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A Gerontology Practitioner Continuing Education Certificate Program: Lessons Learned

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Title: A Gerontology Practitioner Continuing Education Certificate Program: Lessons Learned
Language: English
Authors: Englehardt, Jacqueline, Hash, Kristina M., Mankowski, Mariann, Harper-Dorton, Karen V., Pilarte, Ann E.
Source: Journal of Teaching in Social Work. 2016 36(4):407-420.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 14
Publication Date: 2016
Document Type: Journal Articles
Reports - Research
Education Level: Adult Education
Descriptors: Educational Gerontology, Professional Continuing Education, Certification, Social Work, Interdisciplinary Approach, Online Surveys, Needs Assessment, Caseworkers, Enrollment, Knowledge Level, Skill Development, Competence, Professional Development, Dementia, Death, Legal Problems, Primary Health Care, Older Adults, Aging (Individuals), Program Development, Student Interests, Labor Turnover
Geographic Terms: West Virginia
DOI: 10.1080/08841233.2016.1197171
ISSN: 0884-1233
Abstract: This article discusses the results of a school of social work survey assessing the geriatric training needs of social workers and other professionals in aging and the need for a gerontology practitioner's continuing education (CE) certificate program. A total of 391 professionals, the majority of whom were social workers, participated in an online needs assessment survey. Of all respondents, the majority (77%) expressed some interest in enrolling in a certificate program within 2 years. Increased knowledge and competence, personal satisfaction and growth, and meeting CE requirements for professional licensure renewal were the major reasons given for interest in enrollment. Cognitive changes, dementia, and end-of-life issues were each selected by almost half of the respondents as areas in which they felt they needed the most training. Legal issues, health care, and social policies and programs were also of interest. In response to survey findings, a 100-clock-hour program was developed to strengthen the skills of persons who work with older adults. The emphasized curricular areas included understanding aging processes and social and economic issues confronting older persons. Related programs, seeking to assess the geriatric training needs of professionals in efforts to develop an appropriate educational program to respond to these needs, can benefit from challenges and lessons learned from this interdisciplinary CE program development.
Abstractor: As Provided
Number of References: 20
Entry Date: 2016
Accession Number: EJ1113284
Database: ERIC
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  Value: <anid>AN0117922096;8am01sep.16;2019Feb13.14:17;v2.2.500</anid> <title id="AN0117922096-1">A Gerontology Practitioner Continuing Education Certificate Program: Lessons Learned. </title> <p>This article discusses the results of a school of social work survey assessing the geriatric training needs of social workers and other professionals in aging and the need for a gerontology practitioner's continuing education (CE) certificate program. A total of 391 professionals, the majority of whom were social workers, participated in an online needs assessment survey. Of all respondents, the majority (77%) expressed some interest in enrolling in a certificate program within 2 years. Increased knowledge and competence, personal satisfaction and growth, and meeting CE requirements for professional licensure renewal were the major reasons given for interest in enrollment. Cognitive changes, dementia, and end-of-life issues were each selected by almost half of the respondents as areas in which they felt they needed the most training. Legal issues, health care, and social policies and programs were also of interest. In response to survey findings, a 100-clock-hour program was developed to strengthen the skills of persons who work with older adults. The emphasized curricular areas included understanding aging processes and social and economic issues confronting older persons. Related programs, seeking to assess the geriatric training needs of professionals in efforts to develop an appropriate educational program to respond to these needs, can benefit from challenges and lessons learned from this interdisciplinary CE program development.</p> <p>Keywords: Continuing education (CE); geriatric education; geriatric social work; interdisciplinary education; needs assessment</p> <hd id="AN0117922096-2">Introduction</hd> <p>The United States is experiencing an unprecedented number of persons reaching and surpassing the age of 65; in fact, the population of those 65 and older is expected to more than double between 2000 and 2040 (U.S. Administration on Aging, [<reflink idref="bib1" id="ref1">1</reflink>]). Concerns continue to mount regarding the ability to effectively provide health and social services for this growing population. In 2008, the Institute of Medicine of the National Academies reported that the healthcare workforce was not prepared to serve the needs of this growing number of older adults. One of its recommendations was to increase and improve recruitment and training efforts in geriatrics for disciplines such as medicine, nursing, and social work.</p> <p>Similarly, a state-level report in West Virginia concluded that the long-term care workforce will be inadequate to meet the needs of the state's growing number of older adult residents and their families. This anticipated inadequacy stems from a smaller available pool of professionals who have less education and training and lower salaries than professionals in many other states (West Virginia Long-Term Care Partnership Workforce Working Group, [<reflink idref="bib19" id="ref2">19</reflink>]). This reality is compounded by the size of the elder population and the special issues confronting them. West Virginia has the second largest population of older persons in the nation; the state's older residents also have higher levels of poverty and disability than such individuals in other states. Almost 11% (compared to 10% nationally) of older West Virginians live below 100% of the federal poverty level, and 45% report having at least one disability, compared with 37% of older adults nationwide. Older West Virginians also have higher rates of chronic illness, such as heart disease (West Virginia Department of Health and Human Resources, [<reflink idref="bib18" id="ref3">18</reflink>]).</p> <p>Given the crisis of an aging population and an inadequate workforce, the School of Social Work at West Virginia University initiated an action to improve the training of professionals in the state (particularly the long-term care workforce) by organizing an interdisciplinary workgroup of educators and professionals in the community to work collaboratively to attain the following objectives:</p> <p></p> <ulist> <item> 1. Evaluate the geriatric education needs of social workers (and related professionals with associate degrees and higher) in West Virginia.</item> <p></p> <item> 2. Develop a gerontology practitioner certificate and curriculum.</item> <p></p> <item> 3. Gain insight into means for retaining professionals in the field.</item> </ulist> <p>Addressing these three objectives confirmed the need for a continuing education (CE) gerontology practitioner's certificate program. Assessing the geriatric training needs of social work and other professionals, especially in aging, also provided insight and information on how to best recruit and retain professionals in gerontology in small towns and rural areas.</p> <hd id="AN0117922096-3">Literature Review</hd> <p>In 2011, the first "baby boomers" turned 65 years of age, initiating the much anticipated "silver tsunami." Aging adults are the world's fastest growing group, alerting social and health care providers to the increasing needs and requirements of this aging cohort. In addition to the global demographic changes occurring, the workforce servicing older adults also is aging, with more than 50% now 50 years of age or older (Frank et al., [<reflink idref="bib7" id="ref4">7</reflink>]). These two trends speak to the pressing need to address the aging community's mental, physical, and social needs, as well as the professional development of a small number of trained professionals (and a larger number of semi-skilled professionals) for working with older adults. Educating policymakers, program developers, community activists, mental and physical health care providers, and formal and informal caregiving specialists occurs both in the classroom and in the community. As such, developing a well-trained professional workforce that can meet the needs of aging citizens has been the goal of social workers for many years.</p> <p>Supporting healthy aging through prevention, education, community resources, and long-term services was a major focus of the 2015 White House Conference on Aging (The White House Office of the Press Secretary, [<reflink idref="bib20" id="ref5">20</reflink>]). Awareness of the chronic health conditions and disparities in resources and services for older adults was a mobilizing call, as well as a recent national social work conference (National Association of Social Workers, [<reflink idref="bib12" id="ref6">12</reflink>]). The Affordable Care Act of 2010 included provisions for preventive health care for aging adults and racial minorities; however, most health care providers do not specialize in geriatrics or gerontology. Nonetheless, the Institute of Medicine of the National Academies ([<reflink idref="bib10" id="ref7">10</reflink>]) expects that approximately 60% of adults age 65 and older will develop at least one chronic condition such as dementia, diabetes, heart disease, or musculoskeletal disorders. These chronic conditions most often result in the loss of independence, requiring a higher quantity and quality of care and demanding an educated, well-trained, and competent workforce. Training our current cohort of social workers and related professionals in the social and behavioral determinants of health of the aging thus must be accomplished through both traditional higher education and post-professional CE.</p> <hd id="AN0117922096-4">Geriatric Needs and Workforce Projections</hd> <p>Geriatric workforce shortages have been well documented and have been the focus of higher education initiatives for the past two decades, yet there continues to be a lack of both formal and informal training in gerontology (Teitelman & O'Neill, [<reflink idref="bib14" id="ref8">14</reflink>]). The Council on Social Work Education's (CSWE) Geriatric Social Work Initiative has developed competencies for social workers who provide services at all levels of service delivery (Social Work Leadership Institute, [<reflink idref="bib13" id="ref9">13</reflink>].). Unfortunately, most schools of social work and health professions have not integrated the needs of aging adults across the curricula. As a result, many professionals are not trained to provide services to the current cohort of aging adults. In addition, according to the Council on Social Work Education ([<reflink idref="bib4" id="ref10">4</reflink>]), only 5% of social work graduates specialize in aging, whereas data from a recent study indicate that less than 1% of nursing graduates have specialized training in aging and less than 3% of advanced nurse practitioners have their specialization in aging (Eldercare Workforce Alliance, [<reflink idref="bib5" id="ref11">5</reflink>]; Frank, [<reflink idref="bib6" id="ref12">6</reflink>]).</p> <p>Workforce preparedness is partially contingent on the flexibility and versatility of continuing professional education. Tilleczek, Pong, and Caty ([<reflink idref="bib15" id="ref13">15</reflink>]) reported that CE programs need to be convenient, short, and flexible and to provide opportunities for professional networking and support. Several studies have identified the efficacy of online and face-to-face workshops, summer institutes, and certificate programs in this regard (Congress, [<reflink idref="bib2" id="ref14">2</reflink>]; Congress, Englehardt, & Zeiders, [<reflink idref="bib3" id="ref15">3</reflink>]; Geron, Andrews, & Kuhn, [<reflink idref="bib8" id="ref16">8</reflink>]; Murphy-Southwick & McBride, [<reflink idref="bib11" id="ref17">11</reflink>]; Tumosa et al., [<reflink idref="bib17" id="ref18">17</reflink>]). Moreover, urban and rural social workers describe the utility and attractiveness of varied methods of delivering CE programs (Teitelman & O'Neill, [<reflink idref="bib14" id="ref19">14</reflink>]). For example, rural social workers report the desire for face-to-face professional development to alleviate the isolation that often accompanies rural social work practice (Murphy-Southwick & McBride, [<reflink idref="bib11" id="ref20">11</reflink>]). However, other professionals desire online, asynchronous learning opportunities that support their work and family schedules (Tilleczek et al., [<reflink idref="bib15" id="ref21">15</reflink>]).</p> <hd id="AN0117922096-5">Trends In Continuing Education and Professional Development</hd> <p>Previous research on the postprofessional, competency-based educational needs of mental and physical health service providers has identified some of the aging content training needs of the current work force cohort (Frank et al., [<reflink idref="bib7" id="ref22">7</reflink>]; Geron et al., [<reflink idref="bib8" id="ref23">8</reflink>]; Toner, Ferguson, & Davis Sokal, [<reflink idref="bib16" id="ref24">16</reflink>]). These content areas include training in physical health issues, including chronic conditions such as respiratory and heart disease, diabetes, musculoskeletal degeneration, pain related disorders, and declining mobility. Education related to mental health issues facing aging populations include depression and anxiety; suicide; bereavement; cognitive and neurodegenerative disorders; and substance abuse involving alcohol, prescription medications, and illegal drugs (Toner et al., [<reflink idref="bib16" id="ref25">16</reflink>]). There are issues of rising medical costs, concerns about being underinsured, and a lack of accessibility to healthcare facilities. Furthermore, many older adults experience insecure or inadequate housing, poor nutrition, social isolation, lack of social supports, and limited caregiving alternatives.</p> <p>Recent studies have identified models of training programs and methods of delivery that meet the needs of postgraduate professionals (Congress, [<reflink idref="bib2" id="ref26">2</reflink>]; Tumosa et al., [<reflink idref="bib17" id="ref27">17</reflink>]). Face-to-face pedagogical models were identified as particularly helpful for rural workers who frequently find themselves working alone, in isolation, and often crossing traditional professional boundaries and "wearing multiple hats" to serve the needs of rural community members (Murphy-Southwick & McBride, [<reflink idref="bib11" id="ref28">11</reflink>]). Methods of delivery include online synchronous and asynchronous courses, webinars, home study courses—especially those that are inexpensive and short in duration. Workshops, institutes, and conferences that allow for interdisciplinary dialogue also are welcome.</p> <p>Competency-based training that is easily transferrable to practice settings, relevant to community based needs assessment, and focused on skill development also are key components identified by previous evaluations (Geron et al., [<reflink idref="bib8" id="ref29">8</reflink>]). As part of the National Center for Gerontological Social Work Education, CSWE outlined core competencies within competency domains of gerontology, cultural competence, person-centered care, and participant-direction. Adult professional learners welcome the opportunity to learn new material and to share and integrate their own experiences into practice-relevant content and skill-based strategies. Building on practice skills, professional development and CE must be dynamic, experiential, and interactive (Tumosa et al., [<reflink idref="bib17" id="ref30">17</reflink>]).</p> <p>Finally, with tightening budgets and increased demand for developing a trained workforce, individuals and agencies are looking for the most cost-effective means of developing skills and acquiring new knowledge. Continuing education via web-based delivery, weekend institutes, workshops, and conferences provides the answer to several needs: (a) how to reach the largest number of professionals working with older adults; (b) how to provide cost-effective professional development that meets a transferability litmus test; and (c) how to offer incentives for increasing one's expertise, meeting licensure requirements, and improving recruitment and retention of service providers. This study sought to assess the need to create one such program and evaluate its outcomes.</p> <hd id="AN0117922096-6">Methods</hd> <p>To conduct the needs assessment, the School of Social Work began by gathering an interdisciplinary, statewide workgroup. Members represented social work, nursing, counseling, and pastoral care from settings such as higher education, private practice, community-based agencies, home care providers, hospices, and long-term care settings, and they were selected based on their varied professional training and experience, geographic area of practice, and interest in gerontology education. (Two authors of this article co-chaired the group.) The workgroup members were located across the state, so meetings utilizing conference call technology (for some of the more remote participants) were held in order to begin the development of a survey to assess the aging education needs of social workers and related professionals, as well as inquire about the best ways to attract and retain quality workers in the field. Participants identified key survey questions and devised a sampling and data collection plan. Professionals targeted for the survey included counselors, nurses, nursing home administrators, pharmacists, social workers, family caregivers, educators, and professionals in the faith community. Finalized and then approved by the university's Institutional Review Board, the survey was administered online using a survey development service. Participants were recruited to complete the online survey through listservs and e-mail contacts.</p> <hd id="AN0117922096-7">Results</hd> <p></p> <hd id="AN0117922096-8">Survey</hd> <p>The survey developed by the workgroup consisted of 26 items, the majority of which were closed-ended. Questions focused on attitudes toward a gerontology certificate program, including whether respondents would be interested in enrolling, what they would expect to gain from the program, topic areas that should be included, training format preferences (including online offerings), and expectations regarding cost. Background inquiries also were made related to the geographic area in which respondents lived and worked, experience in the field of aging, current role and work setting, educational background, discipline, and licensure. A few questions also solicited information about what led respondents to the field of gerontology practice and what factors would likely keep them in the field. The responses to closed-ended questions were analyzed using descriptive statistics. An open-ended question asked respondents if they had additional comments that would help us better understand the need and/or curriculum for a gerontology practitioner certificate. The responses to this question, as well as those that allowed respondents to contribute "other" responses than those listed, or expand on answers to closed-ended questions, were analyzed using a basic analysis of themes. In this analysis, answers were reviewed, patterns were identified, and themes were developed and applied to the data.</p> <hd id="AN0117922096-9">Respondents</hd> <p>Invitations to participate in the survey were e-mailed to several listservs and to contacts of the workgroup. A total of 391 individuals completed the survey. Percentages are presented followed by a sample size for each question, as not all participants completed every question. The majority of respondents who identified a discipline in terms of education were trained as social workers (46%, <emph>n</emph> = 164), followed by nurses and speech pathologists (each 16%, <emph>n</emph> = 57). Professionals with backgrounds in education, counseling, sociology, and psychology each represented about 3% of the respondents. Most had earned a bachelor's (27%, <emph>n</emph> = 97) or master's (56%, <emph>n</emph> = 195) degree in their identified discipline, and more than 85% also held a professional license. In terms of formal geriatric training, 43% (<emph>n</emph> = 153) identified CE offerings as the primary or sole source. Thirty-three percent (<emph>n</emph> = 118) indicated that they had no formal training in aging or geriatrics.</p> <p>Looking at the workplaces of the respondents, almost 60% (<emph>n</emph> = 208) reported that their primary place of employment serves a 50% or higher rate of older clients, with 26% (<emph>n</emph> = 93) of workplaces reported as almost exclusively serving older adults, more than 90%. Almost 40% (<emph>n</emph> = 145) worked in health care organizations such as hospice, hospital, nursing home, dialysis, physician office, or home health care. Fourteen percent (<emph>n</emph> = 49) worked for the state-level Department of Health and Human Services. Regarding professional roles represented, the majority (44%, <emph>n</emph> = 159) were in direct/clinical practice, followed by supervisors and administrators (19%, <emph>n</emph> = 71). Respondents were very diverse in terms of the number of years they had been employed in geriatric services, from less than 1 to more than 30 years in the field. Finally, survey respondents either lived or worked in 36 out of 55 counties in West Virginia, as well as the bordering states of Pennsylvania, Ohio, Kentucky, and Virginia.</p> <hd id="AN0117922096-10">Interest in the Gerontology Practitioner Certificate and Training Needs</hd> <p>The majority of questions in the survey sought to determine respondents' levels of interest in a gerontology practitioner certificate program and the desired curriculum for such a course of study. Within the survey, a curriculum structure—based on a previous CE aging certificate offered a decade earlier by another department in the university—was adapted by the workgroup and presented as a possible educational program. The majority (77%, <emph>n</emph> = 300) of respondents expressed some interest in enrolling in the certificate program, as presented, within the next 2 years. More than 70% selected increased knowledge (<emph>n</emph> = 254) and competence (<emph>n</emph> = 242) as major reasons for enrolling. In addition, personal satisfaction and growth (67%, <emph>n</emph> = 221), as well as meeting professional licensure requirements (60%, <emph>n</emph> = 195), were selected as reasons to enroll.</p> <p>A variety of answers were stated as reasons that respondents would not enroll in the program. The top ranking responses included personal cost (14%, <emph>n</emph> = 27), amount of time to complete the certificate (14%, <emph>n</emph> = 27), and lack of perceived career benefit (15%, <emph>n</emph> = 28). Of those who were not interested in enrolling, some (19%, <emph>n</emph> = 37) stated that they would consider enrolling if CE events were offered near them, or if a portion of the required hours were offered online (21%, <emph>n</emph> = 40). Similarly, 85% of all respondents (<emph>n</emph> = 312) said that they would be likely or very likely to access certificate training online regardless of whether they enrolled in the program.</p> <p>Respondents also were asked to provide additional comments regarding the need for the development of a gerontology practitioner certificate. Fifty-three responses were provided, and the comments were diverse, including specific information about respondents' current work with older adults and future educational goals. An overwhelming theme, mentioned by 20 respondents, stated a strong commitment to meeting the needs of older adults. This commitment was evident in the following comments:</p> <p></p> <ulist> <item> I would LOVE the opportunity to learn more and pass the information along to the many older residents in our community to help to improve the quality of life for these individuals.</item> <p></p> <item> A curriculum is very much needed for our workers to understand the population that we are dealing with, and the need is urgent.</item> <p></p> <item> The population of the country is aging, so no matter the discipline, this is an area in which we all need to become more competent.</item> <p></p> <item> The population warrants that we improve and expand our skill sets. We are an aging population in an aging state, surrounded by aging states in an aging world.</item> </ulist> <p>Respondents were asked to select a variety of subject areas in which they wanted or felt they needed more training. Almost half selected clients' cognitive changes (<emph>n</emph> = 181), dementia (<emph>n</emph> = 171), and end-of-life issues (<emph>n</emph> = 177). More than 30% also were interested in legal issues (<emph>n</emph> = 118) and health and social policies and programs (<emph>n</emph> = 127). Respondents noted that they currently meet their CE needs primarily through employer-based trainings (33%, <emph>n</emph> = 121). More than 20% of the respondents also reported attendance at the annual National Association of Social Workers state conference (<emph>n</emph> = 81) and the School's Summer Institute on Aging (<emph>n</emph> = 77) and similar school-sponsored workshops (<emph>n</emph> = 80).</p> <p>Online training was indicated as a preferred training method, with 69% (<emph>n</emph> = 251) noting this as a format that would be most beneficial for attaining CE. A mixture of lecture and experiential-style training was preferred (44%, <emph>n</emph> = 162). Several locations were noted as those to which respondents would be willing to travel for trainings, with two larger cities in the state each reflecting the preference of more than 39% (<emph>n</emph> = 141, 161) of respondents. In terms of paying for training, many (32%, <emph>n</emph> = 117) were not sure how much they currently pay for 1 hour of CE, whereas more than 38% (<emph>n</emph> = 141) believed they paid less than $15 per hour. About the same number of respondents indicated that they would pay less than $15 per hour for an online training.</p> <hd id="AN0117922096-11">Retention of Professionals in the Field</hd> <p>An additional (but smaller) objective of the survey was to gain insight into the retention of professionals in the field. When asked what led them to work in gerontology, many noted a job opportunity (57%, <emph>n</emph> = 201), as well as personal and family experiences (29%, <emph>n</emph> = 101). Forty-one respondents specified an "other" factor that drew them to the field, and two main themes emerged from these responses. Seventeen mentioned having exposure to older adults in their professional fields, such as audiology, health care, counseling, domestic violence, and massage therapy. Twelve respondents mentioned that they always "enjoyed" or "loved" this population or had an interest or passion for working with elders. Similarly, a follow-up question asked the respondents to expand on the answers they gave to this question. Forty-five responses fell under three main themes. The "love" of the population was again noted, with 10 respondents expressing this sentiment and citing elders as sources of knowledge and great inspiration. Twenty-four described a professional or educational background that led them to the field. Of interest, nine respondents specifically mentioned personal experiences with grandparents or other older relatives as driving forces for their entry into the field.</p> <p>In response to what factors would keep them in the field, increased opportunity for career growth (<emph>n</emph> = 165) and increased salary and benefits (<emph>n</emph> = 140) were selected by more than 40% of respondents. An increased opportunity for leadership in the field was chosen by 28% (<emph>n</emph> = 98). An additional theme that emerged reflected a recognition of the growing number of older adults, the need to increase training on their behalf, and a genuine love for the population. For example,</p> <p></p> <ulist> <item> I feel as the older population increases there will be an increased demand and opportunity to work with older people. I feel it is important to have people that have had specific training in this area to work with them.</item> <p></p> <item> No motivation is needed. I love the population, and I intend to continue working with them, regardless of pay-rate or CE.</item> <p></p> <item> I love what I do and just want to keep doing it. Beyond the CE requirement for licensure, I enjoy obtaining new information that will help me and those I serve.</item> </ulist> <hd id="AN0117922096-12">Resulting Program and Follow-Up</hd> <p>The Gerontology Practitioner Certificate (GPC) was formally launched in June 2013. The curriculum for the program requires participants to complete 100 clock hours of CE over the course of 4 years in a variety of content and skill areas related to gerontology. Specifically, GPC enrollees must complete at least 6 hours in each of the content areas of Physiological Processes and Health in Older Adults, Psychosocial Processes and Mental Health in Older Adults, Social Policy and Aging, Aspects of Rural Aging, and Aging and Ethics, as well as a minimum of 6 hours in the skill areas of Communication, Assessment, Counseling/Interviewing, Case Management, and Management. To provide flexibility and specialization for participants, the remaining 40 hours may be fulfilled in any of the designated content and skill areas. A minimum of 30 hours must be earned by participating in CE events sponsored by the West Virginia University School of Social Work.</p> <p>The content and skill areas for the GPC were developed by the interdisciplinary workgroup based on the data provided from the needs assessment survey. To make face-to-face programming more accessible to a rural statewide audience and to address survey respondents' concerns that there be enough face-to-face programs nearby or online, the GPC is designed so that both participants and outside CE providers can seek GPC approval for programming. This resulted in 16 outside training entities receiving approval for 113 workshops and conferences, from June 2013 to October 2015. Moreover, many of these trainings are purposefully interdisciplinary, increasing participants' interactions with persons from a variety of backgrounds and professional expertise. To further address the survey respondents' concerns of accessibility, an additional means of training was provided through the five 6-hour online CE courses developed at the School of Social Work for this program. In addition, an outside provider, the WV Alzheimer's Association, offered a 34 clock hour online Dementia Care Training Course.</p> <p>The interdisciplinary workgroup that initially developed the structure and the curriculum for the GPC evolved into a monitoring group, reviewing and approving requests for workshop and conference approvals, by both GPC participants and outside CE providers. This function has proved critical to the growth and accessibility of the GPC program, as these gerontology education partners are able to provide programming in topic areas and at locales that the School of Social Work is not able to easily serve, expanding the accessibility and diversity of educational opportunities for GPC participants.</p> <p>As of April 30, 2016, there were 66 people enrolled in the GPC program: 30 applied in 2013, 17 in 2014, 18 in 2015, and one thus far in 2016. The demographics of the enrollees are very similar to those of the respondents of the needs assessment survey. More than half of the participants (55%, <emph>n</emph> = 36) are licensed social workers, and the next largest professional affiliation is nurses (12%, <emph>n</emph> = 8). Enrollment by persons without a professional affiliation is currently at 23% (<emph>n</emph> = 15) and 26% (<emph>n</emph> = 17) of the participants identify as a current or former family caregiver. Ninety-three of the participants in the program reside in West Virginia, and 7% live in Pennsylvania, Ohio, Maryland, or North Carolina.</p> <p>The majority of participants (93%, <emph>n</emph> = 61) have a college education; 38% (<emph>n</emph> = 25) have a bachelor's degree, 50% (<emph>n</emph> = 33) have a master's, and 5% (<emph>n</emph> = 3) have a doctorate. People enrolled in the GPC report a wide (but fairly even) distribution of gerontology-related work experience. Of the 39 participants who indicated their years of experience, 2% (<emph>n</emph> = 1) have 1 year of experience or less, 18% (<emph>n</emph> = 7) have 2 to 5 years of experience, 28% (<emph>n</emph> = 11) have 6 to 10 years of experience, 21% (<emph>n</emph> = 8) have 11 to 20 years; and 26% (<emph>n</emph> = 10) have more than 20 years of experience. Regarding the workplaces of the participants, almost 77% (<emph>n</emph> = 51) reported that their place of employment serves primarily older adult clients.</p> <hd id="AN0117922096-13">Discussion</hd> <p>The survey provides new knowledge for determining the need for a gerontology practitioner certificate program. Providing low-cost and web-based opportunities encourages a majority of professionals to participate in certificate trainings. Also, reviewing offerings at state conferences for compliance with certificate credit is proactive in extending education and recruitment opportunities.</p> <p>Regardless of overall program successes, there are limitations to be noted as well. As in most efforts to assess interest and develop new programs, there are ways to grow and improve. The first noted limitation is survey bias in terms of the disciplines and backgrounds of the participants. Despite enlisting a multidisciplinary workgroup, and sending announcements out on a variety of professional listservs, social workers represent the overwhelming majority of respondents. Special efforts were made to attract disciplines that were underrepresented, including nursing and speech, occupational, and physical therapy. Such additional recruitment did appear to attract nurses, speech pathologists, and audiologists. One cohort that emerged across disciplines was professionals who currently were, or had previously been, family caregivers themselves.</p> <p>Another limitation was the mode of recruitment and of program delivery. Although online survey recruitment and surveys have become commonplace, this modality may have eliminated the opinions of a large group of people who were not on listservs or who did not wish to complete an online survey.</p> <p>Despite these limitations, the workgroup believed that delivering the GPC is a valuable endeavor to better prepare professionals in the field of geriatrics. Enrollment numbers in just this one CE gerontology program confirm the need as well. All states are experiencing increasing numbers of older adults and may be poorly prepared to meet the need for geriatric education at the undergraduate, graduate, and postgraduate (CE) levels. Many professionals come to geriatrics postgraduation and often have very little formal instruction on the unique issues of this client population. There is consequently an increasing demand for professionals specifically trained in geriatric services who will remain in this growing field of practice.</p> <hd id="AN0117922096-14">Implications</hd> <p>Launching the GPC has not been without its challenges, and other programs in higher education can learn from this process of gathering a workgroup, developing a needs assessment, conducting a survey, and implementing a program in response to identified needs. To begin, schools should carefully evaluate staff resources to execute such a program, should an assessment determine feasibility and a need. In this program, the lack of administrative capacity to fully implement the program was the biggest and most troublesome issue. In June 2013, the staff of the School of Social Work Professional & Community Education Program office consisted of a full-time coordinator, a 0.5 FTE secretary, and a 20-hr-per-week graduate assistant. Although the needs assessment indicated a demand for the program, staff underestimated the time that would be needed to adequately administer the program and was not well prepared to respond to the mounting enrollment requests of prospective participants. The processing of new applications, review of participants' and outside educational entities' requests for GPC approval, tracking of participants' progress, and publicity and outreach requisites quickly became too much for the small staff to adequately manage. Therefore, in October 2013, a graduate student position was opened at 15 hours per week to help manage the ongoing and day-to-day running of the CE certificate programs, and this addition of an extra staff person continues to be necessary to effectively manage enrollment and monitor the day-to-day duties associated with the GPC.</p> <p>The composition of and process for working with a workgroup also were key considerations, especially when its role evolved from program development to monitoring. Several people left the group after the GPC was launched, and subsequent discussions revealed that the time-limited role (of assessing needs and developing curricula) were their main interests. The ongoing role of monitoring was not as appealing. Nevertheless, most of the original interdisciplinary workgroup remained involved. However, clearer expectations of workgroup members was an important finding.</p> <p>Other schools seeking to develop a CE program in gerontology should also consider factors such as flexibility, accessibility, and affordability. One of the strengths of the GPC program proved to be its flexibility in allowing participants to focus their personal and professional development on gerontology content and skill areas that were most meaningful to them. This strength, however, was also one of the challenges in the GPC design. No two participants completing the GPC had the exact same educational experience, which made evaluation of the program difficult. Offering content online (or face-to-face in areas that were convenient for participants) and approving the trainings of partner organizations increased accessibility. The issue of fees and affordability, of course, should be a central consideration as well.</p> <p>Initiatives of the John A. Hartford Foundation have provided many tools and programs for the infusion of geriatric content into undergraduate and graduate social work curricula, as well as opportunities for students to receive specialized course and field training in serving older adults (Hooyman, [<reflink idref="bib9" id="ref31">9</reflink>]). Surveys and their results, similar to the needs assessment conducted by the GPC program at West Virginia University, also can help to inform for-credit social work education in this critical area.</p> <hd id="AN0117922096-15">Conclusion</hd> <p>The silver tsunami of baby boomers is marching on. The geriatric workforce also is aging, as are older adults who rely on their services. Opportunities for ongoing education and networking can be delivered in a variety of ways, but a critical factor is that of making offerings available to meet the need and context of those likely to enroll (Congress et al., [<reflink idref="bib3" id="ref32">3</reflink>]). Regardless of setting, urban and rural social workers seek CE for licensure, as well as professional growth (Teitelman & O'Neill, [<reflink idref="bib14" id="ref33">14</reflink>]), hence the CE option is a propitious one to pursue. In this regard, we should follow the advice of Lao-Tzu: "Deal with it before it happens. Set things in order before there is confusion."</p> <hd id="AN0117922096-16">Acknowledgments</hd> <p>We thank the WV Partnership in Elder Living, WV Community Voices, Inc., and the Claude W. Benedum Foundation for their support of this project. The project would also not have been possible without the work of our workgroup members: Jeanie Brenneman, Nancy Daugherty, Sherry Kuhl, Judith Wilkinson, Phillip Donnelly, Deloris Wilder, Gail Mason, Betty Maxwell, Kandi Taylor, and Susie Layne.</p> <ref id="AN0117922096-17"> <title> References </title> <blist> <bibl id="bib1" idref="ref1" type="bt">1</bibl> <bibtext> Administration on Aging. (2014). A profile of older Americans: 2014. Washington, DC: United States Department of Health and Human Services, Administration on Aging, Administration for Community Living. Retrieved from <ulink href="http://www.aoa.gov/Aging%5fStatistics/Profile/2014/docs/2014-Profile.pdf">http://www.aoa.gov/Aging%5fStatistics/Profile/2014/docs/2014-Profile.pdf</ulink></bibtext> </blist> <blist> <bibl id="bib2" idref="ref14" type="bt">2</bibl> <bibtext> Congress, E. P. (2012). Guest editorial continuing education: Lifelong learning for social work practitioners and educators. Journal of Social Work Education, 48(3), 397–401. doi:10.5175/JSWE.2012.201200085</bibtext> </blist> <blist> <bibl id="bib3" idref="ref15" type="bt">3</bibl> <bibtext> Congress, E., Englehardt, J., & Zeiders, A. (2007, October). Evidence-based continuing education and professional development. Paper presented at the Council on Social Work Education Annual Program Meeting, San Francisco, CA.</bibtext> </blist> <blist> <bibl id="bib4" idref="ref10" type="bt">4</bibl> <bibtext> Council on Social Work Education. (2011). 2009 Statistics on social work education in the United States. Retrieved from <ulink href="http://www.cswe.org/CentersInitiatives/DataStatistics/ProgramData/47673.aspx">http://www.cswe.org/CentersInitiatives/DataStatistics/ProgramData/47673.aspx</ulink></bibtext> </blist> <blist> <bibl id="bib5" idref="ref11" type="bt">5</bibl> <bibtext> Eldercare Workforce Alliance. (2014). Geriatrics workforce shortage: A looming crisis for our families. Retrieved from <ulink href="http://www.eldercareworkforce.org/research/issue-briefs/research:">http://www.eldercareworkforce.org/research/issue-briefs/research:</ulink> geriatrics-workforce-shortage-a-looming-crisis-for-our-families/</bibtext> </blist> <blist> <bibl id="bib6" idref="ref12" type="bt">6</bibl> <bibtext> Frank, J. C. (2015). A missing piece in the infrastructure to promote healthy aging programs: Education and work force development. Frontiers in Public Health, 2(287), 1–3. doi:10.3389/fpubh.2014.00287</bibtext> </blist> <blist> <bibl id="bib7" idref="ref4" type="bt">7</bibl> <bibtext> Frank, J. C., Altpeter, M., Damron-Rodriguez, J., Driggers, J., Lachenmayr, S., Manning, C., ... Robinson, P. (2014). Preparing the workforce for healthy aging programs: The skills for healthy aging resources and programs (SHARP) model. Health Education and Behavior, 41(Suppl. 1), 19S–26S. doi:10.1177/1090198114543007</bibtext> </blist> <blist> <bibl id="bib8" idref="ref16" type="bt">8</bibl> <bibtext> Geron, S. M., Andrews, C., & Kuhn, K. (2005). Infusing aging skills into the social work practice community: A new look at strategies for continuing professional education. Families in Society: The Journal of Contemporary Social Services, 86(3), 431–440. doi:10.1606/1044-3894.3442</bibtext> </blist> <blist> <bibl id="bib9" idref="ref31" type="bt">9</bibl> <bibtext> Hooyman, N. R. (2009). Transforming social work education: The first decade of the Hartford geriatric social work initiative. Alexandria, VA: Council on Social Work Education.</bibtext> </blist> <blist> <bibtext> Institute of Medicine of the National Academies. (2008, April 11). Retooling for an aging America: Building the health care workforce. Washington, DC: National Academies Press.</bibtext> </blist> <blist> <bibtext> Murphy-Southwick, C., & McBride, M. (2006). Geriatric education across 94 million acres: Adapting conference programming in a rural state. Gerontology & Geriatrics Education, 26(4), 25–36. doi:10.1300/J021v26n04_03</bibtext> </blist> <blist> <bibtext> National Association of Social Workers. (2015). NASW comments to the White House Conference on Aging. Retrieved from <ulink href="http://www.socialworkers.org/practice/aging/whcoa2015comments.asp">http://www.socialworkers.org/practice/aging/whcoa2015comments.asp</ulink></bibtext> </blist> <blist> <bibtext> Social Work Leadership Institute. (n.d.). Geriatric Social Work Competency Scale II with Life Long Leadership Skills. Retrieved from <ulink href="http://www.cswe.org/File.aspx?id=25445">http://www.cswe.org/File.aspx?id=25445</ulink></bibtext> </blist> <blist> <bibtext> Teitelman, J. L., & O'Neill, P. (2001). Adult development and aging: A model continuing education course for practicing social workers. Journal of Gerontological Social Work, 35(4), 57–67. doi:10.1300/J083v35n04_05</bibtext> </blist> <blist> <bibtext> Tilleczek, K., Pong, R., & Caty, S. (2005). Innovations and issues in the delivery of continuing education to nurse practitioners in rural and northern communities. Canadian Journal of Nursing Research, 37(1), 147–162.</bibtext> </blist> <blist> <bibtext> Toner, J. A., Ferguson, D. K., & Davis Sokal, R. (2009). Continuing interprofessional education in geriatrics and gerontology in medically underserved areas. Journal of Continuing Education in the Health Professions, 29(3), 157–160. doi:10.1002/chp.20029</bibtext> </blist> <blist> <bibtext> Tumosa, N., Horvath, K. J., Huh, T., Livote, E., Howe, J. L., Jones, L. I., & Kramer, B. J. (2012). Health care workforce development in rural America: When geriatrics expertise is 100 miles away. Gerontology & Geriatrics Education, 33, 133–151. doi:10.1080/02701960.2012.661812</bibtext> </blist> <blist> <bibtext> West Virginia Department of Health and Human Resources. (2012, June 6). Older West Virginians: Health highlights. Retrieved from <ulink href="http://www.wvdhhr.org/bph/hsc/statserv/Pub.asp?ID=167">http://www.wvdhhr.org/bph/hsc/statserv/Pub.asp?ID=167</ulink></bibtext> </blist> <blist> <bibtext> West Virginia Long-Term Care Partnership Workforce Working Group. (2010). Workforce Working Group: Final report and recommendations. Retrieved from:<ulink href="http://www.wvpel.org/downloads/Summit2010/Workforce%20Overview%20and%20Recom">http://www.wvpel.org/downloads/Summit2010/Workforce%20Overview%20and%20Recom</ulink> mendations.pdf</bibtext> </blist> <blist> <bibtext> The White House Office of the Press Secretary. (2015). The White House Conference on Aging: Empowering all Americans as we age (Fact sheet). Retrieved from https://<ulink href="http://www.whitehouse.gov/the-press-office/2015/07/13/fact-sheet-white-house-conference-aging">www.whitehouse.gov/the-press-office/2015/07/13/fact-sheet-white-house-conference-aging</ulink></bibtext> </blist> </ref> <aug> <p>By Jacqueline Englehardt; Kristina M. Hash; Mariann Mankowski; Karen V. Harper-Dorton and Ann E. Pilarte</p> <p>Reported by Author; Author; Author; Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib19" firstref="ref2"></nolink> <nolink nlid="nl2" bibid="bib18" firstref="ref3"></nolink> <nolink nlid="nl3" bibid="bib20" firstref="ref5"></nolink> <nolink nlid="nl4" bibid="bib12" firstref="ref6"></nolink> <nolink nlid="nl5" bibid="bib10" firstref="ref7"></nolink> <nolink nlid="nl6" bibid="bib14" firstref="ref8"></nolink> <nolink nlid="nl7" bibid="bib13" firstref="ref9"></nolink> <nolink nlid="nl8" bibid="bib15" firstref="ref13"></nolink> <nolink nlid="nl9" bibid="bib11" firstref="ref17"></nolink> <nolink nlid="nl10" bibid="bib17" firstref="ref18"></nolink> <nolink nlid="nl11" bibid="bib16" firstref="ref24"></nolink>
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  Data: A Gerontology Practitioner Continuing Education Certificate Program: Lessons Learned
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  Data: <searchLink fieldCode="AR" term="%22Englehardt%2C+Jacqueline%22">Englehardt, Jacqueline</searchLink><br /><searchLink fieldCode="AR" term="%22Hash%2C+Kristina+M%2E%22">Hash, Kristina M.</searchLink><br /><searchLink fieldCode="AR" term="%22Mankowski%2C+Mariann%22">Mankowski, Mariann</searchLink><br /><searchLink fieldCode="AR" term="%22Harper-Dorton%2C+Karen+V%2E%22">Harper-Dorton, Karen V.</searchLink><br /><searchLink fieldCode="AR" term="%22Pilarte%2C+Ann+E%2E%22">Pilarte, Ann E.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Teaching+in+Social+Work%22"><i>Journal of Teaching in Social Work</i></searchLink>. 2016 36(4):407-420.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: 14
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Educational+Gerontology%22">Educational Gerontology</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Continuing+Education%22">Professional Continuing Education</searchLink><br /><searchLink fieldCode="DE" term="%22Certification%22">Certification</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Work%22">Social Work</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+Approach%22">Interdisciplinary Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Surveys%22">Online Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Needs+Assessment%22">Needs Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Caseworkers%22">Caseworkers</searchLink><br /><searchLink fieldCode="DE" term="%22Enrollment%22">Enrollment</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Competence%22">Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Development%22">Professional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Dementia%22">Dementia</searchLink><br /><searchLink fieldCode="DE" term="%22Death%22">Death</searchLink><br /><searchLink fieldCode="DE" term="%22Legal+Problems%22">Legal Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Primary+Health+Care%22">Primary Health Care</searchLink><br /><searchLink fieldCode="DE" term="%22Older+Adults%22">Older Adults</searchLink><br /><searchLink fieldCode="DE" term="%22Aging+%28Individuals%29%22">Aging (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Development%22">Program Development</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Interests%22">Student Interests</searchLink><br /><searchLink fieldCode="DE" term="%22Labor+Turnover%22">Labor Turnover</searchLink>
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  Data: 10.1080/08841233.2016.1197171
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  Data: This article discusses the results of a school of social work survey assessing the geriatric training needs of social workers and other professionals in aging and the need for a gerontology practitioner's continuing education (CE) certificate program. A total of 391 professionals, the majority of whom were social workers, participated in an online needs assessment survey. Of all respondents, the majority (77%) expressed some interest in enrolling in a certificate program within 2 years. Increased knowledge and competence, personal satisfaction and growth, and meeting CE requirements for professional licensure renewal were the major reasons given for interest in enrollment. Cognitive changes, dementia, and end-of-life issues were each selected by almost half of the respondents as areas in which they felt they needed the most training. Legal issues, health care, and social policies and programs were also of interest. In response to survey findings, a 100-clock-hour program was developed to strengthen the skills of persons who work with older adults. The emphasized curricular areas included understanding aging processes and social and economic issues confronting older persons. Related programs, seeking to assess the geriatric training needs of professionals in efforts to develop an appropriate educational program to respond to these needs, can benefit from challenges and lessons learned from this interdisciplinary CE program development.
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      – SubjectFull: Professional Continuing Education
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