Transcript NC-PHCAST – The Community College Connection
NC-PHCAST – The Community College Connection
Margaret Roberton, NC Community Colleges Kathy Turner, NC Division of Health Service Regulation
Statistics and Projections
In the next 20 years the number of persons 65 and older will almost double from 1.3 million to 2.3 million North Carolina is 10th nationally in size of total population, we are 9th in those 60 and older.
By 2025, 86 of the NC’s 100 counties are projected to have more people over age 60 than age 17 and under
Statistics and Projections
In 2025, one in four North Carolinians will be 60 and older Over the next two decades, the 75-84 age group will be the fastest growing of those ages 65 and older The number age 85 and older will grow fastest beginning in 2030,when the oldest of our 2.4 million baby boomers near their 85 birthday
Demographics
Status of North Carolinians 65 and older:
Living alone 29% Veterans 22% Have a disability 38% Median household income 27% Income below poverty level 10% ($10,778) Income is between 100-199% of the federal poverty level 25%
Statistics and Projections
NC currently has more than 17,000 older adults with Alzheimer’s or other types of dementia most of whom are being cared for at home or by family and friends.
By 2030, the total number is projected to rise to nearly 300,000.
For those age 75 and older, 13% live below the federal poverty level and 30% live at or between 100 199% of the FPL
Key Concepts of NC PHCAST
Creates 4-phased framework for training and competency to better prepare new and incumbent workers Builds on prior Direct Care Worker Initiatives Training Venues: Community Colleges High Schools Increasing demand for direct care workers Personal Care Aides and Home Care Aides are the fastest growing occupations Plus, Nurse Aides are in the top 11 jobs in terms of largest job growth Trained, competent workers are essential to quality care Create a “Gold Standard” for minimum training
Overview of NC’s 4-Phase Approach
Phase I – Introduction to Direct Care Work Phase II – Direct Care Basics (pre-Nurse Aide level) Phase III – Nurse Aide I Phase IV – Advanced NA training/competency Home Care Nurse Aide Geriatric Nurse Aide Medication Aide Option for in-service use across settings
Community College Pilot Sites
Community College
Asheville-Buncombe Central Carolina Central Piedmont Coastal Carolina Forsyth Technical Mitchell Roanoke-Chowan Sandhills Southeastern Stanley Tri-County Wake Technical Includes both pilot years
Phase I Phase II
* * * * * * * *
Phase III
*
Phase IV
* * * * * * * * * * * * * * * * * * * * Excludes Halifax CC & Cape Fear CC/Elder House
499 Pilot Participants
Phase I – 203 Phase III - 57 Phase II – 262 Phase IV – 160
Key Impacts
Better matching/redirecting of prospective workers to job-more focused recruitment Competency based – certificate or credential at each phase New and incumbent workers can enter at various points Expands state recognized career path options; supports workers; responds to employer need Enhanced career paths, employability and responds to employer need (4-phase approach – specialties) Integration with other training & QI initiatives Builds on prior direct care initiatives in NC Removes some barriers to training
Phase I- Sample Comments (student)
This course has started me on the path to reaching my career goals. (88% agree) I know about career options that I did not know about before the completing this course. (95% agree) This course has put me further along in reaching my education goals. (89% agree) I am considering career options that I was not considering before the course. (95% agree) This course has made me more satisfied with my direct care job than I was before. (89% agree) This course has made me a better direct care worker. (94% agree) I would recommend this course to my coworkers.
(94% agree) N = 18
Phase IV- Sample Comments (student)
This course has started me on the path to reaching my career goals. (100% agree) I know about career options that I did not know about before the completing this course. (93% agree) This course has put me further along in reaching my education goals. (89% agree) I am considering career options that I was not considering before the course. (72% agree) This course has made me more satisfied with my direct care job than I was before. (92% agree) This course has made me a better direct care worker.
(100% agree) I would recommend this course to my coworkers.
(96% agree) N=29
Research Questions for Graduates/Instructors/Employers
1.
2.
3.
What were the barriers to effective PHCAST implementation?
In what ways did partners leverage resources to implement and/or sustain the training program in local communities?
What aspects of the PHCAST curriculum were the most valuable to each stakeholder group (e.g., students, educators, employers)?
• •
Barriers
Administrators: Marketing and Recruiting Instructors: Scripted curricula, content redundancy, instructor guide book • • •
Resources
Goodwill Public Housing Authority CCRC
What aspects of the PHCAST curriculum were the most valuable?
Students
– problem solving, adapting to difficult situations, understanding grief and dementia, applying person-centered care
Instructors
– seeing students get jobs, new alliances within our school
Employers
– reports were more pertinent, client compliments increased, (documentation)
2010 – 2013, What’s Next?
Implementation Phase
Curricula Evaluation Test banks Other
Human Resource Development Governance
SBCC Code – HRD Program Continuation Each college shall operate
a Human Resources Development (HRD) program to provide assessment services, employability training, and career development counseling to unemployed and underemployed individuals. FTE shall be generated from HRD programs. Each college shall provide HRD instruction and support necessary for unemployed and dislocated workers to be served within the college service areas.
Vision and Mission Statement
HRD is a dynamic and vital workforce development program with proven economic, social, and educational success. The individuals for success in the workplace.
purpose of the HRD
program is to educate and train unemployed and underemployed
HRD Program Goals
Provide program outreach and student recruitment activities to targeted populations Assist students in accessing meaningful training and/or employment opportunities Enhance and develop the student’s employability skills Develop and promote the student’s ability to move towards economic self-sufficiency
1D SBCCC 300.3
Program Classifications
Human Resources Development
Core Services Skill assessment services Employability skills training Career development counseling Target Groups Unemployed adults Underemployed adults Core Components Assessment of an individual’s assets and limitations Development of a positive self-concept employability skills communication skills problem-solving skills Awareness of the impact of Information Technology in the workplace
HRD Fee Waiver Guidelines
Eligibility Requirements
HRD courses are not
free
… Fees are waived Waiver is based on the individual’s income Unemployed Underemployed* Notification of pending lay-off
HRD Eligibility
For HRD purposes,
underemployed
individuals… is defined as working and is eligible for the Federal Earned Income Tax Credit (FEIT); or working and earning wages at or below two hundred percent (200%) of the federal poverty guidelines.
PHCAST Needs Aligned to HRD Core Services
Assessment Ability to appropriately identify individuals prepared to enter healthcare fields Introduce occupational requirements to maximize success of students progressing into Nurse Aide I Introduce workplace realities of personal/home care environments vs. residential/institutional settings Outline pathway alternatives for health care fields Personal Home Care Aide Recognized & standardized curriculum
PHCAST Needs Aligned to HRD Core Services
Employability Skills Concepts contextualized for healthcare field Communication, listening skills, teamwork, and time/stress management Career Development Ability to problem solve independently Decision-making and management skills
Specific HRD PHCAST Courses
Phase I
–
Introduction to Direct Care Work
(Focus on job readiness skills, literacy, numeracy, keyboarding, and realistic job previewing)
Career Exploration Self-Assessment General soft skill requirements CPR (lay person)
Specific HRD PHCAST Courses
Phase II
–
Direct Care Basics
(Focus on non-nurse aide personal care tasks and soft skill development; 3) expanded nurse aide (NA-1) skills)
Introduction to base skills Introduction to functional concepts within role Enhanced soft skills training Career counseling
Importance of PHCAST to Employers & Personal Care Clients
Growing need for Continuum of Care Rising cost of care & shortage of trained workers Greater efficiency in healthcare delivery (lowering cost while improving delivery) Promote quality care for increasing numbers of older adults and persons with disabilities
Recruitment / Marketing: Getting Their Attention
Program Outreach External Agencies Internal Resources Community
Recruitment / Marketing: Getting Their Attention
Program Outreach External Agencies JobLink Career Centers Division of Workforce Solutions (ESC) Social Services US Committee for Refugees and Immigrants Shelters National Guard/Family Employee Assistant Center Community-based Organizations
Recruitment / Marketing: Getting Their Attention
Program Outreach Internal Resources HRD classes Introduction to Healthcare Occupations HRD Strategies for Success CE Healthcare classes Back-to-Work intake sessions Basic Skills Plus
Recruitment / Marketing: Getting Their Attention
Program Outreach Community Flyers and brochures College catalogues College website Social Media Email Past HRD students (Phase I and Phase II) Current and Past NA I students (Phase IV) Local home care facilities
Recruitment / Marketing: Challenges
Communication of value Home care agencies Benefit of contextualized training Benefit of advanced standardized training (Phase IV) Participants Benefit of credential for hiring Benefit of commitment to entire pathway Program schedule/mix
Audience Experiences
Want to Know More?
Margaret Roberton [email protected]
Kathy Turner [email protected]