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Paul Gould, LCSW, PhDBinghamton University
State University of New York
Kristina Hash, LICSW, PhDWest Virginia University
Evaluation and Measurement of Inter-professional Geriatric Programs
WHAT DO WE MEAN BY EVALUATION?
Program Evaluation
The process of systematically applying research methods to assess program:
design
implementation
improvement
outcomes
Program Evaluation
Needs Assessment: The process of systematically applying research methods to assess needs, gaps, or areas for improvement
EXAMPLES OF EVALUATION
INTER-PROFESSIONAL GERIATRIC PROGRAMS
EXAMPLE #1WEST VIRGINIA UNIVERSITY
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
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
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
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
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.”
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
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.”
Example 1: West Virginia University
Outcomes of Needs Assessment
1.Development of CEU-based certificate2.Needs-identified curriculum3.Partnerships with other organizations offering trainings4.Development of online trainings5.Recruitment and retention ideas shared
Certificate Launching in February 2012!
EXAMPLE #2
BINGHAMTON UNIVERSITY
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
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 Assessment1. Home Visit2. Clinic Visit
• Team Structure:• Clinical Social Worker• Geriatrician• Students from both
disciplines• Family
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)
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
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
EXAMPLE #3UNIVERSITY OF LOUISVILLE
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
EXAMPLE #4
BOSTON UNIVERSITY
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.
Evaluation Tools
1. 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)
2. 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.
1. 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:
1. 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.
2. Supervisor expectations, as well as organizational support are also included.
3. In order to assess the degree to which new learning is maintained, evaluation is repeated at 3 months following completion of the program
Evaluation Tools
EXAMPLE #5
FLORIDA ATLANTIC UNIVERSITY
IPE & SAGE Programs
The School of Social Work, College of Nursing, and College of Medicine at Florida Atlantic University developed an interpro fessional curriculum to bring social work, nursing, and medical students together for collaborative practice-based learning. This interprofessional curriculum included two compon ents: (a) the Interprofessional Education (IPE) program, and (b) the Senior Aging and Geriatrics Educator (SAGE) Mentoring program.
IPE & SAGE Programs
(a) Pretest/posttest evaluation (IPE Session 1)
(b) (b) Teamwork IQ Quiz
(c) (c) reflective journaling (after the IPE & SAGE Mentoring programs)
(d) (d) follow-up assignments (after the IPE & SAGE Mentoring programs)
(e) (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
Gero Social Work CompetenciesDeveloped by social workers and aging
experts nationally Field tested at demonstration sitesAligned with the 2008 CSWE Education and
Accreditation Standards (EPAS)
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
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
BRAINSTORMING AND RESOURCE- SHARING
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?
