NC-PHCAST – The NC-PHCAST – The Community College Community College

ConnectionConnection

Margaret Roberton, NC Community Margaret Roberton, NC Community CollegesColleges

Kathy Turner, NC Division of Health Kathy Turner, NC Division of Health Service RegulationService Regulation

Statistics and ProjectionsStatistics and Projections

In the next 20 years the number of persons 65 and In the next 20 years the number of persons 65 and older will almost double from 1.3 million to 2.3 older will almost double from 1.3 million to 2.3 millionmillion

North Carolina is 10th nationally in size of total North Carolina is 10th nationally in size of total population, we are 9th in those 60 and older.population, we are 9th in those 60 and older.

By 2025, 86 of the NC’s 100 counties are projected to By 2025, 86 of the NC’s 100 counties are projected to have more people over age 60 than age 17 and underhave more people over age 60 than age 17 and under

Statistics and ProjectionsStatistics and Projections

In 2025, one in four North Carolinians will be 60 and In 2025, one in four North Carolinians will be 60 and olderolder

Over the next two decades, the 75-84 age group will Over the next two decades, the 75-84 age group will be the fastest growing of those ages 65 and olderbe the fastest growing of those ages 65 and older

The number age 85 and older will grow fastest The number age 85 and older will grow fastest beginning in 2030,when the oldest of our 2.4 million beginning in 2030,when the oldest of our 2.4 million baby boomers near their 85 birthdaybaby boomers near their 85 birthday

DemographicsDemographics

Status of North Carolinians 65 and older:Status of North Carolinians 65 and older: Living alone 29%Living alone 29% Veterans 22%Veterans 22% Have a disability 38%Have a disability 38% Median household income 27%Median household income 27% Income below poverty level 10% ($10,778)Income below poverty level 10% ($10,778) Income is between 100-199%Income is between 100-199%

of the federal poverty level 25%of the federal poverty level 25%

NC currently has more than 17,000 older adults with NC currently has more than 17,000 older adults with Alzheimer’s or other types of dementia most of Alzheimer’s or other types of dementia most of whom are being cared for at home or by family and whom are being cared for at home or by family and friends. friends. By 2030, the total number is projected to By 2030, the total number is projected to rise to nearly 300,000.rise to nearly 300,000.

For those age 75 and older, 13% live below the For those age 75 and older, 13% live below the federal poverty level and 30% live at or between 100-federal poverty level and 30% live at or between 100-199% of the FPL199% of the FPL

Statistics and ProjectionsStatistics and Projections

Key Concepts of NC PHCASTKey Concepts of NC PHCAST Builds on prior Direct Care Builds on prior Direct Care

Worker InitiativesWorker Initiatives

Creates 4-phased framework Creates 4-phased framework for training and competency for training and competency to better prepare new and to better prepare new and incumbent workersincumbent workers

Training Venues:Training Venues: Community Colleges Community Colleges High SchoolsHigh Schools

Increasing demand for Increasing demand for direct care workersdirect care workers

Personal Care Aides and Personal Care Aides and Home Care Aides are the Home Care Aides are the fastest growing occupationsfastest growing occupations

Plus, Nurse Aides are in the Plus, Nurse Aides are in the top 11 jobs in terms of top 11 jobs in terms of largest job growthlargest job growth

Trained, competent workers Trained, competent workers are essential to quality care are essential to quality care

Create a “Gold Standard” Create a “Gold Standard” for minimum trainingfor minimum training

Overview of NC’s 4-Phase Overview of NC’s 4-Phase ApproachApproach

Phase I – Introduction to Direct Care WorkPhase I – Introduction to Direct Care Work

Phase II – Direct Care Basics (pre-Nurse Aide level)Phase II – Direct Care Basics (pre-Nurse Aide level)

Phase III – Nurse Aide IPhase III – Nurse Aide I

Phase IV – Advanced Phase IV – Advanced NANA training/competency training/competency Home Care Nurse Aide Home Care Nurse Aide Geriatric Nurse Aide Geriatric Nurse Aide Medication AideMedication Aide

Option for in-service use across settingsOption for in-service use across settings

Community College

Phase I Phase II Phase III

Phase IV

Asheville-Buncombe *

Central Carolina * * *

Central Piedmont *

Coastal Carolina * * *

Forsyth Technical *

Mitchell * * *

Roanoke-Chowan * *

Sandhills * * *

Southeastern * * *

Stanley * * *

Tri-County * * *

Wake Technical * * *

Community CollegePilot Sites

Includes both pilot years Excludes Halifax CC & Cape Fear CC/Elder House

499 Pilot Participants499 Pilot Participants Phase I – 203Phase I – 203

Phase II – 262Phase II – 262

Phase III - 57Phase III - 57

Phase IV – 160Phase IV – 160

Key ImpactsKey Impacts Better matching/redirecting Better matching/redirecting

of prospective workers to of prospective workers to job-more focused job-more focused recruitmentrecruitment

Competency based – Competency based – certificate or credential at certificate or credential at each phaseeach phase

New and incumbent New and incumbent workers can enter at various workers can enter at various pointspoints

Expands state recognized Expands state recognized career path options; career path options; supports workers; responds supports workers; responds to employer needto employer need

Enhanced career paths, Enhanced career paths, employability and responds employability and responds to employer need (4-phase to employer need (4-phase approach – specialties)approach – specialties)

Integration with other Integration with other training & QI initiativestraining & QI initiatives

Builds on prior direct care Builds on prior direct care initiatives in NCinitiatives in NC

Removes some barriers to Removes some barriers to trainingtraining

Phase I- Sample Comments (student)Phase I- Sample Comments (student)

This course has started me on the path to reaching my career This course has started me on the path to reaching my career goals. (88% agree)goals. (88% agree)

I know about career options that I did not know about before I know about career options that I did not know about before the completing this course. (95% agree) the completing this course. (95% agree)

This course has put me further along in reaching my This course has put me further along in reaching my education goals. (89% agree)education goals. (89% agree)

I am considering career options that I was not considering I am considering career options that I was not considering before the course. (95% agree)before the course. (95% agree)

This course has made me more satisfied with my direct care This course has made me more satisfied with my direct care job than I was before. (89% agree)job than I was before. (89% agree)

This course has made me a better direct care worker. This course has made me a better direct care worker. (94% agree)(94% agree)

I would recommend this course to my coworkers.I would recommend this course to my coworkers.(94% agree)(94% agree)

N = 18N = 18

Phase IV- Sample Comments (student)Phase IV- Sample Comments (student) This course has started me on the path to reaching my career goals. This course has started me on the path to reaching my career goals.

(100% agree)(100% agree) I know about career options that I did not know about before the I know about career options that I did not know about before the

completing this course. (93% agree) completing this course. (93% agree) This course has put me further along in reaching my education This course has put me further along in reaching my education

goals. goals. (89% agree)(89% agree) I am considering career options that I was not considering before I am considering career options that I was not considering before the the

course. (72% agree)course. (72% agree) This course has made me more satisfied with my direct care job than This course has made me more satisfied with my direct care job than

I was before. (92% agree)I was before. (92% agree) This course has made me a better direct care worker.This course has made me a better direct care worker.

(100% agree)(100% agree) I would recommend this course to my coworkers.I would recommend this course to my coworkers.

(96% agree)(96% agree) N=29N=29

Research Questions for Research Questions for Graduates/Instructors/EmployersGraduates/Instructors/Employers

1.1. What were the barriers to effective PHCAST What were the barriers to effective PHCAST implementation?implementation?

2.2. In what ways did partners leverage resources In what ways did partners leverage resources to implement and/or sustain the training to implement and/or sustain the training program in local communities?program in local communities?

3.3. What aspects of the PHCAST curriculum What aspects of the PHCAST curriculum were the most valuable to each stakeholder were the most valuable to each stakeholder group (e.g., students, educators, employers)?group (e.g., students, educators, employers)?

BarriersBarriers• Administrators: Marketing and Administrators: Marketing and

RecruitingRecruiting• Instructors: Scripted curricula, content Instructors: Scripted curricula, content

redundancy, instructor guide bookredundancy, instructor guide book

ResourcesResources• GoodwillGoodwill• Public Housing AuthorityPublic Housing Authority• CCRCCCRC

What aspects of the PHCAST curriculum were What aspects of the PHCAST curriculum were the most valuable?the most valuable?

StudentsStudents – problem solving, adapting to difficult – problem solving, adapting to difficult situations, understanding grief and dementia, situations, understanding grief and dementia, applying person-centered careapplying person-centered care

InstructorsInstructors – seeing students get jobs, new – seeing students get jobs, new alliances within our school alliances within our school

EmployersEmployers – reports were more pertinent, client – reports were more pertinent, client compliments increased, (documentation)compliments increased, (documentation)

2010 – 2013, What’s Next?2010 – 2013, What’s Next?

Implementation Implementation PhasePhase

CurriculaCurricula EvaluationEvaluation Test banksTest banks OtherOther

Human Resource Development Human Resource Development GovernanceGovernance

SBCC Code – HRD Program ContinuationSBCC Code – HRD Program Continuation Each college shall operate Each college shall operate a Human Resources Development (HRD) a Human Resources Development (HRD)

program to provide assessment services, employability training, and program to provide assessment services, employability training, and career development counseling to unemployed and underemployed career development counseling to unemployed and underemployed individuals. FTE shall be generated from HRD programs. Each college individuals. FTE shall be generated from HRD programs. Each college shall provide HRD instruction and support necessary for unemployed and shall provide HRD instruction and support necessary for unemployed and dislocated workers to be served within the college service areas.dislocated workers to be served within the college service areas.

Vision and Mission StatementVision and Mission StatementHRD is a dynamic and vital workforce development program with proven HRD is a dynamic and vital workforce development program with proven economic, social, and educational success. The economic, social, and educational success. The purpose of the HRD purpose of the HRD program is to educate and train unemployed and underemployed program is to educate and train unemployed and underemployed individuals for success in the workplace.individuals for success in the workplace.

HRD Program GoalsHRD Program Goals

Provide program outreach and student recruitment Provide program outreach and student recruitment activities to targeted populationsactivities to targeted populations

Assist students in accessing meaningful training Assist students in accessing meaningful training and/or employment opportunitiesand/or employment opportunities

Enhance and develop the student’s employability Enhance and develop the student’s employability skillsskills

Develop and promote the student’s ability to move Develop and promote the student’s ability to move towards economic self-sufficiencytowards economic self-sufficiency

Human Resources Development Human Resources Development

Core ServicesCore Services Skill assessment servicesSkill assessment services Employability skills trainingEmployability skills training Career development Career development

counselingcounseling

Target GroupsTarget Groups Unemployed adultsUnemployed adults Underemployed adultsUnderemployed adults

Core ComponentsCore Components Assessment of an Assessment of an

individual’s assets and individual’s assets and limitationslimitations

Development of Development of a positive self-concepta positive self-concept employability skillsemployability skills communication skillscommunication skills problem-solving skillsproblem-solving skills

Awareness of the impact of Awareness of the impact of Information Technology in Information Technology in the workplacethe workplace

1D SBCCC 300.3Program Classifications

HRD Fee Waiver GuidelinesHRD Fee Waiver Guidelines Eligibility RequirementsEligibility Requirements

HRD courses are not HRD courses are not freefree… Fees are waived… Fees are waived

Waiver is based on the individual’s incomeWaiver is based on the individual’s income UnemployedUnemployed

Underemployed*Underemployed*

Notification of pending lay-offNotification of pending lay-off

HRD EligibilityHRD Eligibility For HRD purposes, For HRD purposes, underemployedunderemployed is defined as is defined as

individuals…individuals…

working and is eligible for the Federal Earned Income Tax working and is eligible for the Federal Earned Income Tax Credit (FEIT); or Credit (FEIT); or

working and earning wages at or below two hundred working and earning wages at or below two hundred percent (200%) of the federal poverty guidelines.percent (200%) of the federal poverty guidelines.

AssessmentAssessment Ability to appropriately identify individuals prepared to Ability to appropriately identify individuals prepared to

enter healthcare fieldsenter healthcare fields Introduce occupational requirements to maximize success of Introduce occupational requirements to maximize success of

students progressing into Nurse Aide Istudents progressing into Nurse Aide I Introduce workplace realities of personal/home care Introduce workplace realities of personal/home care

environments vs. residential/institutional settingsenvironments vs. residential/institutional settings

Outline pathway alternatives for health care fieldsOutline pathway alternatives for health care fields Personal Home Care AidePersonal Home Care Aide

Recognized & standardized curriculumRecognized & standardized curriculum

PHCAST Needs Aligned PHCAST Needs Aligned to HRD Core Servicesto HRD Core Services

PHCAST Needs Aligned PHCAST Needs Aligned to HRD Core Services to HRD Core Services

Employability SkillsEmployability Skills Concepts contextualized for Concepts contextualized for

healthcare fieldhealthcare field Communication, listening skills, Communication, listening skills,

teamwork, and time/stress teamwork, and time/stress managementmanagement

Career DevelopmentCareer Development Ability to problem solve Ability to problem solve

independentlyindependently Decision-making and management Decision-making and management

skillsskills

Specific HRD PHCAST CoursesSpecific HRD PHCAST Courses Phase IPhase I – – Introduction to Direct Care WorkIntroduction to Direct Care Work

(Focus on job readiness skills, literacy, numeracy, (Focus on job readiness skills, literacy, numeracy, keyboarding, and realistic job previewing)keyboarding, and realistic job previewing)

Career ExplorationCareer Exploration

Self-AssessmentSelf-Assessment

General soft skill requirementsGeneral soft skill requirements

CPR (lay person)CPR (lay person)

Specific HRD PHCAST CoursesSpecific HRD PHCAST Courses Phase IIPhase II – – Direct Care BasicsDirect Care Basics (Focus on non-nurse aide personal care tasks and soft skill (Focus on non-nurse aide personal care tasks and soft skill

development; 3) expanded nurse aide (NA-1) skills)development; 3) expanded nurse aide (NA-1) skills)

Introduction to base skillsIntroduction to base skills

Introduction to functional concepts within roleIntroduction to functional concepts within role

Enhanced soft skills trainingEnhanced soft skills training

Career counselingCareer counseling

Importance of PHCAST to Importance of PHCAST to Employers & Personal Care ClientsEmployers & Personal Care Clients

Growing need for Continuum of Care Growing need for Continuum of Care

Rising cost of care & shortage of trained workersRising cost of care & shortage of trained workers

Greater efficiency in healthcare delivery (lowering Greater efficiency in healthcare delivery (lowering cost while improving delivery)cost while improving delivery)

Promote quality care for increasing numbers of older Promote quality care for increasing numbers of older adults and persons with disabilitiesadults and persons with disabilities

Recruitment / Marketing: Recruitment / Marketing: Getting Their AttentionGetting Their Attention

Program OutreachProgram Outreach External AgenciesExternal Agencies

Internal ResourcesInternal Resources

CommunityCommunity

Program OutreachProgram Outreach External AgenciesExternal Agencies

JobLink Career CentersJobLink Career Centers Division of Workforce Solutions (ESC)Division of Workforce Solutions (ESC) Social ServicesSocial Services US Committee for Refugees and ImmigrantsUS Committee for Refugees and Immigrants SheltersShelters National Guard/Family Employee Assistant CenterNational Guard/Family Employee Assistant Center Community-based OrganizationsCommunity-based Organizations

Recruitment / Marketing: Recruitment / Marketing: Getting Their AttentionGetting Their Attention

Program OutreachProgram Outreach Internal ResourcesInternal Resources

HRD classesHRD classes Introduction to Healthcare OccupationsIntroduction to Healthcare Occupations HRD Strategies for SuccessHRD Strategies for Success

CE Healthcare classesCE Healthcare classes Back-to-Work intake sessionsBack-to-Work intake sessions Basic Skills PlusBasic Skills Plus

Recruitment / Marketing: Recruitment / Marketing: Getting Their AttentionGetting Their Attention

Program OutreachProgram Outreach CommunityCommunity

Flyers and brochuresFlyers and brochures College catalogues College catalogues College websiteCollege website Social Media Social Media Email Email

Past HRD students (Phase I and Phase II)Past HRD students (Phase I and Phase II) Current and Past NA I students (Phase IV)Current and Past NA I students (Phase IV)

Local home care facilitiesLocal home care facilities

Recruitment / Marketing: Recruitment / Marketing: Getting Their AttentionGetting Their Attention

Recruitment / Marketing: Recruitment / Marketing: ChallengesChallenges

Communication of valueCommunication of value Home care agenciesHome care agencies

Benefit of contextualized trainingBenefit of contextualized training Benefit of advanced standardized training (Phase IV)Benefit of advanced standardized training (Phase IV)

ParticipantsParticipants Benefit of credential for hiringBenefit of credential for hiring Benefit of commitment to entire pathwayBenefit of commitment to entire pathway Program schedule/mixProgram schedule/mix

Audience ExperiencesAudience Experiences

Want to Know More?Want to Know More?

Margaret RobertonMargaret Roberton

robertonm@nccommunitycolleges.edu

Kathy TurnerKathy Turner

Kathy.turner@dhhs.nc.gov