Experience, Education, Excellence

This list is updated annually. If you are unable to reach an educator in your LHIN,
please contact the P.I.E.C.E.S. Collaboration Office

Ontario-Educators by LHIN Region

LHIN# LHINs Region Lead Educator Co-facilitators
1 Erie -St. Clair Lina DeMattia
Joanne Bartosek
Carey Bruyere
Rene Dauphin
Catherine Gadel
Sally Wilson
Shelley Hazzard
Renata Rabideau
Susan Boyce
Julie D’Alessandro
Julie Witcher
Jayne Brooks-Keller
Lisa Brouwer
Michael Cardinal
Buffy Diesbourg
Stephanie Laramie
Kelly Schiefer
Denise Green
2 South West – London & Middlesex Ann Jarvie
Kelly Hovorka
Carrie Howard
Katy D’Angelo
Alexis McDowell
Ashley Percival
Kimberly Schlegel
Alex Douglas
Brynn Roberts
2 South West – Grey Bruce Charlotte Bumstead
Heather Curry
Jackie Donaldson
2 South West – Oxford Dominique Stanley
Karen Cassells
Sean Welbourn
2 South West – Huron Perth Kari-Lynn Gray
Tracy D’Angelo
Joan Flanagan
Sandra Hartemink
2 South West – Elgin St. Thomas Deb Evans
Jami Finlay
3 Waterloo – Wellington Sharon Stap
Terri Adlam
Fatima Angela Caluag
Susan Gregg
Carla Malloy
Betty Perrin
Cathy Sturdy-Smith
Heidi Wagler
Jody Weiler
4 HNHB – Niagara Gail MacKenzie-High
Stephanie Mackenzie
Emma Martin
4 HNHB – Hamilton Deb Bryson
Marian Cummins
John Thomas
4 HNHB – Haldimand Brant Kathie Poitras
5 Central West Cheryl Graham
Mandeep Bhullar
Teresa Judd
Michelle Marcucci
Christine Pellegrino
Jessica Stevenson
Yoko Tsuyuki
Charnelle Cole
6 Mississauga – Halton Marion Penko
Sherrie Cheers
Kim Dennis
Dana Garner
Linda Kallio
Dawn Robinson
Rene Turner
7 Toronto – Central Heli Juola
Gary Gallagher
Hazel Sebastian
Sangita Singh
Mario Tsokas
Adriana Caggiano
Maria McManus
Zaynab Sheraly
Anne Stephens
Penny Ascroft
8 Central Jennifer Sequeira
Jennifer Blaik
Diana Pontes
Janet Rae
Jennifer Mason
9 Central East – Peterborough Marion Tabanor
Robin Button
Rebecca Harvey
Salome Shyan
Janice Green
Sarah Wilson
9 Central East – Durham Ron Ranin
Christine Wimhurst
9 Central East – Scarborough Kim Kurschinski
Hazel Sebastian
Sangita Singh
Kylie Szczebonski
Henrietta Yumang
10 South East – Kingston Darcy McKay
Angela Dickieson
Ruth McDonnell
Nancy Timan
Michelle Tracze
Lynn Hendry
Kim Schryburt-Brown
Tricia Dominik
10 South East – Belleville Sherri Elliott
Terry Holland
Samantha VanSlyke
10 South East – Brockville Kim Schryburt-Brown
Debbie Steele
11 Champlain Bonnie Daros
Deborah Gerbasi
Diane Gravel
Alice Koekkoek
Mary Prince
Nancy McDonell
Lubna Fawaz
12 North Simcoe Muskoka Maureen O’Connell
Kimberley Simpson
Annalee King
13 North East Monica Bretzlaff
13 North East – Sudbury Manitoulin Hub Heather Hawrelluk-Sirois
Roxanne Makela
Melanie Beaulieu
13 North East – Nipissing Temiskaming Parry Sound Hub Robert Spicer
Kelly Charbonneau
13 North East – Algoma Hub Emily Piraino
13 North East – Cochrane Hub Stephanie Bolduc
14 North West – Thunder Bay Sandra Dewsberry
Jenna Garlick
Sally Ten Hoeve
Tanya Baker
14 North West – Fort Frances Gerri Yerxa
14 North West -Dryden Lori Russell


Educator Qualifications

Educators for the P.I.E.C.E.S.™ Learning & Development Programs will be health care professionals who have:

  • A University degree in a related health care field
  • A minimum of 5 years health care experience working with complex older adults
  • Completion of the P.I.E.C.E.S.™ 16-Hr Educator Program delivered by the P.I.E.C.E.S.™ Consult Group and/or a designated P.I.E.C.E.S.™ Associate
  • Excellent interpersonal and communication skills
  • Experience in the facilitation of adult learning and the ability to create a dynamic learning environment
  • Extensive knowledge, skills and experience in the assessment/care planning for older adults and the use of clinical assessment tools as they relate to:
    • complex physical health problems including pain, chronic disease management, delirium, metabolic disorders
    • cognitive function and impairment including dementia as well as other neurological disorders (additional familiarity with ABI and developmental disabilities co-occurring with a dementia is preferable)
    • mental health care problems including mood disorders, anxiety, psychotic disorders with a variety of underlying causes, longstanding mental health illness including personality disorders, schizophrenia
    • familiarity with the use of psychotropics and the ability to facilitate a learning discussion about the selection, detection and monitoring of the 5 classes of psychotropics
  • An ability to facilitate a TEAM approach to assessment and shared solution finding, including management of high risk situations
  • An ability to draw upon his/her own knowledge and experiences to confidently respond to clinical questions/situations in-the-moment as they arise in the classroom learning
  • Excellent coaching skills and the ability to facilitate the development of these skills in others
  • The ability and support to facilitate a minimum of one P.I.E.C.E.S.™ 16-hour Learning & Development Program per year (delivered over 2 days usually separated by approximately 3 weeks to allow learners to complete a Practical Application)
  • Signed an Educator contract with the P.I.E.C.E.S.™ Consult Group

There may occasionally be unique circumstances apart from the above eligibility criteria which the P.I.E.C.E.S.™ Consult Group will consider on a case-by-case basis.

Given the core content of the P.I.E.C.E.S.™ Learning and Development Programs, the Educators have typically been PRCs or Specialty Geriatric Services clinicians as their role requires knowledge and experience in complex clinical assessment/care planning and also the ability to coach these skills in others.

When PRCs and/or Specialty Geriatric Services clinicians are also P.I.E.C.E.S.™ Educators there is a significantly enhanced ability to assist learners to successfully integrate the P.I.E.C.E.S.™ approach when they return to work. Often P.I.E.C.E.S.™ Educators are also in a position to provide essential coaching in the use of the 3-Q Template when they are then working/consulting in their capacity as PRCs and/or Specialty Geriatric Services clinicians. The possibilities for enhancing the use of a common approach, common language are significantly increased