1 / 39

Reforming Chaplaincy Training

Reforming Chaplaincy Training. The Rev. David Fleenor, BCC , ACPE Supervisor, Director of Education Vansh Sharma, MD, Director of Research Deborah Marin, MD, Director of Center for Spirituality and Health. Center for Spirituality and Health. Community Engagement. Clinical Services.

trainer
Download Presentation

Reforming Chaplaincy Training

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Reforming Chaplaincy Training The Rev. David Fleenor, BCC, ACPE Supervisor, Director of EducationVansh Sharma, MD, Director of ResearchDeborah Marin, MD, Director of Center for Spirituality and Health

  2. Center for Spirituality and Health Community Engagement Clinical Services Research Education

  3. Evidence Based Care Improved Patient Outcomes Established Clinical Principles Best Available Clinical Evidence Pt. Values and Expectations Clinical Judgment (Sackett, Rosenberg, Gray, Haynes, & Richardson, 1996; http://tools.aan.com/practice/blog/post.cfm/evidence-based-not-evidence-only-the-three-pillars-of-ebm, Feb., 2012)

  4. What is Evidence Based Spiritual Care? “…the use of scientific evidence on spirituality to inform the decisions and interventions in the spiritual care of persons.” George Fitchett, J. A. (2014). Evidence-Based Chaplaincy Care: Attitudes and practices in Diverse Healthcare Chaplain Samples. Journal of Health Care Chaplaincy, 20(4), 144-160

  5. How do we train chaplains to provide EBC?

  6. Center for Spirituality and Health

  7. What about CPE works?

  8. What about CPE does not work?

  9. Reforming Chaplaincy Training re·form rəˈfôrm/ verb gerund or present participle: reforming make changes in something (typically a social, political, or economic institution or practice) in order to improve it.

  10. What is Chaplaincy training? “Clinical Pastoral Education is interfaith professional education for ministry.” https://www.acpe.edu/ACPE/_Students/FAQ_S.aspx

  11. History of CPE • CPE began as a reformation movement within theological education • From academic theology to clinical theology • For ministers in congregations

  12. History of CPE • Professional health care chaplaincy was an unintended consequence of CPE • CPE was designed to form better congregational ministers, not health care chaplains

  13. History of CPE “…while the medical establishment increasingly focused on what became known as “evidence-based practice,” CPE clung to professional formation and educational methodology. The early stages of healthcare chaplaincy did not follow the route of medical education. Rather than affiliating with the institutions where they would practice, chaplains were more tied to religious organizations that were primarily concerned with congregational life. The result was that chaplains found themselves on an island between two of the three historic professions but embraced by neither.” Tartaglia, A. (2015). Reflections on the development and future of chaplaincy education. Reflective Practice: Formation and Supervision in Ministry, 35, 116-133.

  14. History of CPE Chaplains

  15. Who takes CPE? Aspiring professional chaplains Theological students

  16. The Dilemma Who are we training? Aspiring Religious Professionals? Aspiring Health Professionals?

  17. The Dilemma How do we address this dilemma? Aspiring Religious Professionals? Aspiring Health Professionals?

  18. The Dilemma Specializations CPE for Theological Students CPE for Aspiring Chaplains CPE for Health Professionals

  19. Why reform Chaplaincy training? Because health care has changed! • Health care is evidence-based • Health care is oriented towards the evaluation of patient-centered outcomes “The educational goals and outcomes of CPE weren’t designed or intended to address the same needs and questions as that of evidence-based and patient-centered outcomes in healthcare.” - Massey Massey, K. (2014). Surfing through a sea change: The coming transformation of chaplaincy training. Reflective Practice: Formation and Supervision in Ministry, 34, 144–52.

  20. Why reform Chaplaincy training? So tomorrow’s chaplains are evidence-based practitioners of spiritual care focused on patient-centered outcomes.

  21. Reformers Kevin Massey, M.Div., BCC Vice President of Mission and Spiritual Care Advocate Lutheran General Hospital in Chicago, IL. Wendy Cadge, Ph.D. Professor of Sociology Brandeis University Lex Tartaglia, D.Min., BCC, ACPE Supervisor Senior Associate Dean School of Allied Health Professions Virginia Commonwealth University

  22. Calls for Reform

  23. CPE at Mount Sinai At Mount Sinai we seek to form chaplains who are: • Emotionally intelligent • Culturally competent • Theologically reflexive • Ethically guided • Research literate • Outcomes oriented

  24. Competencies [1]APC Standards of Practice, Standard 12 [2]APC Standards of Practice, Standard 11

  25. Competencies [3]APC Standards of Practice, Standard 12

  26. Competencies • [4]CASC Competencies for Spiritual Care and Counseling, Competency 4

  27. CPE at Mount Sinai We are bringing a medical model of education to chaplaincy training through: • Research seminar • Journal club • Clinical preceptors

  28. Research Seminars • Scientific research-oriented events consisting of a small group of investigators and students working together with a view to addressing topics in depth and in searching to break new ground. • Topics sample: • Previous research on religion, spirituality and health • Strengths and weaknesses of previous research • Applying findings to clinical practice

  29. Study Description • Type of question asked (e.g., diagnostic, therapeutic, prognostic, etiologic, or economic) • Type of method used (e.g., randomized controlled trial [RCT], retrospective cohort, case-control, meta-analysis, cross-sectional, descriptive, decision analytic, or cost effectiveness) • Study site location, where relevant (e.g., multicenter, Veterans’ Affairs [VA], population-based, academic medical center, subspecialty clinic) • Outstanding features (well-known author, first of its kind study)

  30. The Research Question • Has 4 basic components (PICO) • Population: Who were the subjects? • Intervention(s) (or exposure): What was the therapy, risk factor, test(s), survey? • Comparison or control: What was the alternative group to the intervention or exposure? • Outcome: Was it clinical, functional, economic ?

  31. Journal Club • A group of individuals (staff and students) meeting regularly to learn how to critically evaluate recent articles in the academic literature that is specific to the field of spirituality and religion

  32. Relevance/Context of the Question • Concisely state the importance of the question • This information can usually be found in the introduction, where the authors put their study in the context of other literature.

  33. The Methods • Give more details on the components (PICO) of the research question • Population – Who & how many subjects were studied? • Interventions – What was done? • Control – Was there a comparison group? • Outcome – What outcomes were looked at?

  34. Critical Appraisal of Validity* • “Bias” in the methods • Bias in selecting subjects for the study – “Selection” bias • Selection of outcome measure(s) • Does the study measure what patients consider important (content validity)? • Are the instruments used reliable (when measuring severity) or responsive (when measuring change)? • Are there important aspects of the question that have not been measured? • Do not get lost in the statistics/analysis section! • “Statistics are a tool while study methods rule!” *Background reading beyond the paper may be required

  35. Summarize the Results • Limit summary of the results to the primary question and only present secondary results if they are relevant. • Helpful to bring listeners’ eyes to a particular row on a table or a bar on a graph to illustrate a point.

  36. Discussion of Strengths and Limitations • Describe if the results apply to your patients • Can you apply these results to your patients? • Are the patients or setting so different from your own that the findings are useless to you? • How much would you have to adjust the study findings to compensate for the differences between the study’s patients or setting and your own? • Conclude with your decision about the utility of the study in your practice, or contribution to the field (i.e. advancing knowledge)

  37. Future Directions • Closing the gap between evidence and practice: • Mindfulness Based Stress Reduction (MBSR)

  38. The Future of Chaplaincy Training? What do you imagine chaplaincy training will look like in the future? What other novel approaches to chaplaincy training should we consider?

  39. Questions?

More Related