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Evaluation and Measurement of Inter-professional Geriatric Programs

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

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  1. Evaluation and Measurement of Inter-professional Geriatric Programs Paul Gould, LCSW, PhDBinghamton UniversityState University of New YorkKristina Hash, LICSW, PhDWest Virginia University

  2. WHAT DO WE MEAN BY EVALUATION?

  3. Program Evaluation • The process of systematically applying research methods to assess program: design implementation improvement outcomes

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

  5. EXAMPLES OF EVALUATION INTER-PROFESSIONAL GERIATRIC PROGRAMS

  6. exaMPLE #1West virginia university

  7. Example 1: West Virginia University Gerontology Practitioner Certificate Needs Assessment and Program Development K. Hash, J. Englehardt, & Amazing Work Group Funded by: WV Partnership for Elder Living

  8. Example 1: West Virginia University 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 

  9. Example 1: West Virginia University 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 

  10. Example 1: West Virginia University • 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

  11. Example 1: West Virginia University “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.”

  12. Example 1: West Virginia University 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

  13. Example 1: West Virginia University “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.”

  14. Example 1: West Virginia University • 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!

  15. EXAMPLE #2 BINGHAMTON UNIVERSITY

  16. Geriatric Consultation Clinic 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

  17. Binghamton University HPPAEGeriatric 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

  18. Geriatric Consultation ClinicStudent 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)

  19. Geriatric Consultation ClinicPatient 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

  20. Binghamton UniversityCommunity 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

  21. Example #3University of Louisville

  22. Overview: Geriatric Evaluation& 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

  23. EXAMPLE #4 BOSTON UNIVERSITY

  24. Center for Aging and Disability Education and Research 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.

  25. Evaluation Tools • 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.

  26. Evaluation Tools • 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

  27. EXAMPLE #5 FLORIDA ATLANTIC UNIVERSITY

  28. IPE & SAGE 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.

  29. IPE & SAGE 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.

  30. HPPAE Model is Competency Based 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)

  31. Gero Social Work Competencies • 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

  32. 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

  33. BRAINSTORMING AND RESOURCE- SHARING

  34. Participant Discussion • 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?

  35. Contact Information Paul Gould, LCSW, PhD pgould@binghamton.edu Kris Hash, LICSW, PhD kmhash@mail.wvu.edu

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