Evaluation and Measurement of Inter-professional Geriatric Programs
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Evaluation and Measurement of Inter-professional Geriatric Programs. Paul Gould, LCSW, PhD Binghamton University State University of New York Kristina Hash, LICSW, PhD West Virginia University. WHAT DO WE MEAN BY EVALUATION?. Program Evaluation.

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Evaluation and Measurement of Inter-professional Geriatric Programs

Paul Gould, LCSW, PhDBinghamton UniversityState University of New YorkKristina Hash, LICSW, PhDWest Virginia University



Program evaluation
Program Evaluation Programs

  • The process of systematically applying research methods to assess program:

    design

    implementation

    improvement

    outcomes


Program evaluation1
Program Evaluation Programs

  • Needs Assessment: The process of systematically applying research methods to assess needs, gaps, or areas for improvement


Examples of evaluation inter professional geriatric programs
EXAMPLES OF EVALUATION Programs INTER-PROFESSIONAL GERIATRIC PROGRAMS


Example 1 west virginia university
exaMPLE Programs #1West virginia university


Example 1 west virginia university1
Example 1: West Virginia University Programs

Gerontology Practitioner Certificate

Needs Assessment and Program Development

K. Hash, J. Englehardt, &

Amazing Work Group

Funded by: WV Partnership for Elder Living


Example 1 west virginia university2
Example 1: West Virginia University Programs

Objectives:

1.Evaluate the aging education needs of social workers and related professionals (with associate degrees and higher) in the state

2.Develop a gerontology practitioner certificate and curriculum

3.Develop best practices for recruiting and retaining professionals in the field 


Example 1 west virginia university3
Example 1: West Virginia University Programs

Objectives:

1.Evaluate the aging education needs of social workers and related professionals (with associate degrees and higher) in the state

2.Develop a gerontology practitioner certificate and curriculum

3.Develop best practices for recruiting and retaining professionals in the field 


Example 1 west virginia university4
Example 1: West Virginia University Programs

  • Online Survey, N= 391

  • Training Needs

  • 77% interested in enrolling in a CEU-based certificate

  • Training needed: cognitive changes/dementia; end of life; legal issues; HC and aging policy

  • Great interest in online training


Example 1 west virginia university5
Example 1: West Virginia University Programs

“A curriculum is very much needed for our workers to understand the population that we are dealing with and the need is urgent.”

“It is very evident that WV NEEDS to offer this certificate.”


Example 1 west virginia university6
Example 1: West Virginia University Programs

Recruitment and Retention

What led them to the field?

Job opportunity & Personal Experience

What will keep them in the field?

Career growth, Increased Salary & Benefits,

Leadership Opportunities

Love the Field and Population


Example 1 west virginia university7
Example 1: West Virginia University Programs

“No motivation is needed. I love the population, and I intend to continue working with them, regardless of pay-rate or continuing education”

“I love what I do and just want to keep doing it.”


Example 1 west virginia university8
Example 1: West Virginia University Programs

  • Outcomes of Needs Assessment

  • Development of CEU-based certificate

  • Needs-identified curriculum

  • Partnerships with other organizations offering trainings

  • Development of online trainings

  • Recruitment and retention ideas shared

  • Certificate Launching in February 2012!


EXAMPLE #2 Programs

BINGHAMTON UNIVERSITY


Geriatric consultation clinic
Geriatric Consultation Clinic Programs

Shawn Berkowitz, MD, CMD

Paul R. Gould, LCSW, PhD

Youjung Lee, PhD – Evaluator

Suk-Young Kang, PhD – Evaluator

Supported with funding from the John A. Hartford Foundation


Binghamton university hppae geriatric consultation clinic
Binghamton University HPPAE Programs Geriatric Consultation Clinic

  • Interprofessional Learning Experience

  • Part of the rotational model for HPPAE

  • MSW students collaborate with Medical Students from Upstate Medical University

  • Conduct a 2-part Comprehensive Geriatric Assessment

    • Home Visit

    • Clinic Visit

  • Team Structure:

    • Clinical Social Worker

    • Geriatrician

    • Students from both disciplines

    • Family


Geriatric consultation clinic student learning evaluation
Geriatric Consultation Clinic Programs Student Learning Evaluation

Evaluation Methods

  • A mixed-method using a triangulation design-multilevel model with concurrent data collection and analyses was employed for the evaluation of the project.

  • Data analysis for the focus group was conducted in three steps: (1) open coding, (2) axial coding, and (3) selective coding (Strauss, 1987).

Tools

  • Post-Experience Focus Groups with interprofessional team members

  • Index of Interprofessional Collaboration (IIC) (Bronstein, 2002)


Geriatric consultation clinic patient outcomes evaluation
Geriatric Consultation Clinic Programs Patient Outcomes Evaluation

Evaluation Methods

  • Quantitative comparative analysis:

    • Baseline at time of consult

    • 8-12 weeks after consult

    • 6 months after consult

Data Collected

  • Mini-Mental State Exam (MMSE)

  • Zarit Caregiver Burden Scale

  • Understanding of Medication Usage & Side Effects

  • FS-8 Health Survey


Binghamton university community enhancement initiative in aging preparedness
Binghamton University Programs Community Enhancement Initiative in Aging Preparedness

Purpose

  • Binghamton University’s HPPAE in place for 5 years

  • Project placed HPPAE Fellows in non-MSW agencies

  • Assess impact of program upon participating organizations and overall community

Methods

  • Individual interviews with agency administration

  • Focus group with task supervisors


Example 3 university of louisville
Example #3 Programs University of Louisville


Overview geriatric evaluation self management gems project
Overview: Geriatric Evaluation Programs & Self-Management (GEMS) Project

  • Tested effectiveness of:

    • Interdisciplinary geriatric home-based assessment

    • Self-management support services

  • Target population:

    • Community dwelling older adults with 1+ chronic illnesses

  • Providers:

    • Interdisciplinary teams of social workers and physical therapists (students and professionals) collaborating with PCPs


EXAMPLE #4 Programs

BOSTON UNIVERSITY


Center for aging and disability education and research
Center for Aging and Disability Education and Research Programs

CADER provides comprehensive, validated, skill-based online training programs to ensure that workers have the knowledge and skills needed to meet the challenges in a rapidly changing health and social services landscape. Demonstrating that learners have mastered the competencies needed for effective practice is a key objective of our program. Competence requires professional judgment and critical thinking to translate knowledge, skills, and values into effective practice behaviors.


Evaluation tools
Evaluation Tools Programs

  • Pre and Post Competency Self-Assessment of Individual Courses

    • Participants complete pre- & post-test using the approximately 20-item instrument that measures the respondent’s perceptions of their skill level on a scale of 0 to 4 (0=not skilled at all; 4=expert skill)

  • Course Evaluation

    • This evaluation includes questions about the effectiveness of the online course, including whether course objectives were clearly described and met, the quality and applicability of the course, whether the course expanded learner knowledge and understanding of the topic area, and whether the training program will help them to apply practice skills in the topic area.


Evaluation tools1
Evaluation Tools Programs

  • Program

    • Included in the evaluation are questions related to the training program from both the perspective of the individual learner and in relationship to their organization:

      • Individual learner: these include questions related to the expansion of knowledge, development of new skills, and the ability to do a better job as a result of the training program.

      • Supervisor expectations, as well as organizational support are also included.

      • In order to assess the degree to which new learning is maintained, evaluation is repeated at 3 months following completion of the program


EXAMPLE #5 Programs

FLORIDA ATLANTIC UNIVERSITY


Ipe sage programs
IPE & SAGE Programs Programs

The School of Social Work, College of Nursing, and College of Medicine at Florida Atlantic University developed an interpro­fessional curriculum to bring social work, nursing, and medical students together for collaborative practice-based learning. This interprofessional curriculum included two compon­ents: (a) the Interprofessional Education (IPE) program, and (b) the Senior Aging and Geriatrics Educator (SAGE) Mentoring program.


Ipe sage programs1
IPE & SAGE Programs Programs

  • Pretest/posttest evaluation (IPE Session 1)

  • (b) Teamwork IQ Quiz

  • (c) reflective journaling (after the IPE & SAGE Mentoring programs)

  • (d) follow-up assignments (after the IPE & SAGE Mentoring programs)

  • (e) surveys before and after the IPE and SAGE Mentoring programs to measure the effectiveness of the programs and reinforce learning from these experiences.


Hppae model is competency based
HPPAE Model is Competency Based Programs

Gero Social Work Competencies

  • Developed by social workers and aging experts nationally

  • Field tested at demonstration sites

  • Aligned with the 2008 CSWE Education and Accreditation Standards (EPAS)


Gero social work competencies
Gero Social Work Competencies Programs

  • Five Domains of practice

    • Values, Ethics & Theoretical Perspectives

      • will be used as example to connect to EPAS

    • Assessment

    • Intervention

    • Aging Services, Programs & Policies

    • Leadership in Practice (new domain recently added)

  • Each domain has ten competencies (50 total)

    • Gero SW Competencies considered Practice Behaviors under new EPAS


Benefits of geriatric social work competencies practice behaviors
Benefits of Geriatric Social Work Competencies (Practice Behaviors)

  • Addresses practice at BOTH micro and macro levels

    • Direct practice

    • Policy

    • Research

    • Advocacy

  • Recognizes social workers demonstrating leadership in aging need to be proficient in both micro and macro levels



Participant discussion
Participant Discussion Behaviors)

  • Describe the current or potential Inter-professional Geriatric Programs at your institution

  • How are you currently or what plans do you have to evaluate the program(s)?

  • What successes and barriers have you faced in this evaluation or its planning?


Contact information
Contact Information Behaviors)

Paul Gould, LCSW, PhD

[email protected]

Kris Hash, LICSW, PhD

[email protected]


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