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CULTURAL COMPETENCY AND

HEALTH LITERACY

STRATEGIC PLAN

AND

TRAINING STRATEGY

AMENDED JUNE 30, 2016

SUFFOLK CARE COLLABORATIVE

OFFICE OF POPULATION HEALTH

STONY BROOK MEDICINE

HSC, LEVEL 5, RM 058

STONY BROOK, NEW YORK 11794-8520

1

TABLE OF CONTENTS

SUFFOLK CARE COLLABORATIVE VISION 2

SUFFOLK CARE COLLABORATIVE MISSION 2

PURPOSE OF PLAN 2

CULTURAL COMPETENCY AND HEALTH LITERACY ADVISORY WORKGROUP 2

GOALS AND OBJECTIVES 3

IMPLEMENTATION PLAN 4

EVALUATION AND MONITORING PROCESS 7

TRAINING STRATEGY (addendum June 2016) 8

ADDENDIX 11

A. Charter of the Community Needs Assessment, Outreach, And Cultural Competency Committee

B. Meeting Schedule Template

C. Training Materials Template

D. SCC Training Plan

E. Training Schedule Template

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SUFFOLK CARE COLLABORATIVE VISION

As the healthcare landscape changes, access to appropriate levels of care, patient clinical needs,

payment methodologies and delivery models have increased in complexity. The vision for The

Office of Population Health (OPH) at Stony Brook Medicine is to improve county-wide health by

addressing a wide range of challenges to health, to focus on building strategy and programs that

will identify and stratify the risk in our population, to improve clinical outcomes and financial

results.

SUFFOLK CARE COLLABORATIVE MISSION

Based on a continuing community needs assessment, the Office of Population Health (OPH) will support the

Suffolk Care Collaborative (SCC) by designing programs and a care management infrastructure with its

partners in order to align system transformation, clinical management and population health.

PURPOSE OF PLAN

The Cultural Competency and Health Literacy Strategic Plan (the “Plan”) for the SCC - the Performance

Provider System (PPS) provides a foundation for promoting cultural competency and health literacy which

are essential to address healthcare issues and disparities in the SCC community. The purpose of this plan is

to provide a framework for: (1) cultural competence which enables systems, agencies, and groups of

professionals to function effectively understanding the needs of groups accessing health information and

healthcare; and, (2) health literacy which enables individuals to understand information and services and

uses them to make informed decisions about their health.

Successfully engaging clinicians, non-clinicians, staff, and community-based organizations and community

members accessing care is essential for SCC to achieve its mission and vision of becoming a highly effective,

accountable, integrated, patient-centric delivery system.

The mission, vision and organizational priorities will guide SCC’s cultural competency and health literacy

efforts to develop a culturally competent organization, a culturally responsive system of care, and promote

and maintain health literacy, helping SCC achieve its strategic goals.

CULTURAL COMPETENCY AND HEALTH LITERACY ADVISORY WORKGROUP

The SCC formed the Cultural Competency and Health Literacy Advisory Workgroup (the “Workgroup”). The

Workgroup is composed of key PPS stakeholders and partners. The role of this Workgroup is to achieve the

two milestones from the NYSDOH DSRIP Organizational Application Section 7 (PPS Cultural Competency/

Health Literacy):

Milestone #1 Finalize cultural competency/health literacy strategy.

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Milestone #2 Develop a training strategy focused on addressing the drivers of health disparities

(beyond the availability of language-appropriate material)

The Workgroup reports to the Community Needs Assessment, Outreach, and Cultural Competency and

Health Literacy Committee (the “Committee”) (see Addendum A).

The Plan is developed by The Workgroup in collaboration with the Committee. The Committee

recommends the Plan for approval to the PPS Board of Directors (see Exhibit 1).

Exhibit 1 Flow Of Communication & ReportingOrganizational Workstream Projects

SCC Weekly Meetings

Educational Seminars Website

Synergy Newsletter Quarterly PAC Meetings

DSRIP in Action Emails

Govern

ance

Com

mittee

Com

mu

nic

atio

n w

ith

DSR

IP 1

1 P

roje

cts

SCC Board of DIrectors

*Governance

Cultural Competency & Health Literacy

Workgroup

Workforce Project

Workgroup

Cultural Competency

& Health Literacy

Financial Sustainability

BudgetFunds FlowAudit

Financial Sustainability Workgroup

VBP Workgroup

Compliance Officer/

Workgroup

IT Systems

IT Task Force/IT

PMO

Finance IT & BMI CNA, Cultural

Competency & Health Literacy

Workforce Audit ComplianceClinical

Organ

ization

al W

orkstrea

m Lead

s

PAC/Executive PACSCC HEALTH SYSTEM

PMO

SCC Office of Population Health

Performance Reporting

Practitioner Engagement

Pop Health Mgmt

Clinical Integration

Performance Eval & Mgmt Workgroup

Practitioner Engagement Workgroup

PCMH Certification Workgroup

Pop Health Mgmt

Operating Workgroup

Wo

rkgrou

ps

MCO/VBP Compliance Community Engagement

Workforce

* Governance Organizational Workstream Milestones are approved by the Board of Directors Directly

GOAL AND OBJECTIVES:

To improve health inequities and health literacy; and eliminate disparities in an effort to improve health

outcomes across SCC communities served and partners.

OBJECTIVES:

Utilizing the Community Needs Assessments and other analyses we will Identify priority groups

experiencing health disparities

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Identify key factors to improve access to quality behavioral health, preventive, and primary

healthcare

Define plans for two-way communication with the population and community groups through

specific community forums

Identify assessments and tools to assist patients and caregivers in the self-management of chronic

disease conditions (considering cultural, linguistic and health literacy factors)

Identify community-based interventions to address the goal of eliminating health disparities and

improve outcomes

Promote recruitment, hiring and retention of multilingual/multicultural staff

Develop cultural competency and health literacy training strategies and/or resources for SCC staff,

clinician partners and non-clinician segment partners.

IMPLEMENTATION PLAN

The SCC has developed a sustainable plan which implemented over time is expected to improve cultural

competency and health literacy in Suffolk County

Objective #1: Utilizing the Community Needs Assessments and other analyses we will Identify priority groups

experiencing health disparities.

Plan Deliverable

1.1 Gather and build on information obtained from community needs assessments, PPS-wide surveys and other data analyses to ascertain priority groups experiencing health disparities to elucidate the cultural needs, demographic trends and service gaps in care.

Describe and maintain an understanding of the distribution and needs of priority groups experiencing health disparities to develop plans/steps to address the gaps including targeted outreach, engagement, communication, education, etc. Ongoing evaluation for performance improvement.

Objective #2. Identify key factors to improve access to quality behavioral health, preventive, and primary

healthcare.

Plan Deliverable

2.1 Collect information to create a PPS wide definition

for cultural competency and health literacy using

CLAS and other best practice models ensuring the

Standardize the meaning of cultural competency and health literacy across all PPS entities (leaders, organizations, providers, CBOs,

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definitions are understood by the PPS including the

project leads, project teams, partners and patients.

frontline staff and all other partners) and community members

2.2 Collect information to create a PPS wide standard

for culturally competent and linguistically

appropriate services using CLAS and other best

practice models ensuring the definitions are

understood by the PPS including the project leads,

project teams, partners and patients.

Develop a standard for culturally competent and linguistically appropriate services across all PPS entities (leaders, organizations, providers, CBOs, frontline staff and all other partners) and community members

2.3 Collect data from patient satisfaction surveys, (i.e. CG-CAPHS) as well as complaints

Use patient satisfaction metrics information to evaluate and monitor access to quality of care as well as the impact of the CCHL Strategy

2.4 Collect data to track access to care for those experiencing health disparities (i.e., REAL data) as well as other diverse groups

Use metrics information from data points to evaluate and monitor access to quality healthcare as well as the impact of the CCHL Strategy. Use shared IT infrastructure for ongoing hot spotting and high utilization information (aw)

2.5 Gather information for project leads and workgroups (i.e. 2di, 2ai, etc.), community-based organizations and community members to identity partners in our network with capacity to provide supportive services for those experiencing health disparities

Use information gathered to communicate the opportunities to provide supportive services for those experiencing health disparities

Objective #3. Define plans for two-way communication with the population and community groups through

specific community forums.

Plan Deliverable

3.1 The SCC will identify opportunities to maximize two-way communication with the population and community groups to inform and obtain feedback on events/activities as community forums to support reducing health disparities

The SCC will develop information exchange platforms with feedback mechanisms (i.e., SCC website; SCC PAC meetings; SCC newsletters; webinars; community engagement plan and project workgroups and committees, etc.)

3.2 In collaboration with project leads and workgroups, care managers, community health workers, PPS partners, etc., the SCC will identify existing/standing community forums and/or to

The SCC will receive and maintain current lists of community forums (including community resources and program information) and inform to

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develop community forums that educate on specific health topics as well as provide education on community resources/programs

partners (i.e., care managers, CBOs, etc.) and populations. The SCC may also develop these community forums.

Objective #4. Identify assessments and tools to assist patients and caregivers in the self-management of

chronic disease conditions (considering cultural, linguistic and health literacy factors).

Plan Deliverable

4.1 In collaboration with the Clinical Committee, the Workgroup will review patient self-management assessments and tools (i.e. for care transitions, discharges from hospitals & emergency rooms or ambulatory facilities)

Approval of self-management assessments and tools which are cultural, linguistic and literacy appropriate to assist patients and supporting those groups experiencing health disparities

In collaboration with IT Task Force, create plans for

IT support to engage attributed members - (i.e.,

example pt. engagement strategies such as web-

based tools).

Workgroup engagement with the IT Task Force

Objective #5. Identify community-based interventions to address the goal of eliminating health disparities

and improve outcomes.

Plan Deliverable

5.1 In collaboration with the Workforce Committee, data will be collected to identify community-based interventions utilized by CBO and organization partners to reduce health disparities and improve outcomes.

Use intervention information gathered from partners to develop best practices in reducing health disparities and improving outcomes (prioritizing communities areas)

5.2 In collaboration with project leads, workgroups (i.e., 2di), care managers, will gather information to identify community-based interventions

Use intervention information gathered from partners to develop best practices in reducing health disparities and improving outcomes (prioritizing communities areas)

Objective #6. Promote recruitment, hiring and retention of multilingual/multicultural staff.

Plan Deliverable

6.1 In collaboration with the Workforce Committee will

promote awareness of recruitment, hiring and

retention of multilingual/multicultural staff

Identify gaps in existing workforce and promote awareness of recruitment, hiring and retention to engage a more diverse workforce

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Objective #7. Develop cultural competency and health literacy training strategies and/or resources for SCC

staff, clinician partners and non-clinician segment partners.

Plan Deliverable

7.1 In collaboration with the Workforce Committee will collect data on the training practices and training resources for clinicians and non-clinician segments

Identify training gaps in existing clinical and non-clinical segments and support development of training practices, resources and plans (include best practices, services, evidence based research, PCMH practices etc.)

7.1.1 Develop a cultural competency and health literacy training strategy (Milestone #2). This strategy is a separate document which will be fully aligned with the SCC’s CC/HL Strategy Plan

CCHL Training Strategy.

EVALUATION AND MONITORING PROCESS

It is understood that the impact of this strategic plan will be realized over time. The SCC Central Service

Organization (CSO) will conduct ongoing collection, evaluation and monitoring to determine the

effectiveness of the strategic plan. The following information will be considered:

(1) Use key metrics from patient satisfaction data defined in the CG-CAPHS surveys. These metrics include

access to care, communication with providers, staff courtesy and provider ratings. The data will be used to

identify performance improvement opportunities and changes that can lead to sustainable improvements.

(2) Use information attained from projects implementation evidence-based strategies for disease

management in high risk/affected populations for measuring Health Literacy (QHL13, 14 and 16).

(3) Information gathered through ongoing Community Needs Assessments, surveys, etc. will be used to

identify groups as well as communities in need of greater resources and/or community-based interventions.

(4) Collection of information from data points (i.e., REAL) that can be used through analytics to identify

areas where disparities need to be addressed.

(5) Ongoing review of developing and/or modifications of regulations/standards affecting cultural

competency, health literacy, and this plan.

(6) SCC will use the DSRIP Domain 1 documentation templates for CCHL Milestone #1: Meeting Schedule template (Appendix B) and Training Materials template (Appendix C), to track activities for quarterly reporting to the DOH.

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TRAINING STRATEGY (addendum June 2016)

Cultural Competency and Health Literacy Strategy Plan detailed above was submitted to the Independent

Assessor and accepted as the overall strategic plan for the SCC. After the submission of the Plan, the

detailed SCC Training Strategy (Appendix D) was approved by the Workforce Committee (the governing

board committee). After careful review of this training strategy by the Cultural Competency and Health

Literacy Workgroup and the Community Needs Assessment, Outreach and Cultural Competency and

Health Literacy Committee (the governing board committee), it was determined that sufficient detail was

represented in the SCC Training Strategy to ensure the achievement of the cultural competency and health

literacy training goals for the PPS.

The SCC Current State Assessment Survey deployed to Coalition Partners will inform the Cultural

Competency and Health Literacy Workgroup of potential training needs and will guide the ongoing

development of training programs.

The cultural competency and health literacy education strategy and training plan is a subset of the more comprehensive SCC Training Strategy and will utilize similar training methods such as web-based training, instructor-led in person training, instructor-led virtual training, on-the job in-person training, on-the-job virtual training, train the trainer, and job aids. The SCC Onboarding Program for all Coalition Partners will include an orientation to cultural competency and health literacy definitions and standards. The Onboarding Program and all applicable education materials are available on the onboarding page of the SCC website http://www.suffolkcare.org/forpartners/onboarding. The SCC will further develop the learning center currently hosted on the website to include webinars, presentations and additional educational resources to further orient Coalition Partners on a variety of cultural competency and health literacy topics. The DOH will be updated quarterly regarding the trainings (Appendix E) held, participation-level and outcomes as well as the training materials (Appendix C) . The SCC Cultural Competency and Health Literacy Training Schedule Template will be used throughout the PPS to record trainings that have been held.

Proposed Training Programs Include:

Training

Name

Description Purpose Facilitator/

Org

Frequency Mode Handouts Sign-in/

Attendance

Orientation to PPS Cultural Competency & Health Literacy Strategy Plan

Outline the goals and objectives of cultural competency and health literacy and review the definitions and standards of CC/HL. Communities in need and populations facing health disparities

'Provide an orientation to the SCC's plan to improve cultural competency and health literacy. Review the key objectives, and the monitoring and evaluation processes that can support addressing the goal of eliminating health disparities and improve outcomes.

SCC (Stony Brook; Northwell Health; CHS); SCC Central Service Organization

One time,

Ad hoc as

data is

updated

WBT,

ILT,

OTJ, Job

Aids

Yes Yes

9

Cultural Competency & Health Literacy courses: Evidence Based Research

Population needs and effective patient engagement approaches. PCMH Standard 2B (MH responsibilities - access to evidence based care support); PCMH 2C - CLAS services PCMH 3C - Comprehensive Health Assessment - HL PCMH 3E - Implement Evidence Based Decision Support

Educate clinicians

about evidence

based research

addressing health

disparities

SCC (Stony Brook; Northwell Health; CHS); SCC Central Service Organization, PCMH Vendors

Once, Ad

hoc as

data,

recognition

is updated

WBT,

ILT,

OTJ, Job

Aids

No Yes

Cultural Competency & Health Literacy courses for Nonclinical & CBO

Population needs and effective patient engagement approaches. PCMH Standard 2B (MH responsibilities - access to evidence based care support); PCMH 2C - CLAS services

.

Population needs and effective patient engagement approaches. PCMH Standard 2B (MH responsibilities - access to evidence based care support); PCMH 2C - CLAS services

SCC (Stony Brook; Northwell Health; CHS); CBO or PCMH vendor, Long Island Population Health Improvement Program

Once, Ad

hoc as

data,

recognition

is updated

Instructor-Led Trainer, Train-the-Trainer, WBT, ILT, OTJ, Job Aids

Yes Yes

CC/HL101

Introduction to the meaning of culturally and linguistically appropriate services, its impact and benefits on health outcomes, and best practices.

Introduction to the meaning of culturally and linguistically appropriate services, its impact and benefits on health outcomes, and best practices.

SCC (Stony Brook; Northwell Health; CHS); SCC Central Service Organization, CBO Train the Trainer

initial & reorientation (every 2-3 years),

Instructor-Led Trainer, Train-the-Trainer, WBT, ILT, OTJ, Job Aids

Yes Yes

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The effectiveness of the SCC Cultural Competency and Health Literacy training programs will be assessed

based on participation rates, evaluation results and performance outcomes mentioned in the Evaluation

and Monitoring Process section of this Plan.

While course curriculum is still in development, all three Hubs may use the same CCHL course content; or

may customize and adjust based on Hub-specific needs. Hub specific approach will leverage Hub

expertise, standardize training provided to providers within in a Hub, and ensure alignment with

organizational priorities. Training will be provided through well-established channels.

This Training Strategy will evolve in light of ongoing feedback and input received by Coalition Partners and

as the Cultural Competency and Health Literacy Strategy plan is embedded and operationalized across the

Suffolk Care Collaborative. The plan will be reviewed at a minimum, annually and updated as needed.

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ADDENDIX A

CHARTER OF THE

COMMUNITY NEEDS ASSESSMENT, OUTREACH,

AND CULTURAL COMPETENCY COMMITTEE

This Charter (this “Charter”) of the Community Needs Assessment, Outreach, and Cultural

Competency Committee was adopted by the Board of Directors (the “Board”) of SB Clinical

Network IPA, LLC, a New York State limited liability company (the “Company”), on June 29,

2015. This Committee previously was known as the Community Needs Assessment and Outreach

Committee, and this Charter amends and restates in its entirety the Charter that previously was

in effect for this Committee.

1. Name. The name of the Committee is the “Community Needs Assessment, Outreach,

and Cultural Competency Committee” (the “Committee”).

2. Authority; Relationship to the Board. The Committee is a committee of, and reports to,

the Board. The duties of the Committee shall be solely advisory. Determinations of actions to

be taken and policy to be expressed with respect to the reports or recommendations of the

Committee shall be made solely by the Board.

3. Mission. The charge of the Committee shall be to provide guidance in identifying community

health needs, in ensuring that the Company’s projects and other initiatives are effective in

addressing such needs, in engaging Medicaid and uninsured populations, and in recognizing and

addressing the unique culture, language and health literacy of diverse patient populations.

Specific functions include –

(a) Review the findings of the community health needs assessments conducted by the Company

and assist the Board in identifying community health needs with particular relevance for Medicaid

and uninsured patient populations of Suffolk County;

(b) Review the Company’s goals, strategies, projects, and initiatives, including without

limitation the DSRIP Project Plan, to ensure that they are consistent with the community health

needs of Medicaid and uninsured patient populations of Suffolk County;

(c) Assist in the oversight of the implementation of the DSRIP Project Plan and the Company’s

other initiatives to ensure that they effectively address the community health needs of Medicaid

and uninsured patient populations of Suffolk County;

(d) Inform the Board on the perspective and needs of the Medicaid and uninsured patient

populations of Suffolk County;

(e) Promote awareness, participation, and engagement efforts among the Company’s Coalition

Partners under DSRIP and community stakeholders with respect to the Company’s programs and

community health improvement efforts that address the health needs of the Medicaid and uninsured

patient populations of Suffolk County;

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(f) Monitor and evaluate community health improvement efforts; and

(g) Promoting cu l tu r a l c o m p e t e n c y and r e c o g n i z i n g and a d d r e s s i n g

the u n i q u e culture, language and health literacy of diverse patient populations.

4. Composition, Appointment, and Term.

(a) Composition and Appointment. The Committee shall be composed of such members as

shall be appointed by the Board from time to time.

(b) Term. Each Committee member shall serve at the pleasure of the Board. A Committee

member may resign by giving written notice thereof to the Chair of the Committee and the Chair of

the Board. A Committee member may be removed (with or without cause) by the Board.

5. Officers.

(a) Officers. The Committee shall have a Chair and a Secretary and may have one or more

Vice Chairs and other officers. The Chair and the Secretary shall be appointed by the Board.

The Chair may appoint Vice Chairs and such other officers as he or she considers necessary to

effectively carry out the workload of the Committee.

(b) The Duties of the Chair. The Chair shall prepare and approve all meeting agendas, approve

or call all of the Committee's meetings, attend and preside over all Committee meetings, adjourn

any meeting when the Chair determines adjournment to be in the Company’s interest, submit the

reports and recommendations of the Committee to the Board, and, in general, perform all duties

incident to the office of Chair and such other duties as may, from time to time, be assigned by the

Board.

(c) The Duties of the Secretary. The Secretary shall prepare or cause to be prepared the minutes,

if any, of the meetings of the Committee and, in general, perform all duties incident to the office of

Secretary and such other duties as may, from time to time, be assigned by the Chair.

(d) The Duties of Other Officers. The Committee’s Vice-Chairs and other officers shall have

such duties as may from time to time be prescribed by the Chair.

(e) Terms of Officers. The Chair and the Secretary shall serve at the pleasure of the Board.

Any Vice Chairs or other officers appointed by the Chair shall serve at the pleasure of the Chair.

Any officer may resign by giving written notice thereof to the Chair of the Committee and the Chair

of the Board. Any officer may be removed (with or without cause) by the Board.

6. Quorum and Voting. It is anticipated that the Committee will work toward consensus

decision-making. Should voting occur, fifty (50%) percent of the members of the Committee

shall constitute a quorum for the holding of a vote by the Committee. Each Committee member

shall have one vote. The Committee may issue recommendations to the Board upon the

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Confirmatory vote of at least a majority of the Committee members present at a meeting at

which a quorum is satisfied.

7. Rules and Regulations. The Chair may prepare and adopt necessary rules and

regulations for the conduct of the business of the Committee.

8. No Compensation. Members of the Committee shall serve without compensation. 9. Duration. The Committee shall operate until such time as it is dissolved by the

Board.

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ADDENDIX B

Meeting Schedule Template

PPS Name:

PPS ID

Committee Name:

Meeting Description (Brief description of purpose)

Meeting Date (mm/dd/yyyy)

Agenda Available (Y/N)

Meeting Minutes Available (Y/N)

Meeting Sign-in / Attendance Sheets Available (Y/N)

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ADDENDIX C

Training Materials Template

PPS Name:

PPS ID

Training Name

Nature of Training (Focus area/Topic) (Brief description of purpose)

Training Dates

Number of staff trained

Training Sign-in / Attendance Sheets Available (Y/N)

List of training materials developed (brief description)

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ADDENDIX D

TRAINING STRATEGY

SUFFOLK CARE COLLABORATIVE

OFFICE OF POPULATION HEALTH

STONY BROOK MEDICINE

HSC, LEVEL 5, RM 058

STONY BROOK, NEW YORK 11794-8520

(MARCH 31, 2016)

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Table of Contents

Purpose .................................................................................................................................................... 2

Overview .................................................................................................................................................. 2

Guiding Principles .................................................................................................................................. 3

Training Approaches .............................................................................................................................. 4

Curriculum Overview............................................................................................................................. 7

Target Audience ...................................................................................................................................... 9

Roles and Responsibilities .................................................................................................................... 10

Training Development Process ............................................................................................................ 12

Facilities ................................................................................................................................................. 15

High Level Timeline.............................................................................................................................. 18

Scheduling and Enrollment.................................................................................................................. 19

Training Implementation ..................................................................................................................... 19

Tracking & Reporting Results ............................................................................................................. 20

Appendix ................................................................................................................................................ 23

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Purpose

The Suffolk Care Collaborative (SCC), comprised of three Hub sites: Stony Brook (SB), Northwell Health

(NWH), and Catholic Health Services (CHS), was formed to participate in the Delivery System Reform

Incentive Payment Program (DSRIP), which is a New York State initiative to reduce avoidable Medicaid

hospital admissions and ED utilization by 25% over the next five years. The vision of SCC is to become a

highly effective, accountable, integrated, and patient-centric delivery system. To achieve its vision, SCC

will work with its partners to empower patients through accountable, self-care initiatives, improve access

to community-based resources, create collaborative cross-specialty teams, and reduce the number of

avoidable hospital admissions and emergency visits.

The State of New York requires all Performing Provider Systems (PPS) to submit a training strategy that

details how they will equip their workforce to satisfactorily address the needs of the targeted population.

This document will serve as the training strategy for SCC. It will outline SCC’s approach to training design,

training development, and delivery as well as the timeline, roles and responsibilities of staff, and program

components.

Overview

SCC aims to ensure that all individuals feel that they have the background, knowledge and skills to

perform roles competently. Training Program development started with a Training Needs Assessment,

which relied heavily on the knowledge and input of SCC and Hub Project Managers with input from

project leads. SCC Project Managers completed training needs assessments, which allowed managers to

identify courses, skills and processes that would need to be acquired in order to successfully participate in

DSRIP projects; the training needs assessment also allowed managers to identify impacted staff. Once

needs were identified, project managers identified training program gaps, determined appropriate

delivery modes, aligned training resources, and set plans for creating DSRIP course content. Hub Project

Managers vetted the assessment and plan and modified to suit Hub-specific requirements and

incorporate Hub-specific delivery modes. The following chart shows activities in more detail.

3

Documented in the Training Plan, SCC Central Services Organization will take the lead in delivering training

content to meet DSRIP organizational work stream level requirements related to health literacy, cultural

competency, practitioner engagement, and performance reporting. SCC will develop a training plan that

ensures resources and facilities exist to provide required course materials for all end users in the SCC

system including Hubs, Community Based Organizations (CBOs), and Providers. Hubs may choose to offer

courses targeted for organizational workstream training needs as available.

SCC and the Hubs will both provide training in support of project level requirements, where appropriate.

While course curriculum is still in development, all three Hubs may use the same project course content;

or may customize and adjust based on Hub-specific needs. Hub specific approach will leverage Hub

expertise, standardize training provided to providers within in a Hub, and ensure alignment with

organizational priorities. Training will be provided through well-established channels.

CBOs and Providers will participate in training for all projects in which they are participating. A CBO might

be working with more than one Hub on a specific project; Hubs will collaborate to ensure that the

organization will not have to attend separate trainings.

All Hubs will have a consistent approach in contracting with partners. Partners include all contracted

parties: CBOs, Hospitals, Primary Care Practitioners, NON-PCPs, Clinics, MH/SA, and SNFs etc. Hubs will be

responsible for educating all contracted parties; this will be further discussed in the Training

Implementation Section.

Objectives

The objectives of the SCC DSRIP training program are:

Train personnel at each Hub site to have the knowledge, skills and capabilities to perform all new

business and clinical system and process tasks required in support of DSRIP project and organizational

workstream milestones as applicable to their role/function.

Increase the skillset of the current workforce with decision aids, telehealth and other self-care

technologies; and real-time information about patient experience.

Reduce the time that it takes personnel to fully adopt new DSRIP processes, thereby reducing costs of

initial lost productivity and ongoing support.

Increase the confidence of personnel in the SCC activities - reduce anxiety staff may experience when

DSRIP workforce changes are implemented.

Ensure that personnel have easy access to accurate and comprehensive documentation of DSRIP

roles, processes and policies.

Develop highly trained SCC and Hub trainers to support staff at each Hub site prior to, during and

after DSRIP implementation.

Guiding Principles

The following principles will guide the development and delivery of the SCC DSRIP training program:

Training courses should address all topics identified in the DSRIP training needs assessment by the

project managers and project work streams.

Ongoing training courses should be offered to all Hub sites, partners and community-based

organizations’ employees for refreshers and to train new staff post go-live.

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Training should incorporate real-world scenarios accompanied by hands-on exercises as appropriate

for the given curriculum.

All trainers should be educated on DSRIP workforce requirements.

Training material delivery should be tailored to the experience level of the audience.

The training schedule should be coordinated with site leadership and new program go-live dates, to

help minimize the disruption to site operations.

Assessments should be conducted to ensure that staff have been trained to perform the new clinical

and business processes.

Follow up training should be available for staff who are not confident in their ability to perform the

new clinical and business processes.

SCC Central Services Organization must keep record of all PPS training delivery.

Training course owner should update and maintain courses based on training feedback.

Training Approaches

The SCC Training Program reflects a blended learning strategy that delivers training through both

classroom-based instruction and technology-driven content. A blended approach can meet the needs of

the SCC, which spans a large geography and needs to train a large workforce in a short period of time.

Using several methods of delivery will ensure that SCC can train impacted staff quickly and efficiently.

While this Strategy relies heavily on ILT and WBT, the following table illustrates various modes of delivery that may be used in the future as new training needs are identified. It is important to note that training vehicles are often used in conjunction with each other. For example, Job Aids are often paired with classroom trainings as people do not retain all information that is taught to them in one sitting.

Instructor-Led

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Instructor-led courses are ideal when there is anywhere from two hours to four days’ worth of material to cover with an audience of more than five end users. Instructor-Led courses may be delivered in-person in a training facility. Instructor-led courses should be delivered by SCC and Hub DSRIP project trainers at the designated onsite training facilities.

Train-the-Trainer Program

A Train-the-Trainer program will ensure that the identified SCC and Hub trainers have the skills and confidence to facilitate the trainings moving forward. While there will be formal Train-the-Trainer workshops, the informal training of the SCC and Hub trainers through design workshop participation, conference room pilot attendance, and testing is just as critical. The trainers should be identified as early as possible and be involved in the SCC DSRIP project early and often. Train-the-Trainer workshops will be run by SCC and Hub Project Managers.

There are two types of Train-the-Trainer workshops: General and Course-Specific.

The General Train-the-Trainer workshops should enable SCC and Hub trainers to:

Learn techniques to deliver end user training successfully

Work with the training materials effectively

Schedule end users for training and manage attendance

Assess and certify end users as appropriate

The Course-Specific Train-the-Trainer workshops should enable SCC and Hub trainers to:

Explain key concepts and terms

Understand the training curriculum and content

Rehearse the training classes, including exercises

Trainer Selection

Trainers will be identified by each organization. SCC and Hub Project Management will work with workstream committees to identify trainers who can commit to the project from the Train-the-Trainer sessions through the project go-live date.

The SCC and Hub Trainers should be drawn from the pool of Subject Matter Experts (SME). SMEs will have invested a significant amount of time in the DSRIP project, gaining expertise well before the Train-the- Trainer sessions begin. Due to their knowledge level, SMEs could spend less time learning the system and more time learning how to teach the system. SMEs should be assigned training courses that are within their area of expertise. For example, if Brookhaven Community Hospital has a nursing manager who is involved in the project committee for transition of care, he or she might be selected to be the trainer for the Brookhaven DSRIP project.

If a Trainer is needed from outside the SME pool, the trainer should be identified early enough to become a SME and get significantly involved in the project before the Train-the-Trainer sessions begin. These trainers should be experts within the area that they are assigned to teach. If the trainer requirements cannot be met within the organization, professional trainers could be hired, but their use should be minimized. There are significant disadvantages to using professional trainers. While professional trainers are experienced teachers, they are not experienced in the business and clinical processes that need to be taught and could be very expensive.

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Virtual Instructor-Led

Virtual Instructor-led courses are ideal when there is anywhere from two hours to four days’ worth of material to cover with an audience of more than five end users that are not based in a centralized geographic area. Virtual Instructor-led trainings are typically delivered through WebEx. While virtual instructor-led courses can be used to solve logistical challenges, there are significant disadvantages to virtual instructor-led training courses. While an instructor can demonstrate functionality to participants by sharing their desktop screen, the instructor cannot easily monitor participants as they perform their exercises. Like WBT courses, virtual instructor-led courses work well when you have a limited amount of material to teach to a dispersed audience.

Web-Based Training (WBT)

Web-based Training courses are ideal when there is a limited amount of material that needs to be taught on a specific subject, to a large audience that is spread out over a number of sites. WBT courses might be more than a simple slideshow that an end user clicks through. A typical WBT course will include interactive system simulations that mimic a production environment. Since WBT courses are hosted centrally, they can be taken anytime at any site. Participants can learn the material at their own pace and can retake a course whenever necessary. WBT courses are always available for ongoing, refresher, and new hire training. WBT courses and Virtual Instructor-led courses should be available to end users from any computer at their site. Web-Based courses could be a WebEx or a video where users can listen/watch at any time. After a WBT course is published, the course should be available twenty four hours a day. A WBT course content should be annually reviewed and updated to ensure course content stays relevant.

On-the-Job

On-the-job training is ideal when you have to train a small audience of one to five end users. With smaller groups, you can provide one-on-one or small group training that is realistic and targeted to the end users. Instead of creating classroom exercises, you can walk the end users through the process of entering their actual data in a production environment. When this is not possible, you can create realistic exercises that apply directly to the end user in a testing or training environment. While on-the-job training is less formal than instructor-led training, it is just as rigorous. On-the-job training should be conducted by organizational DSRIP project team members, rather than by SCC and Hub trainers.

On-the-Job training can also be paired with instructor led training. Participants might first attend an in- person training to get a lot of the details surrounding the new system and then be assigned On-the-Job training as a follow-up to what they learned in the classroom. This allows the attendee to reinforce in their daily work setting what they learned in the classroom. On-the-job training sessions should be delivered by SCC and Hub partner organization project leads or designated facility champions. The delivery of on-the-job training is flexible.

Alternative Knowledge is an alternative to formal training. It’s cost effective and utilizes the knowledge of

current staff. In other words, it’s using staff who are well-versed in a topic to teach other staff. It

encourages local collaboration where participants are coached and mentored by super utilizers.

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Job Aides

Job Aides are useful for post-training and end user retention. Job Aides will be created for SCC DSRIP projects that require checklists an end users may need to refer back to content.

Curriculum Overview

The SCC training plans have identified courses that are needed for DSRIP projects. Below is an outline of

each course.

Curriculum Overview

Org Workstream/ Project Training Name Purpose

Practitioner Engagement Practitioner Onboarding Orientation Educate practitioners during the on-boarding program about

the Suffolk Care Collaborative and DSRIP Program

Requirements.

DSRIP 101 Educate practitioners and other professional groups about

the DSRIP program and PPS-specific quality improvement

agenda

Performance Reporting Patient Engagement Reporting Educate partners regarding the Patient Engagement

Reporting Requirements.

An Introduction to the Model for

Improvement

Provide an orientation to the IHI Model for Improvement.

Using Run and Control Charts to Understand

Variation

Educate partners regarding two fundamental tools for

understanding variation - the run chart and control chart.

Building Skills in Data Collection and

Understanding Variation

Educate partners about data collection and statistical

variation.

The SCC Performance Reporting &

Improvement Program

Provide an overview of the SCC Performance Reporting and

Improvement Program

Care Management New Hire Orientation, Training and

Development

Provide Care Management Team with an overview of role in

the PPS as well as DSRIP Projects and Population Health

basics. Review skills needed to perform their job function.

Financial

Sustainability/Compliance

SCC Compliance Training Provide essential information about the nature, scope, and

required elements of the SCC's Compliance Program; contact

information for the program.

General SCC PMO Performance Logic Training Provide an overview of the Performance Logic system and

how to use the software.

Cultural Competency &

Health Literacy

Orientation to SCC Cultural Competency &

Health Literacy Strategy

Cultural Competency & Health Literacy

courses: Evidence Based Research

Cultural Competency & Health Literacy 101

'Provide an orientation to the SCC's plan to improve cultural

competency and health literacy. Review the key objectives,

and the monitoring and evaluation processes that can

support addressing the goal of eliminating health disparities

and improve outcomes.

Educate clinicians about evidence based research addressing

health disparities for particular groups identified.

Cultural Competency & Health Literacy

courses for Nonclinical & CBOs

Provide education and enhance awareness on the

importance of providing services that are culturally and

linguistically appropriate

Project 2ai Integrated Delivery System (IDS) for Safety

Nets, CBOs

Review IDS for Population Management: Perform PHM by

using EHR or other IT Platforms

PCMH Transformation Program Review the PCMH Transformation Program and NCQA

standards

Project 2biv & 2bix Transition of Care Model for Hospitals

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Transition of Care Model for Post-Acute Care

Partners "Receivers"

Learn the TOC model and protocols and the 30-day care

coordination services.

Project 2bvii INTERACT Quality Improvement Program Learn basic INTERACT principles

INTERACT Program Care Pathway Learn the care pathway to monitor patients

Certified INTERACT Training Program (CIC) Learn the steps to become a Certified INTERACT Champion

INTERACT Program Caretaker Promote use of communication tools for education patient

and family/caretakers

INTERACT Program SNF 'Training for SNF’s to build & participate in a Quality

Committee as required in the steps in milestone 8.

INTERACT Program Reporting Learn about the Advance Care Planning Tools within the

INTERACT QIP as well as MOLST

Project 2di CHAP Program Training Learn Insignia Flourish Tool, and Coaching for Activation Tool

Project 3ai PCBH Model of Care: Training: Model 1 Training Tool Kit will have modules on Models 1, 2 and 3.

Depending on model topics may include the following: Orient

primary care providers, the staff, facility Champion to IC

program reporting and the embedded resource to PCBH

Model. Learn about reverse integration, medical services,

required screenings and process; the IC reporting process for

SCC program management; embedded resources workflow;

IMPACT model guidelines, resources, consultant model and

referrals; orient office staff to IMPACT and SCC reporting

procedures.

PCBH Model of Care: Training: Model 2

PCBH Model of Care: Training: Model 3

Behavioral Health & Primary Care Integrated

Care Program

Learn the workflow and process for the Embedded Resource

scope of practice training for IC

Project 3bi Cardiovascular Health Wellness & Self-

Management Program (CWSP) for PCP's

The Cardiovascular Health Wellness & Self-Management

project training will cover the following topics: overview of

cardiovascular disease interventions, cholesterol, blood

pressure, hypertension, disparities, the patient identification

model, the Million Hearts initiative and the Stanford Model.

Cardiovascular Health Wellness & Self-

Management Program (CWSP) for Behavioral

Health and Non-PCP

Learn about the Million Hearts strategy and Blood Pressure

Monitoring

Stanford Model Training Program Review the Stanford Model Training for Partnerships and

Community Based Organizations

Project 3dii Promoting Asthma Self-Management Program

(PASP) PCP

Promoting Asthma Self-Management Program (PASP) PCP

training will cover the following topics: evidence-based

guidelines for asthma home-based self-management, home

environmental trigger reduction, self-monitoring, medication

use, and medical follow-up. Additionally, will review patient

referral process, CBO involvement and patient education

materials.

Promoting Asthma Self-Management Program

(PASP) CBOs

Project 3ci Diabetes Wellness & Self-Management

Program (DWSP)

Learn evidence based strategies for diabetes management,

the care coordination team and process, patient risk

population, health home linkages and the Stanford Model

partnership with CBOs. Stanford Model Training Program-Diabetes

Self-Management Tool

Project 4aii SBIRT Training 'SBIRT training for Hospital staff will be facilitated by an SBIRT

OASAS Certified SBIRT Trainer to support certification to

perform SBIRT for billable service in Hospital EDs

OASAS Certified SBIRT Trainer Certification

Course

'OASAS Certified course on how SBIRT Trainers will be

engaged to host all SCC SBIRT Training Programs at Suffolk

County Hospitals.

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Underage Drinking Prevention Education on underage drinking prevention and social

services/community resources

Tobacco Cessation & Prevention Program 'Train participating OMH Clinics to take part in implementing

tobacco free regulations and implement provider education

and smoking cessation practices

Project 4bii Chronic Disease Prevention Initiatives Educate primary care staff on Chronic Disease Prevention

Initiatives and practices. Topics will include identifying

community resources on chronic disease prevention, cancer

screening events, nutrition/health fairs, tobacco cessation

such as the NYS Quit Line

Target Audience

The target audience for the SCC Training Plan corresponds to the New York State Department of Health Job Families and Job Titles. Courses were identified based on New York State Provider type. For example, a Primary Care Provider will have a longer training session on the cardiac project than a behavioral health provider will for this project, as the requirements for a behavioral health provider are fewer. Behavioral Health providers will only need to be trained on content-related to blood pressure and the Million Hearts initiative. The training plan clearly lists all staff that need to be trained based on the NYS Job Family and Title.

The Target State Workforce model is used to determine the number of individuals who will be needed to fulfill project requirements The Gap Closing Strategy will determine the number of individuals that need to be trained.

The Workforce survey and the Change Risk Readiness Assessment will be used as inputs to determine project impact and compare current state knowledge, skills, and capabilities with desired future state knowledge, skills, and capabilities.

The Change Risk and Readiness assessment identified project impact across a sample of Partner Organizations. A more comprehensive determination of project impact will need to be completed across all partner organizations during the on boarding process.

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The table below shows an example of project participation requirements by NYS DOH Provider Type.

The black solid dot stands for Engaged Participant meaning that a partner is required to

participate in each DSRIP Project

o The white dot stands for Knowledgeable Participant meaning that a partner should be knowledgeable in each DSRIP project

Project Participation Requirements

Provider Type 2.a.i 2.b.iv 2.b.vii 2.b.ix 2.d.i 3.a.i 3.b.i 3.c.i 3.d.ii 4.a.ii 4.b.ii

PRACTITIONER –PC* o o o o o

SAFETY-NET PRACTITIONER – PC o o o o o

PRACTITIONER – NON-PC o o o o o o o o o

HOSPITAL o o o o o

SAFETY NET HOSPITAL o o o o o

NURSING HOME o o o o o o o o o

SAFETY NET NURSING HOME o o o o o o o o o

MENTAL HEALTH o o o o o o o

SAFETY NET MENTAL HEALTH o o o o o o o

CLINIC o o o o o o o o o

CASE MANAGEMENT o o o o o o o o o o

HOSPICE o o o o o o o o o o

PHARMACY o o o o o o o o o o

COMMUNITY BASED ORGANIZATION o o o o o o o o

ALL OTHER o o o o o o o o o o

Each SCC DSRIP project has requirements in the form of processes, clinical workflow, policies and procedures, and reports to be performed and managed by defined roles. The audience of who needs to be trained is referenced in the Training Plan.

Roles and Responsibilities

The following table outlines the SCC training program roles and responsibilities. The SCC Training program will be overseen by Kevin Bozza, SCC Director, Network Development & Performance.

Roles Responsibilities

SCC Central Services Organization Training Lead

Oversee Training program design, development, delivery, and tracking across Hubs.

Inform and liaise with Workforce Governance Committee for approvals to Training program updates, as needed.

Report on training activity as required to NYS DOH.

Hub Training Leads Assist Training Developers as needed to develop outlines and content for courses.

Manage the loading of training data.

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Roles Responsibilities

Develop the training schedule, soliciting input from Program Management, Hub team leads and Suffolk Care Collaborative (SCC) and Hub Trainers.

Coordinate the scheduling of end users based on role mappings.

Manage the delivery of the training program and provide support to the SCC and Hub trainers.

Manage requests for make-up, refresher and new hire classes.

Periodically review for new training curriculum needs and manage the maintenance of the training program.

Obtain end user feedback on program-related training and update courses and materials as needed.

Work with leadership of partner organizations to build awareness around and facilitate enrollment.

Developer Create content and material for courses in specified training mode.

Update courses and material based on end user feedback as needed.

SMEs Provide input to creation of courses and materials based on subject matter expertise

Provide thorough and timely review of training materials, as requested.

Support the delivery of training by attending session as requested to provide subject matter expertise.

Assist the SCC and Hub Trainers in providing regional and/or onsite post go-live training support.

Reviewer Review training material and provide input re necessary edits.

Approver Provide final sign off on course and material. Training Plan identifies the approving reference the approver in the training plan. Approver is noted by each course as referenced in the Training Plan.

Recommended that this role be assigned to one person per course for clear accountability.

Training Materials are developed by a group, and then approved by the governance committee, see Training Plan for more details.

SCC and Hub Trainers Train all end users.

Participate in the Train-the-Trainers workshops.

Learn the relevant SCC DSRIP Workforce system transactions and the training material to which they have been assigned.

Update and localize training material when required

Teach scheduled classes, along with any make-up, refresher or new hire classes and other requests.

Track attendance, assess end users and request course evaluations.

Provide regional and/or onsite post go-live training support.

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Roles Responsibilities

Update or work with Developers to update training material based on in classroom feedback. Inform Hub and SCC Training Leads of all updates.

Hub Representatives

(Provider Liaisons, Implementation Specialists)

Works as an intermediary between PPS leadership, hubs, primary care providers, community based organizations and SNF’s.

Works with provider sites, practice managers to facilitate and track on boarding process and ensure adherence to DSRIP goals and requirements.

Helps implement Hub procedures and processes.

Plans and organizes meetings, learning collaborative and seminars to support practice education and engagement.

Serves as a Partner point-of-contact.

Ensures partner needs are met, helps disseminate communication delivers performance reports and coordinates resources to ensure DSRIP goals are achieved.

WBT Administrator Upload and monitor the WBT courses.

Support the scheduling for live WebEx meetings

Send notifications and updates.

Track course and curriculum completions.

Monitor end user assessments and course evaluations.

Generate reports on the training program.

Training Facility Champion Serves as the SCC Training point-of-contact

Work with the Hub Training Leads to confirm scheduling, track course completion, and monitor end user assessments and course evaluations for their facility, as needed.

When requested, provide onsite logistical support of the training program, including reserving rooms, setting up training facilities, and requesting onsite IT support.

Monitors all in-person training activities at partner facilities.

IT Ensure that all training content can be seen and heard.

Provide support and help trouble-shoot any technical difficulties for web-based, online and instructor-led trainings.

Training Development Process

Training courses will be developed by Project Teams, Hubs (for Hub specific approaches to project requirements), and the SCC Central Services Organization (for organizational workstream needs).

The training development process below can be used by SCC and all Hubs where a process does not already exist. See Appendix Example: Training Development Process

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1) Plan & Insight: Project Teams must identify process designs for each project looking at DOH requirements and roles to create the training plan. The training plans may include the necessary criteria from DOH: DSRIP workstream, training course names, training course topics and description, audience, method of delivery and frequency of training.

2) Design: Once training plans are created, DSRIP project teams will work together to create outlines of course requirements and subject matter: project background, process flow, business policies and procedures based on the DOH requirements and should consider:

a. the roles that will be impacted b. the current level of knowledge and skills that participants already possess; and c. sources of information currently available as inputs.

3) Develop the courseware to include system and process content. Courses should cover all related policy, process, and system knowledge, skills, and capabilities needed to successfully deliver program requirements and should incorporate exercises, quick reference guides, and other job aids where possible (templates, styles, and standards for all DSRIP training courses should be standardized as much as possible.) Review and approval process is iterative with the development of materials and should be given appropriate time and attention.

4) Deliver the course to impacted personnel. Training should address all questions and the course should be evaluated by participants. Additionally where available a SME contact should be provided for post training follow up questions.

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Training Course Development Time Guidance

The industry standard training development metrics are 43 development hours for each hour of instructor-led training material and 184 development hours for each hour of WBT courseware. There is no industry standard metric for on-the-job training, but a good estimate is 20 development hours per hour of on-the-job training material.

Training Program Development Tools

The following table outlines the possible development tools for each component of SCC DSRIP training materials. Project teams should consider the audience as well as the costs and time allocated when creating training components.

Component Development Tool

WBT Courses Possible Tools: UPK, Adobe Captivate, Adobe WBT Suite

System Simulations Possible Tools: UPK, Adobe WBT Suite

Online Help Possible Tools: UPK, RoboHelp

Presentations Microsoft PowerPoint (converted to PDF)

End User Guides Possible Tools: UPK, RoboHelp

Exercise Guides Possible Tools : UPK, Microsoft Word (converted to PDF)

Exercise Data Sheets Microsoft Excel (converted to PDF)

Quick Reference Guides Depends on the QRG format – Word, PPT, Desktop Publishing (converted to PDF)

Business Process Flows Microsoft Visio (converted to PDF)

Assessments WBT: Adobe Captivate and LMS System

ILT and OTJ: Microsoft Word, Excel and LMS System

Evaluations WBT Evaluations on Training effectiveness

Training Material Maintenance and Publication

The SCC Central Services Organization team will manage and maintain training materials through all

phases of DSRIP. Until ready for publication, the files should be stored on a SharePoint site, or equivalent

content management system, which is available to all project managers and DSRIP project workstreams.

When the training files are ready to be used in class, they should be published in a location that is

accessible to all participants.

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Training Data

The SCC Central Services Organization team should ensure that all training data are outlined for the

instructor-led classes and on-the-job training sessions. The SCC Central Service Organization team should

work with the respective SMEs and SCC and Hub Trainers to load the training data. When requested, the

SCC team and their Application Hosting Provider counterparts will use data loading tools to support the

effort.

Training Security

Due to the sensitive nature of some HR data, SCC Central Service Organization should try and ensure all

sensitive data and Personally Identifiable Information (PII) are scrubbed prior to any training session. No

Protected Health Information (PHI) will be included in any training session.

Facilities

The SCC Central Service Organization team should work with a contact designated by the project lead to assess the training facilities at each site for a logistics check prior to scheduled training event. All trainers should be equipped with any training materials such as PowerPoints, hand-outs, attendance sign-in sheets. Other things to consider:

Capacity of the rooms

Number and type of available computers

White boards

Projectors

Projection Screens

Wi-Fi or cabling

Power connections

Examples of SCC Training Facilities and Providers

SCC Training Facilities

Facility Name

Facility Address Facility Description Courses Offered Web-Based Training

Contact Person

IHI Open School

IHI Open School Institute for Healthcare Improvement 20 University Road, 7th Floor Cambridge, MA 02138 USA Phone: (617) 301-4800 IHI Open School Website

The Institute for Healthcare Improvement (IHI), an independent not-for-profit organization, is a leading innovator in health and health care improvement. For more than 25 years, they have partnered with visionaries, leaders, and front-line practitioners around the globe to spark bold, inventive ways to improve the health of individuals and populations. IHI work is focused in five key areas: improvement capability: person-and family-centered care; patient safety; quality,

IHI offers a number of professional courses. Some of the courses include quality improvement, team communication, and PDSA cycles and run charts. Click here to access the full catalog.

SCC will be sharing free videos from IHI. There is full catalog where organizations can purchase content. Click here to access the full catalog.

General Inquiry Contact: info@ihi.org

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SCC Training Facilities

Facility Name

Facility Address Facility Description Courses Offered Web-Based Training

Contact Person

cost and value; and triple aim for populations.

Insignia Health

Insignia Health licenses product to health systems across the globe. Portland Office One SW Columbia Street, Suite 700 Portland, OR 97258 USA info@insigniahealth.com Minneapolis Office 10900 Wayzata Boulevard, Suite 810 Minnetonka, MN 55305 USA Insignia Health

Insignia Health partners with health systems to assess patient’s health self- management abilities and help them to be more involved in their care. Insignia licenses the Patient Activation Measure (PAM) survey, which reliably predicts future ER visits, hospital admissions and readmission, medication adherence, and other metrics linked to consumer health characters and outcomes. PAM measures a person’s self- management ability and motivation level. Patient activation is a key measure to success in integrated value- based healthcare systems.

There are several courses offered. Including PAM, Flourish- an online health education platform- and Coaching for Activation- utilizing patient metrics and health coaching tailored to patient’s capabilities as defined by a PAM score.

There are web- based trainings. See Website for more details.

For General Inquires Click Here

NCQA (PCMH Certification)

NCQA Corporate Office 1100 13th St., NW Suite 1000 Washington, D.C. 20005 202.955.3500 NCQA PCMH Certification

The patient-centered medical home is a way of organizing primary care that emphasizes care coordination and communication to transform primary care into "what patients want it to be." Medical homes can lead to higher quality and lower costs, and can improve patients’ and providers’ experience of care. NCQA Patient-Centered Medical Home (PCMH) Recognition is the most widely-used way to transform primary care practices into medical homes.

There are several resources available on the NCQA PCMH. Click here to see

more information.

N/A Telephone: (202) 955- 3500 For General Inquires Click Here

Northwell Center for Learning & Innovation

Northwell Center for Learning and Innovation 1979 Marcus Avenue Suite 101 Lake Success, New York 11042 Northwell Center for Learning & Innovation

The Northwell Center for Learning and Innovation is a 45,000 square facility located in Lake Success, New York. Open Monday-Friday from 7am- 10pm. There are 8 components to the CLI: Leadership Development, Patient Safety Institute, Physician Leadership Institute, Scholar Pipeline, Emergency Medical Institute, the Hofstra School of Medicine, Bioskills Education Center and Clinical Transformation. The facility has 16 simulation rooms, 14 clinical skills examination rooms, 7 control rooms, 8 small group rooms, 7 conference rooms, 2 computer labs, 2 operating rooms, 1 CLI studio, 1 labor and delivery suite, 1 cardiac catheterization suite, 1

There are several courses offered for both clinical and administrative staff. Courses include: leadership, active listening, emotional intelligence, conflict management, crucial conversations, motivational interviewing. They offer computer courses on the entire Microsoft Office Suite. There are courses in patient safety including Six Sigma etc. There are several courses in treating the diabetes population including best practices, and insulin pump courses.

They have an iLearn LMS system where they can load courses onto the LMS system. They have capacity to potentially provide access to other stakeholders within the PPS.

Dr. Kathleen Gallo & Michael Wright

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SCC Training Facilities

Facility Name

Facility Address Facility Description Courses Offered Web-Based Training

Contact Person

medical education theater, 1 library and 1 Innovation Café.

North Carolina Center of Excellence:

North Carolina Center of Excellence 201 Weston Parkway, Suite 203, Cary, NC 27513 NC Center of Excellence

The NC Center of Excellence for Integrated Care helps to train and implement integrated care in various healthcare delivery settings. Its missions is to create a healthcare system that is Integrated, Collaborative, Accessible, Respectful, and Evidence-based by offering training and other resources to help providers and staff change their work methodology and communication.

There are several customizable trainings offered based on the needs of providers. Additionally, collaborative learning for groups of providers is available to allow them to test integrated care tools and techniques within their own quality assurance programs. Examples include a user-guided curriculum about the basics of integrated care, resources on how to evaluate and track patient and provider satisfaction, and how to choose the appropriate model of collaboration or integration for a particular healthcare delivery setting.

The North Carolina Center of Excellence provides links to outside resources. Online trainings may be available, particularly the basics of integrated care (IC 101 and IC 102 authored by Eric Christian, MAEd, LPC, NCC for ICARE Partnership).

Cathy Hudgins, Director

Stony Brook University Hospital Corporate Education and Training

Stony Brook University Hospital Corporate Education and Training 14 Technology Drive Suite 12A, Stony Brook, New York 11794

The Stony Brook Corporate Education department has a conference room with moveable tables that can accommodate 25 people. They also have 8 desktop computers on rolling carts that are used to train on the Learning Management System. There is a laptop for the instructor with a podium and a large wall monitor.

The Stony Brook Corporate Education department has courses in supervisory/management development; team development; communication skills; patient experience (customer service); conflict resolution; and talent management.

They have an LMS system that they share with Stony Brook University campus. They can purchase HealthStream courses for hospital employees.

Marilyn Haight, Director of Corporate Education, Stony Brook University Hospital

Stony Brook Children’s

Stony Brook Children’s 100 Nicolls Road Stony Brook, NY 11794 (631) 444-4000 Keeping Families Healthy

Stony Brook Children’s Keeping Families Healthy program was founded in 2011 through a NY state grant. The program is an extension of Stony Brook Children’s pediatric practice that works with community health workers to provide preventive medical education and care to adolescents and new parents in underserved families.

The Keeping Families Healthy program was started in 2011 and already has educational training programs in the following areas: the management of prevalent chronic diseases, such as asthma, diabetes and obesity.

There are no web- based trainings for these programs.

Dr. Susmita Pati Associate Professor & Chief, Division of Primary Care Pediatrics

Stony Brook School of Nursing

Stony Brook University Hospital 101 Nicolls Road Stony Brook, NY 11794 Stony Brook School of

Nursing

The Stony Brook School of Nursing is one of five professional schools in the Health Sciences Tower at Stony Brook University. They have several classrooms, computer labs, a sim lab and a comprehensive LMS system.

They offer both full and part-time education programs for professional nursing practices including a Bachelor of Science (BS), Master of Science, and Doctor of Nursing. All programs are accredited by the Commission on Collegiate Nursing Education (CCNE*).

They have a comprehensive LMS system. They have the capacity to open up their LMS system to other stakeholders. Additionally, The School of Nursing offers both full-time and part time online programs for

Lee Anne Xippolitos, Dean, School of Nursing

Badge Certification in Patient Healthcare Navigation Dr. Annie Rohan,

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SCC Training Facilities

Facility Name

Facility Address Facility Description Courses Offered Web-Based Training

Contact Person

Registered nurses seeking a baccalaureate degree may continue their education by preparing for advanced practice nursing as Nurse Practitioners in 6 clinical specialties; Adult- Gerontology, Nurse Midwifery, Neonatal Health, Pediatric, and Psychiatric- Mental Health. The School also offers a master of science degree in Leadership and Nursing Education and a Doctor in Nursing practice.

Additionally, there is a pilot program that will be ready for enrollment in summer 2016. A “badge in patient healthcare navigation” course is a 4 week online course that covers: basic navigation skills, cultural competency, health literacy, protection of healthcare information, and approaches for mitigating health disparities.

certifications and nursing degrees. There is a nurse practitioner program that can specialize in the following areas: adult health, women's health, neonatal health, pediatrics, and psychiatric or mental health. There are web- based certification programs in the following areas: Certificate Nursing Education, Nurse Midwifery, Nurse Practitioner in Adult Health, Women's Health, Neonatal Health, Pediatrics, Psychiatric/Mental Health

Assistant Professor Director of Pediatric Research and Dr. Lori Escallier Associate Dean for Assessment, Evaluation and Outcomes

Suffolk Care Collaborative

Suffolk Care Collaborative 1383 Veterans Memorial Highway, #8 Hauppauge, NY 11788 Tel: (631) 638-2227 Fax: (631) 638-1009 Suffolk Care Collaborative

Suffolk Care Collaborative (SCC) is the Performing Provider System (PPS) for Suffolk County under the Delivery System Reform Incentive Payment (DSRIP) program. The SCC has resulted from the recent partnership of thousands of healthcare delivery partners across Suffolk County, NY.

SCC along with the project workstreams have worked to develop DSRIP training content. Some of the training courses include topics: Care Management, Cultural Competency, Cardiac Care, Diabetes, Asthma, and Transition of Care.

They have a learning portal that will be used to help

onboard all partners. Partners can access training content through the Learning Portal.

For general inquires please click here

High Level Timeline

The SCC Training Plan is based on the project speed and scale commitments. All contracted partners

should be trained and ready to participate in DSRIP projects as soon as possible. Workstreams are still

developing course content, which impacts the training timeline. Ideally, all education materials will be

ready before the contracting process begins.

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Scheduling and Enrollment

Once partner selection is completed Hubs will work to develop a detailed training schedule. Hubs will be responsible to schedule trainings with all contracted partners (Providers, CBOs, Hospitals, Primary Care Practitioners, NON-PCPs, Clinics, MH/SA, and SNFs) etc. to meet DSRIP project goals.

Hubs will work with partner facility champions to identify dates and times for trainings. Facility champions will be responsible for enrollment and making sure that impacted staff attend the training. A number of factors should be considered when determining the timing and location of the instructor-led classes and on-the-job training sessions, including:

Ways to minimize disruption to site operations

Shifts and break times

Vacations/Holidays

Business driven blackout dates (such as financial closings or very busy periods)

Trainer availability

Capacity of training facility

Limitations of training environment

Union regulations

Training Implementation

Training Implementation will vary across the Hubs. Each Hub will be responsible for contracting, on-

boarding, and educating their partners. While there is some degree of variability as to how each Hub will

complete these activities, each Hub will generally follow a three-step process.

A representative from the respective Hub will plan an initial meeting with selected partners. The

objective of this meeting is to have them join the Suffolk Care Collaborative as a contacted partner. Hub

representatives will meet with potential partners (i.e., practice leadership, office managers) and discuss

the basic requirements of being a contracted entity. In the initial meeting, partners will receive an

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overview of DSRIP and SCC and learn about the participating partner agreement, the funds flow model,

payment distribution, and education materials.

Once a partner signs up as a contracted entity, they will be assigned to a Hub Representative. The Hub

Representative will be the partner’s official point of contact and will welcome them to the PPS. The Hub

Representative will cover any additional SCC onboarding material. The partner will then initiate the

process for site-specific project implementation. Partners will start gathering, reviewing, and completing

any documents and/or checklists relevant to procedures that will occur. Partners will review training

materials, which will enable them to begin trainings, i.e. project management software, Performance

Logic.

The third meeting will cover partner education and training. Hubs will send a facilitator onsite and will

educate partners on DSRIP projects. The facilitator will train the staff or manager on all the necessary

DSRIP implementation steps. Depending on the facility size and DSRIP involvement, training meetings

may be conducted in one day or in multiple meetings. This will be determined based on partner

availability, number of staff who need to be trained and the level of DSRIP project involvement.

Training Course Overview:

Contracted Parties will be educated/trained on the DSRIP projects in which they are involved. Projects

have been created into courses and modules. Training content will cover all the necessary

steps/procedures/requirements for DSRIP implementation. See Appendix Example: Provider Training

Inventory Form.

Materials:

All contracted parties will be given access to training materials. Some additional course content may be

available online or have additional hand-outs that are distributed. Some Hubs may have a learning portal

where partners can log on and view all training materials.

Sign-In Sheets:

All meetings will require sign-in sheets. These sheets will be collected by Hub representatives. See

Appendix Example: Sign-In Sheet.

Education Attestation:

All contracted partners will be required to complete and submit an education attestation form. The form

will serve as an agreement with the PPS; that the provider has been oriented to SCC and received DSRIP

project education materials. Education Attestation Forms and Training/Meeting Sign-In Sheets will be

collected by Hub representatives and submitted to the SCC Central Services Organization office. See

Appendix Example: Education Attestation.

Tracking & Reporting Results

All training activities will be collected by the SCC Central Services Organization office. Hub Project

Managers will collect partner education attestation forms, sign-in sheets and any other necessary

materials. The SCC Central Services Organization will be responsible for reporting all activity. Hub

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Program Managers will complete the template and send back to the SCC Central Services Organization on

a monthly basis.

The SCC Central Services Organization will review training evaluations and results. If necessary, changes

will be made to course content. As the goal of the SCC Training program is to deliver impactful training

that not only meets the needs of DSRIP projects but helps to grow and professionally develop staff at all

levels.

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23

Appendix

Example: Education Attestation:

Suffolk Care Collaborative Education Attestation

I, on behalf of attest that we have (Please Print Name) (Name of Organization)

completed the review of the following materials to meet the SCC onboarding training requirements and agree to

comply with the standards and expectations detailed in each document. In person as well as self-directed

educational methods were used.

Please read all sections. If you have any questions, please seek clarification before signing.

1. Participation Agreement

I understand the terms and conditions of the SCC Participation Agreement.

2. *Participation Manual & Clinical Summaries

I have reviewed and understand the DSRIP project requirements applicable to my organization.

3. *Reporting Plan, Performance Reporting and Improvement Plan

I have reviewed the SCC Reporting Plan and the referenced resources and understand the expectations and

reporting requirements.

4. *Compliance & HIPAA

I have reviewed and will comply with the SCC Compliance & HIPAA program which includes the

compliance training video; the SCC Code of Conduct; SCC Compliance Program Policies & Procedures;

Compliance Program & Guidelines; the HIPAA training module; the HIPAA Policies & Procedures and

Related Materials; and the Information Security Plan.

5. *Information Technology

I have received and reviewed the Suffolk PPS interface specifications and technical onboarding material

required to integrate our Electronic Health Records with the Population Health Platform.

6. Meaningful Use Modified Stage 2

I have reviewed all applicable material and understand the meaningful use requirements.

7. RHIO

I have reviewed the “Fast Facts for Providers” document discussing electronic sharing of patient

information. I understand the RHIO reporting requirements for my organization.

8. Cultural Competency & Health Literacy Document

I have reviewed and understand SCC’s definitions and the standard (National Standards for (CLAS) in

Health and Healthcare) for Cultural Competency and Health Literacy.

*Education materials are located on the SCC Onboarding Webpage:

http://www.suffolkcare.org/forpartners/onboarding/part4

Partner’s Signature Date

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Example: Sign-In Sheet:

Practice Site Training/Meeting Sign-In Sheet Delivery System Reform Incentive Payment Program (DSRIP)

Instructions to return: Please print when completing this template, once complete please return to your designated Provider Engagement Liaison at the Suffolk Care Collaborative.

[Organization Name ] [Location]

[Training Name] [Training Facilitator Name & Title]

[Topic of Training/Modules] [Format/Mode of Training]

[Date] [Time]

First Name

Last Name

Suffix

Title

Phone

Email Addre

ss

Initi al

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Example: Provider Training Inventory Form

Delivery System Reform Incentive Payment Program (DSRIP)

Attestation of Training Completion

Please complete this form when your staff has been trained on the all DSRIP training requirements as outlined in the Training Module Index below. It is recommended that you keep a copy of this completed form in this manual for your reference as it will be submitted to the Department of Health as documentation your staff has been trained.

On , 20 , the staff referenced on the Practice Site Training/Meeting Sign-In Sheet attached to this document were trained on all DSRIP training requirements.

Trainer Name (Print)

Trainer Title

Trainer Signature

Instructions for Return

Please print when completing this attestation. Once complete, please attach the completed corresponding Practice Site Training/Meeting Sign-In Sheet. Please use the SCC Practice Site Training/Meeting Sign-In Sheet Template, which will be provided to you by your designated Provider Engagement Liaison. Please return all materials to demonstrate the completion of all DSRIP training requirements to your designated Provider Engagement Liaison at the Suffolk Care Collaborative.

Training Module Index Checklist

[Organization Name ]

[Training Name]

[Topic/Module of Training]

[Date]

Check Training Module Name

DSRIP 101 Provider Orientation

Performance Reporting Program

Cultural Competency Health Literacy Training

IT Systems & Processes

Patient Engagement Reporting Requirements

Integrated Delivery System & Population Health Management Processes

Care Coordination Methodology, Protocol & Treatment plans

Transition of Care Model

RHIO Connectivity Overview

PCMH Transformation Program

Community Navigation Methodology & HITE

BH & PC IC Program

Orientation to the Integrated Care Model Selected

IC Program Reporting Procedure

Cardiovascular Health Wellness & Self-Management Program

Strategies of the Million Hearts Champaign

5 A’s Tobacco Control Workflow

NYS Smokers Quit Line Referral Workflow

Standard Treatment protocols for hypertension and elevated cholesterol Guideline

Follow up Blood pressure check appointment Guideline

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Example of Course Development Process:

Northwell Course Development Process:

A Team Approach

lmtlalContact

Planning the Meeting

Eslabish program

objectiYeS

Share PSI's approadl.

experienoe. capabiiiies

Commrtting to the

Partnersh1p

Facully attends Smi r.:dation

Instructor Course

Develop1ng the Program

On program co es1abished objectives

Prepare scenario tpal t:e for each scenario mat is

panof the program

FinaliZe Program Design and LogiStics

Program Agenda

Distribute p te \'«::f'k ::o participans

Conduct practice sessOI to ens.xe scenarios meet

Jeaminges

Delwer Program

Faculty andparfuiparru

execoe: the learning experience

Post-Program Rev1ew and Folow

Up

Posrprogram S1S\Ie'YS

compfet:by participants

Debrief ,m faculty and

PSI sl3ff

Take key learnni g from the

delthe

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ADDENDIX E

Training Schedule Template

PPS Name:

PPS ID

Training Name Training Schedule (Brief description of purpose)

Frequency of Training (weekly/bi-weekly/monthly)

Mode of Training (Web-based, in person, etc.)

Handouts given at training (Y/N)?

Training Sign-in / Attendance Sheets Available (Y/N))