Exploring the Depths of Health Literacy Are We Teaching This and Why Does It Matter?

Background: Why does Health Literacy Matter? Healthcare practitioners often work with older persons with low health literacy without realizing that this issues limiting the success of their interventions. They may also lack awareness of the serious impact that low health literacy can have, since it is associated with lower reported health status, increased hospitalizations, and increased morbidity (Levasseur & Carrier, 2011). The current US healthcare system places increase demands on consumers to manage their own health (Smith & Gutman, 2011). Educators in the health professions must instill a sense of responsibility in future practitioners to understand the important role they play in promoting health literacy. Students in the health professions must acquire the tools necessary to empower their older adult and other clients using health literacy principles. Poster presented at the 65th annual scientific meeting of Gerontological Society of America in San Diego, California

The Impact of Student Hotspotting on Patients & the Jefferson Health System

Introduction “Super-utilizers”, patients with five or more hospital admissions in the past year, account for half of all healthcare expenditures and present a significant financial burden to our healthcare system. In Pennsylvania “super-utilizers” result in $1.25 billion of healthcare spending and Philadelphia has the highest number of “super-utilizers” in the state. To address this crisis, Jefferson University serves as one of four new national hubs for student hotspotting. Teams of interprofessional health professions students along with faculty and staff advisors enroll “super-utilizers” and provide targeted interventions to address social determinants of health, reduce hospitalizations and improve patient outcomes. Methods To examine the impact of this program on patients, objective healthcare outcomes were obtained from EPIC. Costs were obtained from the hospital Care Coordination team and national average figures to examine the impact on the Jefferson health system. Data were collected from six months pre-, during, and post-intervention for the hotspotting intervention group and for a matched control group of non-program participants. Pre- and post-intervention analysis was performed using random effects Poisson regression. Results Pre- and post-intervention analysis found a 6% reduction in ED visits, 48% reduction in the number of outpatient visits, 18% reduction in total days in hospital, and 14% reduction in 30 day readmissions for the intervention vs. the control group. Average total costs of care decreased for both the experimental and control group with a 36% cost reduction per patient in the intervention group. Conclusion Participation in student hotspotting is a promising way to help address the needs of “super-utilizes”. Student hotspotting appears to have a positive impact on reducing the costs of care and improving health outcomes for high utilizer patients

Leading an Interprofessional Geriatric Clinical Skills Fair: A Train the Trainer Seminar

Objectives • Practice teaching skills related to interprofessional education (IPE) and geriatric competencies • Formulate an Action Plan and prepare to introduce an Interprofessional Geriatric Clinical Skills Fair at their own institutions • Recognize essential elements of a measurement tool that evaluates the effectiveness of an Interprofessional Geriatric Clinical Skills Fai

Evaluation of an Interprofessional Geriatric Clinical Skills Fair

Objectives •Describe the utilization of an interprofessional geriatric clinical skills fair to impart knowledge and skills pertaining to both core geriatric and IPE competencies. •Prepare to introduce an Interprofessional Geriatric Clinical Skills Fair at one’s own institution •Recognize essential elements of a measurement tool that evaluates the effectiveness of an Interprofessional Geriatric Clinical Skills Fai

Evaluating Caregiver Needs and the Feasibility of an Occupational Therapy Consultation Service to Caregivers of People with Dementia in a Geriatrics Ambulatory Clinic

Research Questions What are the personal needs of caregivers at Jefferson Geriatrics? What is the evidence that occupational therapy services, delivered in a geriatric ambulatory clinic and via telehealth (telephone), are effective at decreasing caregiver burden in dyads of caregivers for older adults with dementia? Project Purpose Evaluate all caregivers\u27 specific needs at Jefferson Geriatrics Determine feasibility of Skills2Care - Primary Care Protoco

An Interdisciplinary Approach to Increasing Exercise in Older Adults: A Pilot Study

Research Questions Evaluate the efficacy of an interdisciplinary home exercise program delivered in the clinic and via follow-up telephone calls for increasing exercise among older community dwelling adults Assess the effectiveness of incorporating occupational therapy interventions into an ambulatory primary care practic

The Liberating Loneliness Program: An Evidence-Informed Protocol for Addressing Loneliness Among Older Adults in Primary Care

Research Question: How can occupational therapy services be integrated into primary care practice to address loneliness and enhance participation among older adults

Exploring the Impact of Individualized Action Plans on Feelings of Loneliness and Self-Efficacy Among Older Adults in Primary Care

Clinical Question: What is the impact of individualized action plans on feelings of loneliness and self-efficacy of chronic disease management among older adults? Purpose Statement: Examine the impact of action plans on feelings of loneliness and self-efficacy among older adults? Explore the feasibility and outcomes of an occupational therapy-led intervention in geriatric primary care Advocate for the distinct role of occupational therapy services in primary car

The Student Hotspotting Program: Facilitating Interprofessional Community Learning

Student Hotspotting teams work together to identify and engage super-utilizing individuals to establish healing relationships and identify barriers to their care. With support from faculty and clinician advisors, students guide these individuals through achieving personalized health goals, navigating the complex healthcare system and connect them to community resources. In addition to hands-on work, students are guided through this program with a supplemental online curriculum consisting of webinars and monthly case conferences with professionals in the field. Core Principles: Harm reduction, motivational interviewing, trauma informed care and accompaniment Webinars cover topics such as client recruitment and enrollment, the power of empathy, facilitation of successful home and clinic visits, coaching and leadership skills, and preparation for discharge/graduation. Case Conferences require students to present their case(s) to other student teams and practicing health professionals to determine how best to address barriers face