scholarly journals Lessons Learned in Executing the Nursing Home COVID Action Network

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 493-494
Author(s):  
Samantha Cotton ◽  
Pamela Yankeelov ◽  
Barbara Gordon ◽  
Anna Faul
Keyword(s):  
Nursing Home ◽  
Nursing Homes ◽  
Lessons Learned ◽  
Group Discussions ◽  
Project Echo ◽  
Small Group Discussions ◽  
University Of Louisville ◽  
Action Network ◽  
The University ◽  
Opinion Polls

Abstract The University of Louisville ECHO Hub for the Nursing Home COVID Action Network put together a hub of experts that could effectively address the diverse needs of the 240 nursing homes in the 7 cohorts launched. We included an infectious disease expert, a geriatrician, and a behavioral health specialist who adjusted the curriculum to be more in line with the needs of the nursing homes. Our nursing homes were diverse in terms of geography, size and location. We created space for our cohorts to feel comfortable with each other, despite their differences. To foster this sense of togetherness, our facilitators used anonymous opinion polls and incorporated the use of virtual breakout rooms to encourage small group discussions. These strategies assisted in developing a sense of community within the Project ECHO sessions, that will continue to evolve in the post COVID world.

scholarly journals Geriatric Workforce Enhancement Programs' Participation in the Nursing Home COVID Action Network

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 493-493
Author(s):  
Leland Waters ◽  
Nina Tumosa
Keyword(s):  
Nursing Home ◽  
Healthcare Providers ◽  
Health Resources ◽  
Healthcare Research ◽  
Nursing Facilities ◽  
Healthcare Outcomes ◽  
Community Healthcare ◽  
Project Echo ◽  
Action Network ◽  
The University

Abstract In late September, 2020, the Geriatric Workforce Enhancement Program’s (GWEP) Program Officer, at the Health Resources Services Administration (HRSA), alerted the 48 GWEPs about a nationwide initiative focusing specifically on the pandemic’s effect in nursing facilities. The ECHO Institute at the University of New Mexico negotiated a national contract with the Agency for Healthcare Research and Quality (AHRQ) to provide a nationwide educational intervention via the CARES Act Provider Relief Fund. The ECHO Institute recruited over 100 Training Centers as educational coordinators for the Project ECHO Nursing Home National COVID Action Network. Our Project Officer suggested that individual GWEPs participate in this effort and take the lead or provide geriatric educators for these Training Centers. Project ECHO (Extension for Community Healthcare Outcomes) is an innovative telementoring program that creates virtual learning communities, bringing together healthcare providers and subject matter experts using videoconference technology for brief presentations, and case-based learning, fostering an “all learn, all teach” approach. This symposium will describe the journeys that five GWEPs experienced becoming Training Centers, rapidly deploying a nursing home ECHO project, to support nursing home staff on best practices for protecting patients, staff, and visitors from coronavirus infection and spread. GWEPs from The University of Louisville, the University of North Carolina, the University of North Texas, the University of Rochester and The Virginia Geriatric Education Center’s two ECHO Hubs, joined the National COVID Action Network. This presentation will provide an overview of why GWEPs are well positioned to address emergent needs with short notice.

scholarly journals NC CAN COVID-19 Action Network: Project ECHO in North Carolina

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 494-494
Author(s):  
Cristine Henage ◽  
Jennifer Hubbard ◽  
J Marvin McBride ◽  
Ben Blomberg
Keyword(s):  
North Carolina ◽  
Nursing Homes ◽  
Mountain Area ◽  
Local Conditions ◽  
Project Echo ◽  
Chapel Hill ◽  
Real World Problem ◽  
Healthcare Improvement ◽  
Action Network ◽  
The University

Abstract Experts in geriatrics, infection control and nursing home administration joined the ECHO Hub team led by The Carolina Geriatrics Workforce Enhancement Program (CGWEP) at the University of North Carolina at Chapel Hill (UNC). Ninety-two of North Carolina’s 423 nursing homes enrolled in a 16-week videoconference series designed to address clinical, logistical, and leadership issues related to COVID-19. The CGWEP coordinated recruitment with two other Training Centers at UNC Family Medicine and the Mountain Area Health Education Center, reaching 58% of all NC nursing homes (N=245). Faculty used curriculum and pre-recorded videos provided by the Institute for Healthcare Improvement (IHI). Discussions demonstrated real-world problem solving as participants applied what they learned to local conditions. Quality Improvement (QI) experts from IHI mentored participants in gathering data and completing Plan, Do, Study, Act cycles to better respond to the challenges of COVID-19 among a critically vulnerable population.

scholarly journals Virginia’s Response to the Nursing Home COVID Action Network

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 494-494
Author(s):  
Anne Rhodes ◽  
Shannon Arnette ◽  
Dan Bluestein ◽  
Emily Ihara ◽  
Megumi Inoue ◽  
...  
Keyword(s):  
Nursing Home ◽  
Nursing Homes ◽  
National Network ◽  
Project Echo ◽  
Healthcare Improvement ◽  
Action Network ◽  
And Performance ◽  
Virginia Commonwealth University ◽  
Home Training ◽  
Successes And Challenges

Abstract The Virginia Geriatric Education Center’s GWEP recruited 195 of Virginia's 273 eligible nursing homes, using two Project ECHO Nursing Home Training Centers located at George Mason University and Virginia Commonwealth University. These sessions promoted collaboration, allowed for sharing of successes and challenges, and nurtured quality improvement projects. Our next steps are to survey Virginia’s nursing homes to see if they are interested in future ECHO sessions with other topics. We plan to share these results with the Institute for Healthcare Improvement so that we may be able to continue to enhance this national network of Training Centers with faculty and staffing dedicated to quality assurance and performance improvement. The program has initiated new collaborations with nursing homes across many healthcare disciplines, strengthened connections between nursing homes and research institutions, and will help foster innovative ways to collaborate in this post-pandemic virtually connected world.

Increasing enjoyable activities to treat depression in nursing home residents with dementia: A pilot study

Dementia ◽  
2016 ◽  
Vol 16 (2) ◽  
pp. 204-218 ◽  
Author(s):  
Catherine Travers
Keyword(s):  
Nursing Home ◽  
Pilot Study ◽  
Nursing Home Residents ◽  
Significant Treatment ◽  
Qualitative Feedback ◽  
Intervention Measures ◽  
People With Dementia ◽  
Moderate Dementia ◽  
University Of Louisville ◽  
The University

This pilot study aimed to assess the feasibility and acceptability of a behavioral activities intervention (BE-ACTIV) in Australian nursing homes. BE-ACTIV was developed by researchers at the University of Louisville, USA, to improve mood and quality of life (QOL) in nursing home residents with mild to moderate dementia. An eight-week trial was conducted and 10 residents with mild to moderate dementia received the BE-ACTIV intervention while eight residents received a Walking and Talking intervention. Measures of depression (GDS-12R) and QOL (QOL-AD-NH) were administered prior to and following the interventions. Qualitative feedback indicated residents benefited from BE-ACTIV, evident by improved mood, although no statistically significant treatment effect was found. Moreover, the intervention was found to be feasible and acceptable to Australian nursing home staff and our findings highlight the importance of individualizing activities for people with dementia, of which 1:1 staff attention was a key component.

scholarly journals Approaches to quality improvement in nursing homes: Lessons learned from the six-state pilot of CMS's Nursing Home Quality Initiative

2003 ◽  
Vol 3 (1) ◽  
Author(s):  
Stephanie Kissam ◽  
David Gifford ◽  
Peggy Parks ◽  
Gail Patry ◽  
Laura Palmer ◽  
...  
Keyword(s):  
Quality Improvement ◽  
Nursing Home ◽  
Nursing Homes ◽  
Lessons Learned ◽  
Nursing Home Quality

scholarly journals Using Peer Instruction Pedagogy for Teaching Dynamics: Lessons Learned from Pre-Class Reading Quizzes

2013 ◽  
Author(s):  
Janice Miller-Young
Keyword(s):  
Deep Learning ◽  
Learning Strategies ◽  
Lessons Learned ◽  
Peer Instruction ◽  
Group Discussions ◽  
Small Group Discussions ◽  
Negative Comments ◽  
Cognitive Principles ◽  
Second Year ◽  
First Time

Peer Instruction (PI) is a widely used pedagogy which generally includes the use of two main teaching strategies: student pre-class preparation with an associated online quiz, and active in-class engagement including small-group discussions about conceptual questions. As an instructor trying this pedagogy for the first time, my purpose was to investigate both students’ learning and attitudes in my first/second year engineering dynamics course, using their answers to the reading quizzes as the main source of data. In short, students with the highest quiz marks did well in the course, indicating successful reading and learning strategies. Similarly, students with the lowest quiz marks attained lower overall marks. Students who did less well in the course were also more negative about the PI format (the class size of 17 did not allow for statistical analysis). Negative comments tended to be related to an expectation that the teacher should lecture more, indicating less understanding of cognitive principles. These results will provide a baseline for evaluating future teaching efforts which will include examining whether more directly encouraging deep learning strategies will be more effective for student learning.

scholarly journals Transitioning to the workforce – resilience building workshop for pharmacy interns

2021 ◽  
pp. 263-266
Author(s):  
Andrew D. Bartlet ◽  
Jocelyn Bussing ◽  
Simmie Chung ◽  
Irene S. Um
Keyword(s):  
Problem Solving ◽  
Real Life ◽  
Short Report ◽  
Group Discussions ◽  
Self Reflection ◽  
Small Group Discussions ◽  
Intern Training ◽  
Resilience Training ◽  
Responding To Change ◽  
The University

Introduction: This short report describes the piloting of a resilience building workshop for pharmacy interns to aid with the transition from university to the workforce. Methods: A 2-hour workshop was designed focussing on responding to change and exploration of real-life examples that interns had encountered in the workplace. The workshop involved a combination of whole and small group discussions, problem-solving and self-reflection. A total of 108 interns participated in the workshop as part of The University of Sydney Pharmacy Intern Training Program. Conclusion: Pharmacy educators must continue to embed resilience training in curricula to promote graduates’ readiness to transition and deal with adversity in the contemporary workforce.

Guess Who's Going to Medical School!

1994 ◽  
Vol 15 (1) ◽  
pp. 3-4
Author(s):  
Albert P. Scheiner ◽  
Olle Jane Z. Sahler
Keyword(s):  
Medical Students ◽  
Clinical Problem ◽  
Group Discussions ◽  
Clinical Problem Solving ◽  
Review Articles ◽  
Self Study ◽  
Small Group Discussions ◽  
University Of Massachusetts ◽  
The University ◽  
Record Review

Both Pediatrics in Review (PIR) and CompuPREP are rich resources that can be incorporated into the clinical curricula designed for medical students. Although both are geared to meet the needs of the practicing pediatrician, in our experience they have served as excellent adjuncts to self-study syllabi, lecture presentations, and small group discussions for students, as well. Creative Use of PIR At the University of Massachusetts, the review articles and their associated quizzes, the section entitled "Index of Suspicion," and the Guides for Record Review all have been used for a variety of instructional purposes. The review articles are especially adaptable to seminars using a problem-based or clinical problem-solving model.

Utilization of palliative care principles in nursing home care: Educational interventions

2015 ◽  
Vol 13 (6) ◽  
pp. 1745-1753 ◽  
Author(s):  
Berit Seiger Cronfalk ◽  
Britt-Marie Ternestedt ◽  
Lise-Lotte Franklin Larsson ◽  
Eva Henriksen ◽  
Astrid Norberg ◽  
...  
Keyword(s):  
Palliative Care ◽  
Nursing Home ◽  
Nursing Homes ◽  
Practical Knowledge ◽  
Implementation Strategies ◽  
Educational Interventions ◽  
Nursing Home Care ◽  
Group Discussions ◽  
Nursing Home Staff ◽  
Palliative Care Teams

ABSTRACTObjective:This study is part of the overarching PVIS (Palliative Care in Nursing Homes) project aimed at building competence in palliative care for nursing home staff. Our objective was to describe nursing home staff's attitudes to competence-building programs in palliative care.Method:Three different programs were developed by specialist staff from three local palliative care teams. In all, 852 staff at 37 nursing homes in the greater Stockholm area participated. Staff from 7 nursing homes participated in 11 focus-group discussions. Variation in size between the seven nursing homes initiated purposeful selection of staff to take part in the discussions, and descriptive content analysis was used.Results:The results suggest that staff reported positive experiences as they gained new knowledge and insight into palliative care. The experiences seemed to be similar independent of the educational program design. Our results also show that staff experienced difficulties in talking about death. Enrolled nurses and care assistants felt that they carried out advanced care without the necessary theoretical and practical knowledge. Further, the results also suggest that lack of support from ward managers and insufficient collaboration and of a common language between different professions caused tension in situations involved in caring for dying people.Significance of results:Nursing home staff experienced competence-building programs in palliative care as useful. Even so, further competence is needed, as is long-term implementation strategies and development of broader communication skills among all professions working in nursing homes.

A discourse of silence: professional carers reasoning about death and dying in nursing homes

2011 ◽  
Vol 31 (4) ◽  
pp. 529-544 ◽  
Author(s):  
JANE ÖSTERLIND ◽  
GÖREL HANSEBO ◽  
JANICKE ANDERSSON ◽  
BRITT-MARIE TERNESTEDT ◽  
INGRID HELLSTRÖM
Keyword(s):  
Nursing Home ◽  
Nursing Homes ◽  
Death And Dying ◽  
The Elderly ◽  
Analysis Data ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Philosophy Of Palliative Care ◽  
The Moment ◽  
Training And Support

ABSTRACTNursing homes are a setting in which death and dying is common. How death and dying is articulated and the actions that take place in a nursing home constitute a discourse that guides the staff in their work. The aim of this study was to explore the discourse of death and dying in nursing homes from the perspective and understanding of the staff. The study draws on Foucault's discourse analysis. Data are from five focus-group discussions held with 28 staff of four different nursing homes in Sweden. The findings show that the discourse had three characteristics: (a) dying was silent and silenced, (b) emotions were pushed into the background, and (c) attentiveness to death arose after the moment of the elderly person's death. The structure of the discourse was characterised by a movement between two positions, avoiding and confronting death, the main focus being on avoidance. The articulation and practices of silence highlight a need to regard dying as a process that requires attention. One way to ensure appropriate attention could be to instil the philosophy of palliative care in nursing homes, including training and support for the staff in their work. The study demonstrates that nursing-home staff need more knowledge and support to enable them to feel that they do a good job.

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