Since the conception of the CCA Program in 2000, a process of continuous improvement has been applied to the scope and role of the CCA informed by best practice research and key stakeholder consultations. The process includes curriculum revisions, on-going educator compliance monitoring, and standardized assessment tools.

Industry has been instrumental in the Program’s evolution by providing guidance during the Program revisions as well as feedback between revisions. The guidance industry provides is pivotal to clarifying learning expectations, promoting education consistency, and enhancing the Program’s ability to meet industry’s needs.

The Continuing Care Assistant Occupational Standards of Practice (OSoP) defines the CCA Occupational Standards of Practice; as such, encompasses the roles, responsibilities, functions, and competencies of the Continuing Care Assistant (CCA) who provides personal care and support for activities. The Framework also outlines the limitations under which these services may be provided. Competencies include the ability to provide respectful, appropriate care to individuals needing assistance with activities, or instrumental activities of daily living in a variety of care settings. Using competency-based learning outcomes and objectives derived from the OSoP, the CCA Program can continually meet industry’s evolving needs. The Program uses the OSoP as a resource for evaluating and refining the existing education to ensure the relevance of the curriculum.

The CCA Program regularly reviews and updates the Curriculum Standards to reflect new and emerging needs of the health care system for the role of Certified CCA. Since the CCA Program’s conception the educational competencies (learning outcomes) reflect the consultations and data gathered from key stakeholders who have direct knowledge of what is required for a Certified CCA to successfully perform their role in a variety of health care settings.