pilot basic training program in which skills would be taught, demonstrated, reinforced, and remediated remotely. 

Data from student Prometric skills test pass rates for students involved in the pilot revealed success at a rate equal to that of students trained in person. The success of the pilot indicates that remote skills training is not only feasible but can also be effective. Remote skills training has the potential to greatly increase the ability for students in remote areas to access training, and in turn augment an already strained long-term care workforce.

There are currently no rules that govern remote skills training. The proposed rules will set standards for remote skills training and update current definitions and basic training rules to allow for virtual classroom and remote skills training. The effect will be to expand opportunities for long-term care worker training statewide, especially in remote areas.