Geriatric Workforce Enhancement Program Research Articles

Primary care and community partnerships to promote age-friendly care for Hispanic older adults.

Healthcare and community collaborations have the potential to address health-related social needs. We examined the implementation of an educational initiative and collaborative intervention between a geriatric clinic and Area Agency on Aging (AAA) to enhance age-friendly care for a Hispanic patient population. As part of a Health Resources and Services Administration (HRSA)-funded Geriatric Workforce Enhancement Program, a geriatric clinic partnered with AAA to embed an English- and Spanish-speaking Social Service Coordinator (SSC). The SSC met with patients during new and annual visits or by referral to address What Matters and Mentation in the patient's primary language, provide education, and make social service referrals. Patients aged 60 and older, who received SSC services during a 12-month period, were defined as the intervention group (n = 112). Using a retrospective chart review, we compared them to a non-intervention group (n = 228) that received primary care. We examined available demographic and clinical data within the age-friendly areas of What Matters and Mentation. Measures included cognitive health screenings, advance care planning, patient education, and community referrals. Most of the intervention groups were eligible for AAA services and had the opportunity for service referrals to address identified needs. A higher proportion of patients within the intervention group completed screenings for cognitive health and advance care planning discussions. Interagency partnerships between ambulatory care settings and community-based organizations have the potential to expand access to linguistically and culturally competent age-friendly primary care for older adults.

Agents of Change: Geriatrics Workforce Programs Addressing Systemic Racism and Health Equity.

Many factors affect how individuals and populations age, including race, ethnicity, and diversity, which can contribute to increased disease risk, less access to quality healthcare, and increased morbidity and mortality. Systemic racism-a set of institutional policies and practices within a society or organization that perpetuate racial inequalities and discrimination-contributes to health inequities of vulnerable populations, particularly older adults. The National Association for Geriatrics Education (NAGE) recognizes the need to address and eliminate racial disparities in healthcare access and outcomes for older adults who are marginalized due to the intersection of race and age. In this paper, we discuss an anti-racist framework that can be used to identify where an organization is on a continuum to becoming anti-racist and to address organizational change. Examples of NAGE member Geriatric Workforce Enhancement Programs (GWEPs) and Geriatrics Academic Career Awards(GACAs)activities to become anti-racist are provided to illustrate the framework and to guide other workforce development programs and healthcare institutions as they embark on the continuum to become anti-racist and improve the care and health of vulnerable older adults.

EXPLORING THE UTILIZATION OF MERIT-BASED INCENTIVE PAYMENT SYSTEM (MIPS) PROGRAMS IN WORKFORCE DEVELOPMENT

Abstract Measuring patient outcomes is a critical component of the HRSA funded Geriatric Workforce Enhancement Programs (GWEPs), which aim to improve the quality of care for older adult patients. In 2019, GWEPs were tasked with aligning patient outcomes with the CMS Merit-based Incentive Payment System (MIPS) program, which incentivizes quality care and patient outcomes. Collecting and using MIPS data effectively can be a challenging task, particularly when done across multiple levels of care. To address these challenges, the National Association of Geriatric Education Centers (NAGEC) created a workgroup to develop advocacy and solutions for patient outcomes. This symposium will discuss the utilization of MIPS as performance metrics across three GWEPs, the challenges in reporting these outcomes, and implications for future policy changes. This symposium’s primary objective is to explore how GWEPs can effectively measure patient outcomes, despite the challenges involved in collecting and utilizing MIPS data. By discussing these challenges and proposing potential solutions, this symposium aims to improve the effectiveness and sustainability of GWEPs, ultimately leading to better outcomes for older adult patients. Overall, measuring patient outcomes is critical for ensuring that older adult patients receive high-quality care that is tailored to their individual needs and preferences. Despite the challenges involved in collecting and utilizing MIPS data, our symposium provides an opportunity to explore potential solutions and advocate for policies that support improved patient outcomes in geriatric care.

GERIATRIC WORKFORCE ENHANCEMENT PROGRAMS AS AAA AGE-FRIENDLY INITIATIVES PARTNER

Abstract The Health Resources and Services Administration funded 48 Geriatric Workforce Enhancement Programs (GWEPs) to partner with community-based organizations in addressing gaps in health care for older adults, promoting Age-Friendly ecosystems, and addressing social determinants of health. This paper discusses three GWEPs collaborative projects with Area Agencies on Aging (AAAs) that deliver community-based programs . The University of Utah’s GWEP, a rural AAA, the Alzheimer’s Association, and the Utah Department of Veterans and Military Affairs provided a hybrid Dementia Caregiver Conference to six counties, reaching 65 in-person attendees and 10 senior centers online. Attendees agreed the content met their educational needs, would positively influence care, and was motivation to form a caregiver coalition. The University of Louisville Trager Institute (Trager), AAA, and Kentucky Coalition for Healthy Communities provided focused regional training and sharing of community resources utilizing the Project ECHO training model for 11 AAA regions, reaching 412 home and community-based services professionals. The University of North Texas Health Science Center, AAA, and emergency management services expanded evidence-based programs in falls prevention, medication safety, and dementia caregiving, serving an additional 23 urban postal codes, rural counties, and over 1,900 individuals. These examples utilize unique community relationships and partnership strategies to identify local needs, maximize older adult and family caregiver engagement, measure outcomes, and achieve GWEP goals to educate diverse, underserved and rural communities.

IMPROVING LONG-TERM CARE THROUGH GERIATRICS EDUCATION: A DEEP DIVE INTO GWEP AND GACA INITIATIVES

Abstract Formal geriatrics education remains limited for many of the numerous health care professionals working with older adults. A well-prepared long-term services and supports (LTSS) workforce is imperative to care for older adults with multiple chronic conditions, especially dementia. This study highlights the role of Geriatric Workforce Enhancement Programs (GWEPs) and Geriatrics Academic Career Awards (GACAs) in addressing this need. An online survey, conducted 5/2023-6/2023, captured data from GWEPs (n=18) and GACAs (n=11) about training offered towards age- and dementia-friendly care in LTSS settings. Results revealed that 13 GWEPS or GACAs provided 36 learning activities that addressed the first recommendation, “Delivering comprehensive, person-centered, equitable care that ensures residents’ health, quality of life and safety” of the National Imperative to Improve Nursing Home Quality (NASEM). Twelve GWEPS/GACAs provided 42 learning activities addressing the second NASEM report recommendation, “ensuring a well-prepared, empowered, and appropriately compensated workforce.” GWEPS/GACAs are also aiding LTSS settings in achieving Age-Friendly Health Systems Designations: one each supported level 1 or 2 designation, two supported achieving both levels. Additionally, four GWEP/GACAs are working with LTSS entities toward level 1 status, one toward level 2, and one toward achieving both levels. Our findings underscore the pivotal role of GWEPS/GACAs in enhancing geriatrics education, addressing challenges in LTSS, and the pressing need for continued support. Recommendations emphasize strengthening partnerships between LTSS settings and GWEPs/GACAs to bridge educational gaps. Implications indicate GWEPS and GACAs are playing a crucial role in helping LTSS settings achieve age-friendly standards and align with the NASEM report’s vision.

WHO, HOW, AND WHEN DOES PRIMARY CARE USE THE 4MS? CLINICIAN PERSPECTIVES OF THE AGE-FRIENDLY FRAMEWORK IN AN FQHC

Abstract Older adults are at higher risk of living with multiple chronic health conditions and confront health care systems ill-prepared to manage the underlying complexities of providing care to older people. The Geriatric Workforce Enhancement Program (GWEP) aims to transform primary care to improve the health of older adults. Our GWEP is a collaboration between the Penn State College of Nursing and Pennsylvania’s largest Federally Qualified Health Center (FQHC), the Primary Health Network (covering 16 counties [13 rural]). We aim to disseminate the 4Ms of an Age-Friendly Health System (What Matters, Medication, Mentation, and Mobility). Although AFHS is being disseminated across the nation, there is little research regarding clinicians’ perspectives of the 4Ms framework in primary care. After 3 years of program delivery, we administered a PHN system-wide survey to 614 employees with 307 returned (50% response rate) regarding 4Ms knowledge, clinicians’ responsibilities, timing of assessments, how results inform care, perceptions on the role of the electronic medical record (EMR), competence, barriers, and facilitators to providing Age-Friendly care. Analysis includes a subset of 40 registered nurses (n=21) and nurse practitioners/physician’s assistants/physicians (n=19). Results suggest the medical providers were perceived as most likely to assess What Matters and Medication and multiple team members assessed Mentation and Mobility. 65% either agree or strongly agree that the EMR should prompt them to review the 4Ms with their patients. Survey results provide understanding of the barriers, specific roles, workflows, and EMR alterations needed to implement AFHS care into the busy culture of primary care clinics.

OLDER ADULTS AND CAREGIVERS AS PARTNERS IN PATIENT- AND FAMILY-CENTERED EDUCATION

Abstract Patient and family-centered education is an approach to the planning, delivery, and evaluation of curricula that is grounded in mutually beneficial partnerships among patients, families, students, and educators. Engaging patients and families in genuine partnerships through health professions education can broaden the student’s perspectives of health to include social, economic, and environmental factors while helping them recognize unique individual dimensions, such as cultural context, capacities, and values, that influence health. While patient-centeredness is a widely recognized component to high-quality healthcare, partnering with older adult patients and caregivers is a less recognized standard in health professions education. This symposium examines the role of older adults and caregivers in co-creating geriatric and gerontology education with a HRSA-funded Geriatric Workforce Enhancement Program (GWEP) to promote the knowledge, skills, and attitudes necessary for patient-centered clinical practice. First, presenters will share educational initiatives involving older adults as mentors and subject matter experts for health professions students and student teams. This is followed by projects engaging and empowering older adults and caregivers as advocates for quality care and advisors for educational improvements. Finally, presenters will explore evaluation tools and strategies to collect input and ensure the patient’s voice remains at the center of education planning, delivery, and improvement. Presenters discuss methods of adapting these models to a local context as well as strategies and opportunities to incorporate the input and feedback from older adults and caregivers into health professions education.

STUDENTS GAIN APPRECIATION FOR PATIENT-CENTERED AND TEAM-BASED CARE PARTICIPATING IN A GERIATRIC CASE COMPETITION

Abstract Health science students must attain interprofessional teamwork and collaboration competencies to provide effective, patient-centered care to older adults requiring complex care. However, students typically learn in disciplinary silos and lack engaging opportunities for interprofessional teamwork. To provide students with an interprofessional learning activity the Geriatric Workforce Enhancement Programs (GWEP) at Saint Louis University and the University of Minnesota implemented a Geriatric Case Competition. We present the students’ experience with the 2022 competition. Students assigned to interprofessional teams with a coach had one month to prepare a 20-25 minute presentation of a comprehensive care plan using a simulated complex geriatric patient case. Judges scored team presentations using a rubric of core competencies for interprofessional collaborative practice. Each GWEP held local competitions with winning teams presenting at the inter-GWEP competition held via live videoconferencing. Top scoring teams received prizes. Students completed an eight-item satisfaction survey using a 5 point likert scale (5=poor to 1=excellent). Answers to open ended questions were analyzed qualitatively to find themes about their experience. 132 students joined the competition and 54 completed an evaluation survey (response rate 41%). Students rated their experience as good to excellent with mean ratings on 8 questions ranging from 1.5-2.2 (N=54). Themes included: the importance of patient centered care and the power of multiple perspectives/expertise. Students offered improvements related to student, coach, and judge expectations. In summary, the competition provided a very positive learning activity that helped students value the importance of patient centered care and interprofessional collaboration for older people.

DEMENTIA FRIENDS AWARENESS BUSINESS TRAINING PROGRAM: MAKING A POSITIVE IMPACT IN SMALL ARKANSAS BUSINESSES

Abstract The Arkansas Geriatric Education Collaborative, a HRSA-funded Geriatric Workforce Enhancement Program grant, and a Dementia Friends USA sub-licensee, provides a program to businesses called Dementia Friends at Work. This program utilizes the tenants of the “Become a Dementia Friend” program created by Dementia Friendly America©, a multi-sector movement that aims to foster “dementia friendly communities”. A one-hour training was conducted for 222 business employees, focusing on recognizing the signs of dementia, challenging the stigma about dementia, how to best communicate with individuals with dementia and their caregivers, and practical tips to make themselves and their environment more Dementia-Friendly. During the program, management and staff were asked to self-assess the physical business environment for “dementia friendliness” and review possible changes toward improvement. Pre-program and post-program evaluations were completed. The results showed that 100% of participants agreed the training program made an impact on their business or job and 75% claimed to use the knowledge gained from the program. Qualitative data gathered 90-days post training supported these results with themes emerging such as staff using new ways to navigate conversations with those expected to have dementia, being more aware of the signs of dementia, and utilization of skills learned to more effectively interact with these customers. Findings suggest that many employees were unaware of the common signs of dementia or how to recognize behaviors of those with dementia. They had also not considered learning about or using proven techniques to assist with interactions and conversations; therefore, this training was well-received and effective.

MENTAL HEALTH AND CAREGIVING SELF-EFFICACY AS PREDICTORS OF PERCEIVED OVERALL HEALTH AMONG ADRD CARE PARTNERS

Abstract A geriatrics workforce enhancement program piloted interdisciplinary telehealth services to Alzheimer’s disease and related dementias (ADRD) care partners. The team in medicine, nursing, and social work noted that consistently mentioned mental health issues and social isolation. The purpose of this study was to evaluate the extent to which the care partner’s sense of caregiving self-efficacy, juxtaposed with the aforesaid mental health issues, predict the care partner’s sense of their overall health. In a hospital setting in southern United States, the team collected data from 95 ADRD care partners on demographic characteristics and on measures of loneliness, anxiety, depression, caregiving self-efficacy, and perceived overall health. Data were analyzed using OLS multiple regression. Sample characteristics served as covariates. Adjusted R-squared estimated the corrected goodness-of-fit. The sample’s average age was approximately 62 years. Most identified as female (74%) and Caucasian/white (66%); about one-third identified as African American/Black. The plurality reported as adult child of the care recipient (47%). An overwhelming majority (94%) scored as clinically anxious; 29% scored as clinically depressed; 33% reported loneliness; 12% reported low caregiving self-efficacy; and 20% reported poor overall health. Depression and loneliness negatively predicted caregivers’ overall health (B=-.17, p<.001; B=-.15, p<.05, respectively). Surprisingly, anxiety positively predicted caregivers’ overall health (B=.54, p<.001). Self-efficacy was not a significant predictor. Adjusted R-squared value was .63. Results underscore the importance of including mental health and social networks when evaluating and treating ADRD care partners’ overall health. Future studies should consider broader, diverse samples to determine the reliability of these findings.

EVALUATING PROGRAMS WITH OLDER ADULTS AND CAREGIVERS AS PARTNERS IN PATIENT EDUCATION

Abstract The Geriatrics Workforce Enhancement Program at the University of North Texas Health Science Center has several programs where patients, older adults, caregivers and healthcare stakeholders are incorporated directly into the educational experience or provide feedback to inform the design of educational programs. In addition to the program design, there are evaluation considerations related to incorporating these important stakeholders to best capture the impact of this group. The goal of evaluation research has become more and more important in program design, especially with interdisciplinary programs and programs involving multiple stakeholder groups. Evaluation research is the assessment of outcomes and information that will inform future decision making. These stakeholders are important partners and have an important impact on program design and research outcomes, which is something that should be measured along the way. The University of North Texas Health Science Center Community Advisory Council, Infection Control Advocate and Resident Education (ICARE), Dementia Education, and Seniors Assisting in Geriatric Education are programs that will be included in this evaluation discussion. For these projects, we included evaluation components to keep the patient’s voice at the center of education planning, delivery, and improvement. This presentation will discuss the evaluation of impact in these programs, discuss barriers to measurement, and report early results. One key finding is the lack of systematic measurement tools available and the need for additional tools that can be used across settings where patients are part of the education program design.

COMMUNITY ADVISORY COUNCILS: AN ENGAGEMENT STRATEGY FOR PATIENT-CENTERED LEARNING

Abstract Advisory councils provide a forum for patients and families to partner with health care systems and share experiences, perspectives, ideas, feedback, and recommendations that can improve both the patient experience and health care outcomes. Research shows that patient partnerships fostered through advisory councils can also positively impact health professions education and training by supporting patient-centered learning. With a goal to promote collaboration among community stakeholders in the delivery of geriatrics education and training, a Geriatric Workforce Enhancement Program formed a Community Advisory Council. A project team developed the council goals, structure, application and recruitment processes, and facilitation methods. Over two years, a total of 27 older adults, caregivers and community advocates participated in the advisory council both online and in-person. Council members completed an orientation session and met four times over a twelve-month period. At each meeting, faculty prepared two to four open-ended discussion questions regarding knowledge, skills, and attitudes relevant to the nursing home workforce, student education, continuing education, and community outreach. Responses were collected through paper surveys and online forms. Thematic analysis of qualitative responses identified common themes that were shared with education and clinical leadership to inform and improve learning experiences, health care processes, and council engagement. Presenters will describe the council’s structure and composition as well as recruitment, facilitation, and evaluation methods, and lessons learned. This project demonstrates a replicable model of evaluating education that involves older adults, families and community in co-creating quality learning and patient experiences.

Supporting Vulnerable Older Adults With Telehealth Through Wellness Calls and Tablet Distribution During COVID-19: Quality Improvement Project.

Loneliness, social isolation, and lack of technical literacy are associated with poorer health outcomes. To help improve social connection during the COVID-19 pandemic, Nova Southeastern University's South Florida Geriatric Workforce Enhancement Program partnered with a community-based organization to provide educational resources to promote telehealth services. This study aimed to provide educational resources to older adults with limited resources and promote the use of telehealth services in this population. Through this pilot project, we contacted 66 vulnerable older adults who expressed interest in telehealth support through wellness calls, with 44 participants moving on to participate in tablet usage. All tablets were preloaded with educational information on using the device, COVID-19 resources, and accessing telehealth services for patients, caregivers, and families. Feedback from wellness assessments suggested a significant need for telehealth support. Participants used the tablets mainly for telehealth (n=6, 15%), to connect with friends and family (n=10, 26%), and to connect with faith communities (n=3, 8%). The findings from the pilot project suggest that wellness calls and telehealth education are beneficial to support telehealth usage among older adults.

Improving older adults' telehealth through a novel community-academic partnership: Preliminary data.

The COVID-19 pandemic increased the use of telehealth, which posed unique challenges for the provision of care to older adults who face numerous barriers to accessing and using technology. To improve older adults' online health-related abilities, the UCSF Geriatrics Workforce Enhancement Program (UCSF-GWEP) partnered with Little Brothers Friends of the Elderly-San Francisco (LBFE-SF) to develop a model telehealth training intervention. LBFE-SF recruited older adults from their members with wi-fi and paired each one with a new device and volunteer trainer to cover seven lessons and four key tasks (emailing providers, video visits, accessing health information, and using patient portals). Older adults completed surveys to self-assess their skill level after training, and their confidence before, immediately after, and 3 months post training. A subset of trainees were also interviewed about their program goals and experiences. UCSF-GWEP conducted statistical analyses of survey data, and coded interview transcripts to identify aspects of the model supportive to learning and success. Of 43 participants, 31 completed training. Their median age was 75; 48% were non-white; 45% had no more than a high school education; and 63% reported yearly income below U.S. $20,000. Three months after completing the program, more than 50% of trainees reported that they needed little or no help performing all four key tasks, and confidence with video visits, online searches, and patient portals showed significant improvement. Additionally, in interviews participants reported improved health, social benefits, and explained that learning was facilitated by self-pacing, repetition, and longitudinal support from volunteer trainers. Older adults with various barriers to learning technology showed online independence and increased confidence with some telehealth tasks after a novel training intervention. Key characteristics of the model included a tablet device, one-on-one longitudinal support from volunteers, comprehensive learning materials, and community-academic partnership.

Interprofessional learner perceptions of a brief educational intervention about opioid prescribing for older adults.

Interprofessional learner perceptions of a brief educational intervention about opioid prescribing for older adults.

Program evaluation of a new interprofessional geriatrics curriculum for advanced practice nursing and master of social work learners

ABSTRACT The Indiana Geriatrics Workforce Enhancement Program (GWEP) implemented a new longitudinal geriatrics curriculum for advanced practice registered nurse (APRN) and master of social work (MSW) learners to prepare them for interprofessional collaborative practice in the care of older adults. This paper reports program outcomes of a novel longitudinal interprofessional geriatrics curriculum involving immersive learning for these learners. Outcomes are described in terms of learner reaction, modification of attitudes/perceptions, acquisition of knowledge/skills, behavior change, impact on the organization, and impact on the patient or client using the Freeth/Kirkpatrick evaluation model. Program participation influenced graduates’ knowledge of and their perceived ability to participate in team care and job selection in geriatric-focused positions.

CHARTING THE POST-COVID-19 COURSE IN NURSING HOMES THROUGH STAKEHOLDER ENGAGEMENT AND ADVOCACY

Abstract Nursing homes sustained a disproportionate number of negative effects from the COIVD-19 pandemic including strained resources, significant decline in workforce capacity, high prevalence of infections and mortality among older adults, and a need for ongoing support and timely information related to COVID-19 vaccination and boosters. The HRSA-funded Geriatric Workforce Enhancement Programs (GWEPs) have responded to the growing need to support nursing homes in the recovery phase of the COVID-19 pandemic. Several of these GWEPs undertook new efforts under supplemental federal funding to conduct outreach and partner with nursing home stakeholders including direct care workers, residents, families, and community-based organizations to address gaps in education and training, to promote age-friendly care, and to address social determinants of health. In this symposium GWEPS from different geographic areas share their experiences in developing nursing home focused interventions, engaging feedback to refine curricula, and identify areas to advocate for future policy considerations to support and enhance nursing homes post-pandemic.

DATA-DRIVEN IMPROVEMENTS TO DEMENTIA DISEASE DETECTION STRATEGIES IN AN FQHC SETTING

Abstract Despite higher prevalence of dementing illnesses in Latina/o populations, detection is lower compared to white populations, compounding racial/ethnic and economic disparities. Undetected illness compromises effective delivery of primary care and impedes linkages to much needed services. Development of robust detection and culturally sensitive management of cognitive impairment is critical for adequate care of this population. The Geriatric Workforce Enhancement Program at the University of Southern California (USC) partnered with Eisner Health, a Federally Qualified Health Center, serving a primarily immigrant, Spanish-speaking, uneducated, urban older adult population, to help achieve their goal of becoming an Age-Friendly Health System to prioritize identification and management of cognitive impairment. Over 14 months, a sustainable clinic workflow was developed and implemented to detect, evaluate, diagnose, and develop care plans for patients and their care partners. Staff and provider education was delivered through didactics, workshops, case reviews, and at-elbow training. Additional efforts focused on EHR optimization and alignment of existing clinical resources. Frequency data was extracted using i2iTracks software reflecting pre and post-implementation. Results show a higher percentage of patients diagnosed with cognitive impairment in the post-implementation period (7.35%) compared to pre-implementation (4.05%). Detailed data tracking the volume of patients engaged at each step of the workflow supports meaningful analysis of barriers and opportunities for optimization, such as how and where additional resources and efforts will yield the greatest effects. Data-driven strategies such as these, strengthen efficiency and effectiveness of the collaborative process and result in sustainable outcomes for this underserved population.

COLLABORATIVE PARTNERSHIP BETWEEN STATE AGENCIES AND ACADEMIA ADDRESSING LONG-TERM CARE WORKFORCE NEEDS

Abstract The rural areas of southwestern Indiana are challenged with insufficient healthcare workers in the long-term care industry. The University of Southern Indiana (USI) Geriatric Workforce Enhancement Program (GWEP) is collaborating with state agencies to address shortages in licensed administrators, activity professionals and social service designees. These roles, vital in the nursing facility, hold educational requirements through the Indiana State Department of Health (ISDH) and the Indiana Professional Licensing Agency (IPLA). USI gerontology faculty addressed workforce challenges in five phases: 1) Evaluation of state educational requirement and comparison to current USI gerontology courses; 2) Development of new coursework to support state requirements; 3) Expansion of preceptor pool; 4) Proposal to state agencies; 5) USI curriculum modifications. Faculty evaluated the educational and training requirements for these roles and compared the requirements with current courses. Preceptors were needed for students’ field experiences; a preceptor pool was developed through funded training. The requirements and course alignment were included in the program proposal to the state agencies. Upon ISDH, IPLA and University New Program Development Committee approval, additional instructors were recruited. Results of this initiative include a: 1) Fully approved and launched Administrator-in-Training (AIT) residency embedded in curriculum at undergraduate and graduate level; 2) Fully approved Activity Professional Certificate Program; 3) Pool of 10 certified preceptors; and 4) Onset of the social service designee certificate program. This collaborative partnership developed between USI, ISDH and IPLA ensure state agency requirements are met academically for students entering the long-term care workforce.

IMPACT OF AN ONLINE COURSE ON GERIATRICS AND QUALITY IMPROVEMENT SKILLS FOR NURSES IN LONG-TERM SERVICES AND SUPPORTS

Abstract Nurses working in long-term services and supports (LTSS) settings need training in geriatrics and quality improvement (QI). Our Geriatric Workforce Enhancement Program (GWEP) created an online Nurse Residency Program for nurses from other LTSS settings. Nurses (n=7) who completed the program showed statistically significant improvements in confidence in performing geriatrics skills (t = -3.12, df = 6, p = 0.01), attitudes about community-centeredness (t = -2.14, df = 6, p = 0.04), self-efficacy to engage in the treatment and assessment of depression (t = -3.06, df = 6, p = 0.01), and dementia (t = -2.04, df = 6, p = 0.04). Open-ended, satisfaction responses revealed improved self-efficacy with conducting a QI project. Empowering nurses in LTSS settings may improve quality of care, and decrease burnout and turnover. Future revisions will make the course both asynchronous and applicable to other professions in order to build stronger interprofessional LTSS teams.