Healthy Me (medical/nursing)
Jane Ernstthal/Lisa Tran
pre and post assessments for individual participants
|Assessment Description||SLO: As a result of their participation in A Healthy Me health education program at Student Health Services, students will demonstrate an understanding of the importance of weight loss on overall health.|
• Pre test survey included 3 multi-part questions assessing level of understanding about significance of healthy weight
• Post test survey included same 3 questions assessing level of understanding about significance of healthy weight plus an additional question about overall helpfulness of sessions.
|Learning Outcomes||• Health risk associated with being overweight|
• Benefits of weight loss for overweight people
|Number of Individuals||• Total N = 25 students participated in A Healthy Me health education program • 13 participants completed pre test surveys • 6 participants completed post test surveys|
|Data Summary||• 6/6 (100%) of the participants who completed the post survey stated that they “agreed” that the information they received was helpful.|
• 6/6 (100%) of the participants who completed the post survey demonstrated understanding of:
-Health risk associated with being overweight
-Benefits of weight loss for overweight people
|Details||SLO: Hepatitis B Understanding|
SLO: Smoking Cessation: A Healthy Me (in process)
SLO: Immunization Compliance for Vaccines for Children Program (in process)
|Learning Outcomes||These are being reported on separately.|
Hepatitis B (medical/nursing)
|Assessment Description||SLO: Hepatitis B Understanding: As a result of Hepatits B education, students will develop an understanding of Hepatitis B disease transmission and prevention and non-immune, non-carriers will be motivated to comply with the recommended vaccination series.|
|Learning Outcomes||A re-assessment of student understanding about Hepatitis B transmission and prevention survey was done this fall 2012.|
|Number of Individuals||n=7|
|Data Summary||This assessment was first piloted in fall 2008. We have done periodic re-assessments which have generated changes to improve patient education regarding Hepatitis B disease transmission and prevention since that time. |
This fall 2012 re-assessment shows improved student learning from our initial 2008 and subsequent re-assessment data from 2009-spring 2012. Our benchmark goal of 90% of students surveyed are able to list at least 2/3 modes of hepatitis transmission and and prevention was met this fall 2012.
|Details||For fall reassessment and re-survey, student health center staff assisting with survey were re-educated on proper administration of survey to ensure validity/reliability of data collected. Student Health Services clinicians have continued to have robust discussion on best practices for health education to promote student learning during Hepatitis B consultation and vaccination patient encounters. Additional written educational materials to enhance verbal health education being used.|
|Learning Outcomes||Our data findings are less likely skewed by surveyors discussing answers with students prior to completion of all questions as was found to be a problem with our initial survey collection. |
Our benchmark goal was reached for this SLO concerning student learning about Hepatitis B. Improvement in student learning compared to prior assessments in fall 2008, spring 2009, fall 2009, spring 2010, spring 2012 demonstrated.
|Details||SLO: Nutrition and Wellness: A Healthy Me in process|
SLO: Smoking Cessation: A Healthy Me in process
SLO: Immunization Compliance for Vaccines For Children in process
|Learning Outcomes||These are being reported on separately.|
Medical/Nursing SLO: Immunization Compliance for Vaccines For Children Program
Retrospective review of immunization data and by follow- up phone survey of non-compliant individuals
|Assessment Description||An Immunization Compliance Survey questionnaire is administered over the phone, email, in person, or by EMR to assess the rationale for not completing and/or not receiving the optimal doses of recommended vaccine(s) prior to becoming ineligible.|
|Learning Outcomes||SLO: As a result of their clinic consultation with Nurse Practitoners,Vaccines for Children (VFC) Program eligible students will demonstrate an understanding of the importance of completing and/or receiving the optimal number of recommended vaccine(s) doses prior to student becoming ineligible.|
|Number of Individuals||16 (analyzed by vaccine type so number may include less patients if receiving multiple vaccines)|
|Data Summary||Data from 2/12/13 to 9/10/12 was analyzed and results broken down by vaccine type.|
-Human Papilloma Vaccine (HPV): seven students started the 3-dose series. two became ineligible after 2 doses due to age, one missed dose # 2 and could not be contacted for f/u, 1 student missed second dose, but returned after contact and stated she forgot to return and was out of area for a time, two students are in process and current with doses.
- Measles, Mumps, Rubella (MMR): no students for this analysis
-Mennigitis vaccine (Menactra): 3 students received vaccine
-Hepatitis B: 1 student got first 2 out of three and is on schedule.
-Tetanus, Diphtheria, Pertussis (Tdap): 3 students received the recommended dose
-Hepatitis A: two students completed the recommended 2-dose schedule
As might be expected, the longer vaccine series the more likely there will be difficulties in completing for students. We need to look at how to facilitate and encourage compliance for these series.
|Details||We have other SLOs that are being reported on separately:|
Hepatitis B understanding
A Healthy Me: Nutrition and Wellness
A Healthy Me: Smoking Cessation
|Learning Outcomes||These are being reported on separately.|
Productivity Evaluation of Faculty at Student Health Services
|Assessment Description||Due to availability of data, the collection was done from fall 2009 through summer 2012 for all Student Health Services faculty regarding:|
-number of unique patients seen
-number of duplicated patients seen
-FTE hours of provider
-semester salary of provider
-number of student visits per hour
-cost of student served per visit
|Learning Outcomes||AUO: Clinicians will demonstrate ability to maximize provision of direct student services during their assigned clinic time. |
Our benchmark goal is that 80% of assigned clinic time will be spent in provision of direct student services by each faculty.
|Number of Individuals||15 to 20 faculty members (some variance between semesters)|
|Data Summary||Initial review of individual faculty data shows a range of productivity. Some providers are already achieving a high level of efficiency during their assigned time; others are in varying degrees of improvement needed.|
|Details||We have other SLOs and another AUO that are being reported on separately.|
|Learning Outcomes||We are reporting on these separately.|
Self-evaluation surveys, pre and post group assessments
|Assessment Description||For individual/couple therapy clients a 30 question survey assessing level of distress in multiple areas including depression, anxiety, alcohol/drug abuse, eating disturbance, thought disturbance, suicidal ideation, issues with anger, with relationships, with studying and self esteem was used.|
For psycho-educational groups, 6-14 question assessments regarding knowledge on group topic were used. For example, the assessment tool for the group on Anger Management included questions measuring their understanding of key concepts of anger management: monitoring agitation levels; physical, emotional, behavioral, and cognitive cues and triggers; the aggression cycle; time-outs; assertiveness; and other anger management tools. Students were also asked to complete weekly exercises that monitored their agitation level throughout the week, and how they responded to provocative situations.
For the Tools For Improving Your Mood group, the assessment tool used measured understanding of depression & anxiety symptoms, and how they affect one's functioning physically and emotionally.
|Learning Outcomes||Decrease of distressing symptoms potentially inhibiting students’ ability to be successful in school. Increase of coping skills and utilization of resources. Increase in familiarity with internal and external resources. Increased self empowerment, healthier responses to stressors and higher adaptive level of functioning.|
|Number of Individuals||5 groups with between 4-12 participants each were assessed, 53 individuals completed both pre and post assessment for our brief psychotherapy services.|
|Data Summary||From the Anger Management group written narrative evaluations, group members expressed appreciation for the materials and the group. They also said they had developed numerous skills to manage anger in their own personal lives: identify triggers, speak up more assertively (without hostility), and self-calming. Group members also reported decreased incidents of angry outbursts, increased self-control, and more effectiveness in interpersonal relating. From the group leaders' observation, it was also evident that even within the group itself, members were able to modulate their emotional reactivity as well as their behavior.|
From the test anxiety workshop, participants showed increased knowledge of the subject by the end of the workshop, with 87.5% of students scoring 75% or greater on the post test, versus 50% of students scoring 75% or greater on the pre-test.
From the Tools For Improving Your Mood group, verbal feedback/evaluation from group members included: learning deep breathing relaxation techniques in group & practicing outside group was helpful. Simple homework assignments & committing to short term measurable goals outside of group was helpful. These were behavioral interventions such as practicing relaxation techniques 3 x/wk for 5 min or doing an enjoyable activity w/ friend or self. Students also learned to rate their average mood by completing a Daily Mood Scale, noting if their mood improved when doing self care interventions like exercise, spending time with supportive people, setting limits with demanding people, etc. Group members who participated consistently also found it beneficial to give/receive support from each other as well as from the therapist.
Data is currently in the process of being analyzed from the individual/couple brief psychotherapy assessments.
From the procrastination, social anxiety and panic attack groups, the data was unable to be reliably analyzed this semester due to low post assessment completion.
|Data Shared With|
Faculty and staff within the same program (at CCSF)
|Data Sharing Methods|
|Next Steps Planned||For both our brief psychotherapy and our group services there was a low level of completion of post assessments. We plan to discuss this in our 1-29-13 staff meeting to see what changes we would like to implement for Sp 2013 to address this issue.|
For groups that build on material and are not drop-in, we plan to state this in the group flyer and explain the importance of regular attendance at our initial group meetings. Following a school break, we would also recommend contacting group members to remind them of the next group meeting.
Overall, we were satisfied with the materials we used for the groups and the results from members who participated until the end.
|Learning Outcomes||Increased data to more accurately assess our programs.|
Updated assessments methods
|Details||We changed the assessment tool we used for our individual clients.|
|Learning Outcomes||Increased ability to quantify change in symptoms.|
Student Access to Community Resource Information (Medical/Nursing AUO)
Paula Cahill, Sunny Clark, Christopher Brodie
Questions about community resource provision imbedded in our electronic medical records system
|Assessment Description||Mid-fall 2012 semester we imbedded three questions for patients to answer as they did self check-in for medical/nursing appointments. |
Patients were asked:
- Have you been to the Health Center before?
If they answered yes a second question would be generated asking whether they received information about community resources when they were seen at a prior visit.
If they answered yes to this second question a list of resources for them to check the ones they were informed of appeared. (The list included "other" where they could specify any resources that were not on the list.)
|Learning Outcomes||AUO: Eligible students will be provided information on medi-cal and other appropriate community resources during each clinic visit.|
At City College, many students are uninsured or under-insured and are in need of additional services beyond the scope of the health center and may qualify for Medi-Cal, Healthy San Francisco, and other community services. We want to make sure that students are receiving this type of information when they come to us for care.
|Number of Individuals||1171|
|Data Summary||Of the 1171: 25% (287) students were new to the clinic and 76% (884) had accessed clinic services at a prior visit.|
38 % of students with prior clinic visits indicated that they had received information about outside community resources
Type of resource information they received included:
community mental health services or clinics: 10 %
Dental referral/services: 4 %
Healthy San Francisco Health Plan information 38%
Low cost clinics in their region 16%
Medi-Cal information 11%
Immunization Clinics 5%
Vision referral/services 14%
X-ray referral/services 5%
|Details||An additional AUO evaluating clinician productivity was done and will be reported on separately.|
|Learning Outcomes||These will be reported on separately|