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Innovations in Geriatric Education:Considering Cross-Disciplinary Applications of the HPPAE Model
Geriatric Competencies Provide Curricula for and Evaluation of Geriatric Education
JoAnn Damron-Rodriguez, LCSW, PhD
University of California, Los Angeles
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Mandate for Competence
Council on Higher Education Accreditation (CHEA), oversees standards for 76 professions adopted a competency model for accreditation (National Center for Higher Education Management Systems, 2000)
Growing necessity for Evidence-based Practice (EBP), Best Practices, Practice Guidelines
Competence Based Education and Evaluation (CBE) is the educational equivalent of EBP
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Competency-Based Education and Evaluation (CBE)
Definition of Competence Competence: The state of being adequately or well qualified… a specific
range of knowledge, values and skills
Geriatric Competence: Continuing programs in order to effectively prepare practitioners to address the need of older adults and their families
Essential Elements CBE1) Adoption of a defined set of specific skills (competencies) as a
framework for education in a field of practice
2) Applying the competencies to individual student learning goals
2) Assessment of student skill level, at the beginning oftraining and upon completion, using the identified set of competencies (Bogo et al, 2004)
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National Incorporation of Gero Social Work Competencies
I. Council on Social Work Education (CSWE) 2008 Educational Policy and Accreditation Standards (EPAS)
a competency-based outcome approach to curriculum design
a focus on student outcomes based in practice behaviors
competencies are measurable practice behaviors
II. Hartford Geriatric Social Work Initiative Task Force for Advanced Gero Practice (2009)
Relating Gero Social Work Knowledge and Practice Behaviors to EPAS
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EXAMPLE CBE APPLICATIONEPAS Competence: Apply critical thinking to inform
and communicate professional judgments
ACTIVITIES, ASSIGNMENTS, READINGSACTIVITIES, ASSIGNMENTS, READINGSADVANCED GERO
PRACTICE BEHAVIORS
CLASS EXERCISES ASSIGNMENTS/MEASUREMENT*
EVIDENCE BASED PRACTICE
Relate concepts and theories of aging to social work practice (e.g., cohorts, normal aging, and life course perspective).
Multigenerational Issues in Caregiving
Perspectives on Older Adults and the Aging Family Safety Checklist/Home visit interview (page 7 of syllabus)
Toseland, R. W.; Blanchard, C. G.; Mccallon, P. (1995). A Problem-Solving Intervention for Caregivers of Cancer-Patients. Social Science & Medicine, 40:4, 517.
Relating Gero Social Work Knowledge and Practice Behaviors to EPAS
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Cross Disciplinary Geriatric Competencies
www.socialworkleadership.org
Nursing American Association of Colleges of Nursing and the Institute for Geriatric Nursing
Older Adults: Recommended Baccalaureate Competencies and Curricular GuidelinesGeropsychiatric Nursing CompetenciesAdult/Gero Primary Care Nurse Practitioner CompetenciesAdult/Gero Nurse Practitioner Competencieshttp://www.aacn.nche.edu/Education/adultgerocomp.htm
MedicineAmerican Geriatric Society Geriatric Competencies for Medical StudentsInternal Medicine/Family Practice Residency TrainingSurgical and Related Medical Specialties http://www.americangeriatrics.ogr/health_care_professionals/education/curriculum_guidelines
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COMPETENCY EDUCATION FRAMEWORK
Dimension Application
Level Generalist vs. SpecialistFoundation vs. Advanced
DisciplineSpecific Medicine, Nursing, Social WorkCross Disciplinary Multi-disciplines same skill setInterdisciplinary Skills for disciplines in relation to other
disciplinesDomain
Content Geriatrics/GerontologyTopic i.e. Depression, FallsContext SNF, HCBS
Process Specifically identified for a program vs. broadly consensus based
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Multidisciplinary Interdisciplinary Transdiciplinary
Common goals
Individual efforts
Discipline expertise
Responsibility for groupeffort
Requires skills in effectivegroup integration
Each membersupports/enhancesprograms and activities
Forms of Cross-Disciplinary Education for Practice and HPPAE Implications
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Examples of Cross-Disciplinary Competencies SUPPORTING FAMILY CAREGIVERS
American Journal of Nursing
Gold Award for Special Supplement Assessment
Nursing Social Work
Assess family knowledge of skills necessary to deliver care to older adults
Assess caregivers’ needs and level of stress
Family Education
Damron-Rodriguez, J.A. (2008). Developing competence for nurses and social workers: evidence-based approaches to education. American Journal of Nursing, Vol. 108, No. 9,
40-46.
Involve, educate, and, when appropriate, supervise family, friends, and assistive personnel in implementing best practices for older adults.
Use educational strategies to provide older persons and their families with information for wellness and disease management.
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Rationale and Need for Multidisciplinary Competency-based Professional Education
Focus on skills needed in real-world practice Assess trainees’ skills to:
Enhance learning Inform curriculum development Evaluate training effectiveness
IOM recommendation: “All licensure, certification, and maintenance of certification for healthcare professionals should include demonstration of competence in the care of older adults…”
Partnership for Health in Agingwww.americangeriatrics.org/pha
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Consensus BasedGeriatric Competencies
A PHA Workgroup organized by the American Geriatric Society built from the geriatric competencies from social work, medicine and nursing
Over 25 healthcare professional organizations endorsed the competencies
The following 10 disciplines were represented:
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Six Multidisciplinary Domains & 23 Foundational Competencies
1. Health Promotion and Safety2. Evaluation and Assessment3. Care Planning and Coordination Across the
Care Spectrum (including End-of-Life Care)4. Interdisciplinary and Team Care5. Caregiver Support6. Healthcare Systems and Benefits
Partnership for Health in Agingwww.americangeriatrics.org/pha
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AdoptingNational consensus-based identification of competenciesPrioritization of core skill setInfusion generalist practice and enrichment specialist
practice
Applying to Curricula and Pedagogy- To define learning objectives based on outcomes- To structure student contracts identifying competencies - Develop modules and teaching resources- To train field instructors
Assessing Outcomes- Classroom assignments- Field Practice including instrumentation
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Substantive Cross Site Evaluation of HPPAE
Total 67 Graduate Schools of Social Work Participated
Baseline data included year in program, specialization, prior aging courses, prior work experience with older adults, practicum placement and demographic information
Students took on-line survey at PRE, INTERIM, & POST HPPAE to assess: Knowledge (Knowledge of Aging for Social Work Quiz) Knowledge of Community-based Services for Older Adults GSW Competency Scale II Field Instructors also assessed their students’ competency
PRE (Student INTERIM) & POST HPPAE
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Geriatric Social Work Competency Scale II
Domains of geriatric social work with 10 skills in each I. Values, ethics and theoretical perspectives II. Assessment III. Intervention IV. Aging services, programs and policies V. Leadership in the Field of Aging
Rating on 5-point Likert scale 0 ----------------- 1 ------------------ 2 ------------------ 3 ---------------- 4
Not skilled at all - Beginning skill - Moderate skill - Advanced skill - Expert skill
“Cannot Assess” for Field Instructors
Social Work Leadership Institutewww.socialworkleadership.org
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Field Instructor Rating of Student Competence
0
5
10
15
20
25
30
35
40
45
50
Values p<.001* * *
Assessment p<.001* * *
Intervention p<.05*
Aging services p<.05*
Pre-test
Post-test
0
5
10
15
20
25
30
35
40
45
50
Values p<.001* * *
Assessment p<.001* * *
Intervention p<.001* * *
Aging servicesp<.001* * *
Student Self-Assessment of Geriatric Competencies
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An Example of a Systems Level Use of the Hartford Social Work and Nursing Competencies
Improving Education on Aging in California
USDE Fund for the Improvement of Postsecondary Education (FIPSE)
UCLA lead community college, California State University, and University of California collaboration
SAGE partners in nursing, social work and gerontology programs assessed competencies
Rated disciplinary program based on competencies How well it was addressed What classes supported/taught on the competency How students were assessed UCLA
GeroNet www.geronet.ucla.edu
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SAGE Gerontology Competency Mapping Strategy
0 = Not skilled at all (no experience with this skill) 1 = Beginning skill (have to consciously work at this skill) 2 = Moderate skill (skill is becoming more integrated into practice) 3 = Advanced skill (skill is done with confidence and is an integral part of practice) 4 = Expert skill (completes skill with sufficient mastery to teach others)
Competency Rating Supported by Courses: Student evaluation methods utilized
C R I T I C A L T H I N K I N G
5. Appreciate the contributions that aging persons make to each other, families and society.
2 SOC 440 (Soc of Aging)PSY 365 (Intro to Gero)FCS 543
(Intergenerational Caregiving)
Papers, exams, service learning activities, presentations, projects
6. Identify and define/describe bio/psycho/social concepts and theories used to study aging.
2 SOC 440 (Soc of Aging)PSY 365 (Intro to Gero)HSCI 418OL (Health and
Aging)
Papers, exams, service learning activities, presentations, discussions
UCLA GeroNet www.geronet.ucla.edu
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Competencies to Learner Outcomes
Professional Competency
Educational Program: Integration
of Classroom and Field
CBE Learning Objectives
Learning Activities to Support Objectives
Assessing Competency-based Learner Outcomes
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IOM Recommendation: Geriatric Interdisciplinary Practice
Functional Status
Social Support
Spirituality
Affective
Medical
Cognitive
Environment
Economic
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GRECC Demographics and Profiles
GERIATRIC RESEARCH EDUCATION CLINICAL CENTERS (GRECC) AND CARE MANAGEMENT & SOCIAL WORK SERVICES PARTNER TO CREATE VA HPPAE MODEL
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22
VA IS AN EXAMPLE OF EBP IN HEALTHCARE BUILT ON
INTERDISCIPLINARY TEAMS
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Interacting Elements of HPPAE ModelPotential Building Blocks
for Cross Disciplinary Education
1.University-Community Partnerships2. Competency-Driven Field Education3. Integrated Field Education Across Multiple Programs,
Populations and Interventions4. Expanded Field Instructor Role5. Focused Recruitment for Geriatric Social Work6. Leadership Development in Geriatrics
Social Work Leadership Institute www.socialworkleadership.org