Planning Phase

Planning

• What potential evidence-based solutions exist in the research?

Morrow, E., Kelly, C., Killeen, C., Naessens, E., & Lynch, M. (2024). Exploring a career pathway for home support workers in Ireland: A systematic scoping review of the international evidence. Frontiers in Health Services, 4, 1360920.

Evidence from this study undertaken by Morrow et al. (2024) shows that training for IHSS service providers in several areas, especially in handling illnesses like dementia, is essential in enabling a service provider to offer the care needed.

Newbould, L., Samsi, K., & Wilberforce, M. (2022). Developing effective workforce training to support the long-term care of older adults: A review of reviews. Health & Social Care in the Community, 30(6), 2202–2217. https://doi.org/10.1111/hsc.13897

Newbould et al. (2022) conducted a research study where they reviewed several studies and concluded that training is not only good for improving the quality of care in IHSS but also necessary because it promotes the welfare and social status of its workers.

• What is your statement of the problem?

Patients in need of In-Home Supportive Services (IHSS) sometimes lack the quality healthcare needed because the healthcare field keeps changing and new needs arise, thus calling for constant training from among the IHSS staff. Therefore, through continuous training, IHSS staff can always offer quality care that is underpinned by evidence-based practices; hence, patients are guaranteed premium care.

• What would your hypothesis be?

If the IHSS staff are trained continuously, their skills will improve, and they will be up-to-date with newly emerging changes, technologies, and approaches to care. All this will result in improved care for elderly patients depending on IHSS services.

• Who do you need to begin work on this challenge?

Partners:

1. IHSS recipients
2. Family members and caregivers
3. IHSS care providers
4. County social workers
5. Public authority agencies
6. Department of Social Services (DSS)
7. Local county IHSS offices
8. Healthcare providers
9. Advocacy groups and nonprofits

Inputs:

1. IHSS recipients can offer personal preferences, needs, and routines, which is information that can help personalize the care experience. This information can also guide the training.
2. Family members of the patients offer information on the needs and habits of their members receiving IHSS service. The information is also helpful when training IHSS care providers.
3. IHSS care providers (colleagues) can offer advice to their colleagues on practices and how to handle complex cases. This information is valuable when preparing the areas where training is needed for the IHSS care provider.
4. The county social worker can provide case-specific advice on how service providers can meet the needs of the recipients by following the appropriate care standards and guidelines. This individual can offer permission for training and also act as a facilitator.
5. Public authority agencies can offer training and resources to help improve the knowledge and skills of caregivers on safety and caregiving techniques. They can also provide permission for the training and offer a caregiver’s registry if needed for the sake of the training.
6. The Department of Social Services (DSS) can offer training and advice on legal regulations, offer guidance, and educate the service providers on policy changes and proper conduct for IHSS to ensure that the caregivers operate within the set state standards. This official can also offer permission for the training to continue.
7. The local county IHSS office is the supreme office from which the permission to hold training should come. It can also offer advice on procedural steps where needed.
8. Healthcare providers can offer professional knowledge on health-related tasks. They can also act as facilitators during the training, offering medical expertise on monitoring symptoms.
9. Advocacy groups and nonprofit organizations can offer valuable information on rights, emerging resources that support care providers and patients, and care standards. Their knowledge is beneficial when training caregivers.

References

Morrow, E., Kelly, C., Killeen, C., Naessens, E., & Lynch, M. (2024). Exploring a career pathway for home support workers in Ireland: A systematic scoping review of the international evidence. Frontiers in Health Services, 4, 1360920.

Newbould, L., Samsi, K., & Wilberforce, M. (2022). Developing effective workforce training to support the long-term care of older adults: A review of reviews. Health & Social Care in the Community, 30(6), 2202–2217. https://doi.org/10.1111/hsc.13897

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Note for the assignment:
This week, we continue with planning. In this process, it can be exceptionally helpful to begin reviewing some questions. Now, these questions below are not the exact same as those in your template, but they prepare you to put it together and even inform large parts of it. I have also provided some additional reflective statements to help as well.

• What challenge will you address with a local innovation or change initiative?
• What is the area of service (an action, step, or entire process) that you believe would benefit from a tweak?
• Describe your review of research focused on your challenge.
• Be prepared to share academic articles (peer-reviewed, within the last 5 years – think Golden library, not blogs on the internet)
• What potential evidence-based solutions exist in the research?
• Where else has this problem presented and a solution evolved to make a positive change? Can you use what they have done, even if you change it a little?
• What is the hypothesis that illustrates how your actions might solve the challenge? (As in, ‘if you do A, then B will happen.”)
• This can be a challenging one for students. A hypothesis is meant to be one sentence, ideally, that outlines how (for the sake of this course) one variable can impact an outcome. You are stating a belief here. For instance, if you believe providing transportation to students to get to school their grades will increase, your project concept (A) is transportation to school and your desired outcome (B) is improved grades. This hypothesis would read: If students are provided transportation to/from school each day, their academic performance would improve.
• What are your key steps, timelines, roles, and responsibilities related to your innovation or change initiative?
• What unintended consequences might you encounter?
• Consequences implies negative, but these can be positive gains as well!
• Remember when reviewing these questions that “data” can be real world observations or experiences. Empirical data is data that originated in or is based on observation or experience – this is data that has been collected. What are you seeing and hearing in your field placement? What have field supervisors or clients shared with you about things that could be going better? This is all data collection! Now, back up that data with articles and you have a recipe for success!
  

  Planning Phase

Planning Assignment;

• Who do you need to begin work on this change initiative? Who are the partners, the stakeholders, crucial to your success? What inputs, or data, do you need? How are you going to get it? Using the template provided, list the partners you need to include in on your effort, as well as any data (client reports, intake, etc) that would be helpful.