Personal Support Worker Education in Ontario: Trends, Challenges and Strategies for Meeting Labour Market Demand was written by Miha Isik, Jinisha Patel and Ryan Tishcoff, Higher Education Quality Council of Ontario (HEQCO).
Postsecondary personal support worker programs are a key component to meeting future labour market demand, but their impact could be strengthened further through investment and collaboration.
Personal support workers (PSWs) are healthcare professionals who assist elderly, disabled and other vulnerable populations in long-term care (LTC) homes, hospitals and other healthcare settings. Estimates suggest that by 2032, Ontario will need at least 50,000 more PSWs to meet the growing needs of an aging population. This comes as the profession is shifting to now perform tasks traditionally assigned to registered nurses and registered practical nurses. As Ontario’s government ministries, healthcare employers and education providers work to meet the growing demands for this profession, HEQCO examined the role being played by PSW certificate programs offered by publicly assisted colleges and Indigenous Institutes in Ontario. The report highlights PSW programs that are working effectively, but whose impact could be strengthened further through strategic investment and stakeholder collaboration.
PSW programs are offered by four education providers: publicly assisted colleges, Indigenous Institutes, private career colleges (PCCs) and public school boards. Focusing on publicly assisted colleges and Indigenous Institutes in Ontario, HEQCO examined how application, enrollment and graduation trends have shifted over time and the challenges shaping PSW program delivery, including how government and institutions can address them. HEQCO analyzed PSW program application data from the Ontario College Application Service (OCAS), as well as enrollment and graduation data from the Ministry of Colleges, Universities, Research Excellence and Security. Interviews with 17 staff (deans, associate deans, directors, program coordinators/managers, instructors) representing public colleges, Indigenous Institutes and PCCs focused on program structure, key challenges, recent and anticipated changes in delivery, use of resources and opportunities for collaboration in PSW education.
The provincial government has implemented several incentive programs aimed at boosting PSW program enrollment and retention. Participation has increased in recent years, and the incentives have driven interest from older applicants and working healthcare professionals. International student enrollment in PSW programs has increased substantially as graduates were eligible for a Post-Graduation Work Permit. Staff interviewed shared that many international students view PSW programs as a stepping stone toward permanent residency, or as an entry point to other regulated health professions, short-term workforce access or recertification for internationally trained registered nurses. These credentials are also classified as priority fields for immigration and labour market alignment.
According to interviewees, PSW programs face persistent staffing limitations, which may negatively affect students’ learning experiences and career readiness. They also shared that hospitals, LTC homes and other facilities have limited spots for placements, and that PSW programs often must compete with one another to secure access for their students. Postsecondary institutions have prioritized innovative strategies to ensure students transition successfully into PSW work upon graduation. For example, with limited placement opportunities, some institutions relied on simulation labs to ensure students developed key PSW skills. Addressing limited staff resources and the lack of clinical placements would allow institutions to scale up programs further and train more PSWs without compromising quality of education.
Meeting demand for PSWs will also require connecting education strategies to broader workforce sustainability goals, including improved equity and labour protections. Government can support these efforts through continued investment in incentives and program operating costs. Institutions can share best practices with one another and prioritize relationships with local healthcare facilities that students rely on for experiential learning opportunities.