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ISP instructors meeting july 2014
- 1. ISP Instructors’ Meeting July 21, 2014 PANEL: Jennifer Pryor, Training Coordinator Jay White, CEU Contact, Content Development Annette Kelley, DSS, Division of Licensing Programs Dr. E. Ayn Welleford, Department of Gerontology Chair
- 2. Introductions • Welcome ISP Instructors! • Ronda Greene • Nakia Speller • Stacy Sutherland • Carolyn Merriman • Rhonda Whitmer • Gail Ziemba
- 3. Agenda • How did ISP rank last year? • What are the providers saying? • UAI • Inspectors • Fun Activities to Share • ISP Writing Activity • Mrs. Simms • Flora Adams • Making ISP Fun • Your Needs
- 4. 4.7 4.6 4.6 4.6 4.4 4.7 4.5 4.6 4.6 4.6 4.6 4.6 4.4 4.6 4.5 4.7 Broaden Knoweldge Improve Problem Solving Improve Working with OA Improve QoL of OA Intellectually Stimulating Value Learning Increased Interest Learned and Understood ISP Other Note: Score out of 5; OA = Older Adults; QoL = Quality of Life Excellent! How did the ISP score last year?
- 5. But what are they SAYING about ISP? Most Helpful An emphasis on the ISP team • “A lot of input from experiences at different facilities” • “Everyone’s input in drafting ISP” • “Input and wisdom from the licensing inspectors” • “The ongoing need for teamwork of entire community” Understanding key concepts • “Better understanding of UAI and ISP” • “How important the ISP is” • “How to break down and list resident’s needs” • “How to individualize and be specific” • “How to gather information needed” • “How to read and fill out UAI/ISP, how to determine needs and outcomes for individuals” • “Standards and Regulations” Hands on activity • “case study exercise” • “completing an ISP”
- 6. More about what providers are SAYING Least Helpful Issues with Time • “Would like more time to understand [everything] better” • “A little more time was taken on UAI than expected” • “ADCC info” • “Continually digressed from topic and ran way behind agenda” • “So much dialogue from participants made it difficult to get through” Issues with Licensing Inspectors • “Check with your inspector- because the inspector’s consensus changes per visit” • “Far to difficult to partner with inspector, is currently a dictate relationship” • “Lack of definite answers regarding DSS regulations” • “Policies/regs are interpreted differently by licensing inspectors” Repetition • “A lot of repetitive statements-going over unused info” • Instructor repeated basic facts multiple times • “Too much info on UAI and not enough on ISP. Too much repetition on what people already know”
- 7. UAI • The UAI portion of the training should not take the whole morning. You should begin ISP after returning from the morning break. • One Problem Identified by instructors: • Participants seem to have too many questions about the UAI (even if they have completed the training) • Are there other problems with the UAI section?
- 8. Your tips and tricks for the UAI • Have you successfully completed the UAI section in the correct timeframe? • What have you done to make sure you started the ISP section on time? • How do you respond to the many questions about the UAI? *Remind participants that this is not a UAI training.
- 9. Inspectors • DSS Licensing Inspectors are not required to be in attendance at ISP Training • They are always welcome and often invited • Always make sure to ask if they would like to participate to help answer any questions you may receive from the participants regarding licensing standards and regulations
- 10. Discussion about Inspectors • What is your experience with having licensing inspectors in your training? • What about when you do not have a licensing inspector present? • How do you handle the questions and frustrations from the providers about the inconsistencies of the interpretation of regulations among inspectors?
- 12. M&M ICE BREAKER shared by Rhonda • Give each participant a fun size bag of M&Ms • Have them select 2 or 3 colors from the bag • During introductions have them introduce themselves by using the color of the M&Ms as follows: Red Describe your personality in one word. Orange What is your favorite food? Blue What is one thing your parents taught you? Brown What is one thing you want to learn today? Yellow What do you like the most about your job? Green Which cartoon character best describes you?
- 13. Broken Arm shared by Gail “At the beginning of the class I ask them to pretend that their dominant arm is broken from their shoulder to the tips of their fingers. I then ask them to write down the most important NEED they would have as a result of this injury and I write their individual needs on a flip chart – thus demonstrating – same injury, individual need!!! This way they understand from the beginning that a NEED is individual, not generic.”
- 14. Writing an ISP Activity There are really two parts to this activity: Mrs. Simms and Flora Adams. Mrs. Simms • Example ISP • Warm up exercise to small group work • Allows for group discussion/questions prior to small group activity Flora Adams • Small Groups work together to write ISP • Use of new “resident charts” for exercise • Allows for practice and discussion for writing ISPs
- 15. Excellent Approach to Mrs. Simms shared by Carolyn “I use the case study in the slides as an opener to ask the whole group about what they think about the person based solely on her picture. Then as we ‘unfold’ the case study, they see what looked like an angry, sophisticated elder, is a person that likes NASCAR and football. It helps participants see that they should be careful to make snap judgments based on first impressions.”
- 16. Mrs. Simms • Does anyone else have a successful approach to the Mrs. Simms activity they would like to share? • How do you use this activity when you facilitate the ISP training?
- 17. Flora Adams • Resident Charts • Includes all of Flora’s documents in one binder • Includes some of the other blank forms for reference • Binder is set up to look similar to a resident chart • Each instructor will receive 6 binders to keep *Remind participants to not write in your binders. They will have a copy of the ISP in their handouts. *Any updated forms/pages will be sent to you to replace as necessary.
- 18. Using the Binders shared by Carolyn “I asked for experienced ISP developers to be volunteers to lead the group discussions for the final group activity with Ms. Flora Adams… The six volunteers came up to the front of the room, were handed the folders, and then the rest of the group counted off by six and became part of the groups.”
- 19. Flora Adams How to Make the Activity More Fun shared by Gail “Put the needs into a hat and have each group draw a need. Have the needs be silly – for example, having to read the newspaper first thing in the morning or need to watch ‘I Love Lucy’ every morning before going to breakfast. The class already knows that you can get the needs from the UAI, etc. I think this would make it sort of fun.” Thoughts?
- 20. How do you approach Flora? • Are there any other suggestions how you currently approach this activity? • Do you have any other suggestions like Gail’s that may make it more interesting?
- 21. Making ISP Fun! Hand out prizes to individuals/groups Hand out buttons “Trained ISP Professional” or “ISP Writer” Include more activities that encourage practice and participation with a group or partner ISP Jeopardy with prizes
- 22. What are your needs as instructors? Creative ways to cover the material without boring everyone Examples of writing goals Video clips (e.g., someone completing a UAI assessment) Having a UAI face-to-face training for providers Any others?
- 23. Wrap Up Questions and Comments Jennifer Pryor – pryorjm@vcu.edu Jay White – whitejt2@vcu.edu Department of Gerontology 804-828-1565 | http://www.sahp.vcu.edu/gerontology/ Department of Social Services http://www.dss.virginia.gov/
Notas del editor
- As you can see from this chart, the ISP compared to the other trainings topics that we offered last year did not differ significantly in terms of the participant evaluation scores. This tells me that across all topics, the providers are thinking about what is being taught and learning new skills to add to their toolbox when working with older adults. So, they are finding value in what we are teaching. However, until we are all “5” across the board, there is always an opportunity for improvement! Let’s take a look at what the providers are actually saying about the ISP…
- The most frequent comments that I read from the providers for what they find to be the most helpful from the ISP training are really in these three categories: Learning about the Team Approach to ISPs, learning and understanding the different key concepts in the training, and the hands on activities that allow them to practice writing an ISP.
- In terms of what they find to be the least helpful, many of the responses fall into issues with time, licensing inspectors, and repetition. I think the issues with time that have been cited could be taken care of with a little better time management and staying focused on the topic at hand. Also, if there is nobody in your training who is from an ADCC, you do not need to bother going over that information. However, if there is at least one person from an ADCC, you must go over that information in addition to the ALF requirements. **Does Annette want to say anything about the inspectors/regulations? These are the same complaints we always get with regard to Licensing Inspectors…
- The discussion on the UAI will help to clear up some of the “least helpful” comments directed toward the UAI. When teaching this section please keep this first bullet in mind. You may think that this is a lot of information to squeeze into a small amount of time, but this section is really not meant to be that detailed. This is not a UAI training. Providers just need to be familiar with the concepts of the UAI in order to review it for the ISP. If they haven’t taken the UAI training, please direct them to the knowledge center handout that is in your folder. One issue you have brought to me through the survey and discussions is that there are too many questions about the UAI which makes this section drag out longer than necessary. Are there any other issues aside from this one that some of you have issues with? We will have some discussion questions about the UAI on the next slide.
- As we saw from the provider feedback, licensing inspectors seem to be both necessary and sometimes a barrier to the ISP training. However, DSS does not require that they attend our training. Annette? Comments? (One trainer asked about the expectations from DSS/Inspectors)
- This is a really fun ice-breaker activity, that I stole for a training I facilitated in Fairfax on Team Building. Some of the questions are hard, as we found out at our GeroRetreat –especially which cartoon character are you? But it really made for a fun way to get to know the people in the room at the training! It’s a fun way to start the day, so thank you Rhonda for sharing this with us!
- I have to say that I have witnessed this activity in action. The responses are great because they range from needing help to do hair/make up to needing help using the restroom. There is definitely a wide variety of needs expressed in this activity, and I think it really dose help illustrate this key point in a fun and interesting way. Thanks for sharing, Gail!
- The Mrs. Simms activity is one of our new additions to the ISP curriculum. This was added for several reasons, but it really serves as an example that the providers can see and discuss before they try to write their own. It is a great activity to work through together as a large group in order to illustrate the key points and serves as a starting point to writing an ISP. For our Flora Adams activity, I have created a set of binders that will be sent to all ISP instructors to use for the activity. We piloted this at our two June ISP trainings and felt they were a success. We will discuss these more later.
- This approach to the Mrs. Simms activity was shared by Carolyn, and I absolutely love how she works with her! There have been some comments made that Mrs. Simms looks curmudgeonly and we should change her to a smiling and happy woman. However, her picture has generated some really great discussion in the classes that Carolyn has taught which I have observed. There was discussion about making snap judgments and stereotyping. There was discussion about why she might not look happy – perhaps her Redskins are on a losing streak? Perhaps she did not really want to move out of her home. Perhaps the person interviewing her is not that friendly…. It can really help facilitate discussion on interviewing new residents. I invite you to have fun with Mrs. Simms as Carolyn has done. Thank you Carolyn for sharing your approach!
- For this activity, we will now be using these resident chart binders. Inside the binders, we have included Flora’s UAI, physical exam, and other health notes. We have included copies of the blank private pay UAI, ADCC forms, ISP forms, and the services provided to the resident. There is also a photo of Ms. Flora inside the chart as well as her allergies listed on the inside flap. Each participant will receive in their handouts a copy of the powerpoint slides, definitions, ISP model form, Participant Care Plan Model Form (ADCC), and the handout on Developing the Service Plan. They will not receive copies of the regulations nor a blank UAI form. These will be available to them online, and I will email instructions to them to review or print the regulations ahead of time (of course you will go over them in the training regardless), and bring the handouts that are not available to them in their handout or the resident chart if they would like to have them. If there is an update made to the curriculum that affects the handouts in the charts, you will be mailed updated copies that you will need to replace in your binders. These are issued to you to keep until there comes a time you will no longer need them. At that time, you must return them to the department of Gerontology. Let’s look at one example from our June training that was shared with us by Carolyn.
- I think that this was a great way to get people engaged in the activity. There was some concern from the trainer perspective that because the providers did not receive the binders until the end of the training, that they were not able to see the examples of the forms as they were being discussed early on. One way you might make this adjustment is to put people into groups at the beginning of the day, and pass out the binders at that time. The feedback I read from the evaluation forms suggested that the providers appreciated having the charts as opposed to having a lot of loose pages floating around the table. I think that by practicing using these binders, we will iron out the best approach to facilitate this process.
- In the survey I sent you, I asked for you to share some ways to make the ISP training more fun. Gail has shared with us an idea about how to make the ISP writing activity more interesting. What I like about this is that it gets at having these ISP documents really be person-centered. If someone has spent their entire life reading the newspaper first thing in the morning, they will want to continue that activity to maintain their quality of life. If they can no longer get the newspaper themselves or they need help in some other way, we would find it on their ISP because that is an important need to that resident that every staff member should be made aware. I think if you were to add some “fun” needs to Flora’s ISP, I think that it should be in addition to what the providers have to do already with the ISP activity – meaning they will have to identify something in her chart as a need and write it out. Then you can throw in the fun need and have them write about that. Any other thoughts?
- These are things that have been identified from your surveys on things that you would like more of We have covered a lot of great examples and had wonderful discussion (hopefully) on all the fun things that we can do with the ISP training, but most of them did focus on the activities. Is there anything else that you might do to make the material more enjoyable earlier on in the presentation? This is the one thing we can address at this time, and the others are great suggestions for future updates to the curriculum. Let’s also talk briefly about writing goals. I know based on observation that this is one area that providers struggle with when writing ISPs. Can anyone share any tips or insight into writing goals?