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WellSpan Organization Practicum Report

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• 1. WellSpan Organization 1001 South George Street York PA DEVRY UNIVSERSITY ONLINE HIT 272 - Fall 2015 Kimberly Grieger
• 2. TABLE OF CONTENTS BACKGROUND PRIVACY & SECURITY VALUES FACILITY & ORIENTATION QUESTIONS & ANSWERS PRACTICUM EXPERIENCE OBSERVATIONS DURING PRACTICUM QUANTITATIVE & QUALITATIVE ANALYSIS WHAT I LEARNED CONCLUSION
• 3. BACKGROUND •A valuable community resource that provides more than $175 million each year in charitable, uncompensated care. •More than 12,500 employees •Highly skilled primary care and specialty physicians and providers, including more than 850 members of the WellSpan Medical Group •More than 120 patient care locations that offer services such as diagnostic imaging, laboratory, rehabilitation, primary care, retail pharmacy, walk-in health care, durable medical equipment and other essential services •A regional home care organization: WellSpan VNA Home Care •Five respected hospitals: WellSpan Ephrata Community Hospital, WellSpan Gettysburg Hospital, WellSpan Good Samaritan Hospital, WellSpan Surgery & Rehabilitation Hospital and WellSpan York Hospital. •Regional referral services in heart and vascular care, oncology, women and children services, orthopedics and spine care, neurosciences and behavioral health •The region's only accredited Level 1 Trauma Center and Primary Stroke Center with an endovascular neurosurgery program. •Partnerships with respected organizations, including Hanover Hospital, Summit Health and Hospice & Community Care (formerly Hospice of Lancaster County), as well as hundreds of private-practice community physicians.
• 4. PRIVACY & SECURITY Some of the main issues that WellSpan has as an organization are the set up styles for where patient information is kept and discussed. It is too open and other individuals can hear or see information that they shouldn’t be able to. WellSpan is currently making several modifications to each facility to better protect their patients. WellSpan is very focused on patient satisfaction and that is why they have come so far and accomplished so much.
• 5. VALUES •Care for All •We believe that everyone deserves essential care delivered in an exceptional manner regardless of race, gender, ethnicity, sexual orientation, age, economic status or ability to pay. •Patient and Family-Centered •We believe fulfilling our promise to those who entrust their lives and the lives of their loved ones to our care is our highest priority. We consider the patient first in all that we do and work in partnership with the patient and family members they choose to involve in their care. We collaborate with patients and families to improve the delivery of care and service. •Working as One •We work as one across professional, organizational boundaries and with patients and communities. We do this by collaborating, coordinating, and sharing expertise, information and resources to meet the needs of those we serve. While our people are highly valued for their individual talents and contributions, we recognize that working together will allow us to improve health more effectively than any one of us working alone. •Respect •We honor the dignity and diversity of our patients and communities by treating everyone we serve and work with the way we would want to be treated— with courtesy, compassion and respect. •Integrity •We earn the trust and confidence of the individuals and communities that we serve by doing what’s right; acting transparently and honestly; protecting patient confidentiality; and meeting the letter and the spirit of all applicable laws, regulations and professional standards. •Continuous Learning •As a learning organization, we innovate, seek out and share best practices and adopt new ways of transforming the delivery of health care to make a difference in the lives of our patients. As individuals and teams, we are committed to continuously improving and applying our skills and knowledge. •Stewardship •We take seriously our responsibility to be good stewards of the resources entrusted to our care. Our constant focus on being an operationally excellent, financially strong and strategically focused organization enables us to control costs, to provide exceptional care, to be the employer of choice, to provide charitable community services and to be a strong health care organization for future generations.
• 6. FACILITY & ORIENTATION WellSpan Health location in your community: WellSpan is very competitive and want top- notch employees in their company. They offer training in their facility as well as orientation training to the company. HIPAA laws and regulations are stressed from the beginning. Mission Statement: “Working as one to improve health through exceptional care for all, lifelong wellness and healthy communities.”
• 7. FACILITY & ORIENTATION WellSpan is focused on working as one to coordinate healthcare between providers for the patient for be best possible outcome. They have modern technology, new models to promote high quality and exceptional patient experience, and improving the community’s health overall. Feel free to visit the site below to view the videos they have on different areas of focus. http://www.wellspan.org/about-wellspan/who-we-are/transforming-care/ For a complete list of all the services provided, please click on the link below. http://www.wellspan.org/programs-services/all-wellspan-services-(a-z)/
• 8. QUESTIONS & ANSWERS WellSpan has a patient portal called MyWellSpan that is available to all patients. This allows for communication to the providers and access to their personal health record. For WellSpan employees, there is the WellSpan INET to use as a resource for anything concerning the company. The main website to use for general information or any questions you can visit www.wellspan.org
• 9. QUANTITATIVE & QUALITATIVE ANALYSIS The annual report of WellSpan is listed in the link below. They go over the 5 aspects they focus on; well supported for community impact, well cared for in transforming care, well committed in how we help, well partnered with healthy communities and well planned for lifelong wellness. http://www.wellspan.org/media/1085070/2014_wellspan_community_benefit_report.pdf
• 10. OBSERVATIONS DURING PRACTICUM Communication seemed to be the primary key within the company that made everything run smooth. If there was an issue, it was due to lack of communication in some way. The company works very hard to address any areas of concerns from employees or it’s patients. Due to the new EHR EPIC coming soon and implementation of ICD-10 along with all the other changes in the facility with construction, it seemed everyone was overwhelmed by all the changes and was finding it difficult to stay on top of new information that was pertinent to them and their department.
• 11. PRACTICUM EXPERIENCE My experience at WellSpan was quite nice. The employees were very friendly and always willing to give advice or to answer a question I had. I was able to experience many different areas of the organization. Due to the organization being so large, my time was limited so I was not able to do a lot of hands on work. I currently do work for WellSpan, however had underestimated the amount of work that goes into what seems like simple tasks. I am thankful for the experience I had and the education I obtained.
• 12. CONCLUSION Karen Tinney, Director of Medical Records Services, was my main contact with my practicum; however I was placed with several different directors and had numerous different experiences during this time. I was able to go to interview the Corporate Director, Laura Rizzo, spent time in the Medical Records department with Michelle Charette, the Coding Compliance Department with Tami Bowman, Documentation Improvement Specialists, the Data Integrity Manager, Jennifer Shorts, the Oncology Registry Supervisor, Ronda Shrader, and Release of Information with Lori Genovese. I believe the experience I have gained thus far will help me a great deal in my career regardless of the title I choose to go for.

How to Build an Effective Practicum or Internship Plan

by Daniel S. Newman, PhD, NCSP | Feb 23, 2022 | The Practicalities of Training

In a guest blog post for Time2Track, Making Hours Yours , I reflected on how graduate students in psychology and related disciplines may begin to view logging clinical hours as a more meaningful endeavor. Building on that notion, this post explores the features of an effective practicum or internship plan.

The post is written based on the big idea that the development of a student’s professional skills should be treated as an integrated process, not a series of isolated activities . The content is adapted from my book Demystifying the School Psychology Internship: A Dynamic Guide for Interns and Supervisors .

Features of an Effective Plan

Every field-based experience (e.g., practicum, internship, post-doctoral fellowship) is in some ways different.

Variations relate to (a) the student’s prior training including coursework, work in the field, supervision, and interests; (b) unique opportunities available at the practicum or internship site; (c) field supervisor areas of expertise and preferences for professional practice; and (d) organizational structures and initiatives that inform practice at that site.

Although a practicum or internship plan should be designed to match with available opportunities and individualized needs, there are several common underlying features, or big ideas, that can guide students and supervisors in successful plan development.

An Effective Plan Does the Following:

• Includes the student as an active contributor to plan development by incorporating the student’s self-identified needs, strengths , and goals .
• Includes formative evaluation so that the field experience is adaptive to the student’s developing needs.
• Includes summative evaluation to determine the student’s readiness to enter the next stage of training or practice at the end of the year.
• Covers a breadth of training experiences in an integrated and practical manner.
• Incorporates at least one area of professional focus or interest (i.e., depth of training) as determined by the student.
• Promotes accountability with regard to (a) the student’s developing competencies, (b) the support provided by supervisors to promote skill development, and (c) professional standards.
• Is useful for all parties involved in supporting the field experience including students, field supervisors, and university supervisors.

An overview of an effective plan structure is illustrated in the image below:  

In a subsequent blog post , I will explore how supervisors and students can most effectively communicate about the practicum or internship plan, and clarify expectations for the year. For now, I will briefly explore each of the components of an effective plan in some more depth.

Students Should Actively Contribute to the Plan

Optimally, students are engaged as active planners, coordinators, and shapers of their own field-based experiences. The development of a practicum or internship plan presents an opportunity for students to meaningfully influence what they are doing from early on in the year.

First, students can use assessment data to think critically about their own needs and strengths . Assessment data may come from field and university supervisors, peers, clients served, or student self-assessment.

Since different types of assessment have limitations, it is helpful to triangulate various forms of data in consideration of entry-level skills and formative skill development. Readers interested in more information on methods to assess competence are referred to the American Psychological Association’s Competency Assessment Toolkit (Kaslow et al., 2009).

The assessment of skills can be directly linked to goals for the field experience. Goals may focus on building skills that are absent or deficient and are needed for the student to progress to the next step in their training or practice, or enhancing skills that are already strengths.

Further, goals should be considered formative; they develop throughout the year . Though students know themselves best and may take the lead in developing goals, supervisors are likely more familiar with various components of the field context (e.g., available opportunities), and may have their own perspectives on goals that would benefit the student.

Also, students do not always know what they do not know. Therefore, a collaborative discussion of goals between the student and his or her supervisors is likely to benefit all parties.

Evaluating Student Progress

Both formative and summative evaluation should be incorporated in practicum and internship plans.

Formative evaluation has been described as a “continuous loop in which evaluation information guides decision making, development of serviceable alternatives, implementation of treatments, and assessment of effectiveness” (Levitov and Fall, 2009, p. 45).

Summative evaluation is used to draw conclusions at the end of a period of time. For example, at the end of an internship experience, a summative evaluation may be used to determine a student’s readiness to enter professional practice. Since summative evaluations are often used to make high-stakes decisions, they should be linked to formative evaluations and clear outcomes. Summative evaluation data should not be surprising to students or supervisors.

Breadth of Training

Effective practicum and internship plans cover a breadth of experiences in an integrated manner without being impractical. Many field experiences such as yearlong internships are structured with the intention of providing students with exposure to a full spectrum of services to help them feel effective across all domains.

Broad-based training is important for a number of reasons, including the increased expectation for psychology practitioners to demonstrate competence across multiple domains (Fouad et al., 2009; Kaslow et al., 2009).

However, at least two major barriers to incorporating breadth into a plan exist: (a) Sometimes attainment of breadth is emphasized without considering the student’s goals, creating a field-based plan that resembles a laundry list and is devoid of context; and (b) It is not realistic to expect that a practicum student or intern will engage in every activity in every domain of practice that a psychologist may encounter in his or her career.

Nonetheless, it is critical for students and supervisors to incorporate a variety of activities and roles into the field experience . Too narrow an experience may create a practitioner with too narrow a perspective on practice. To paraphrase Abraham Maslow, if the only tool you have is a hammer, you tend to treat everything as if it were a nail.

To incorporate breadth into the plan, activities can be treated as integrated and cutting across domains. Discussion and planning should move beyond what activities are occurring to a consideration of why and how .

Depth of Training

Although having a wide range of experiences during the field experience is important, it may also be considered important for students to pursue one or more areas in greater depth.

The concept of depth is expansive and can mean gaining conceptual and applied knowledge with a specific population, in a particular domain of practice, in one or more competencies subsuming a domain of practice, or an integrated combination of all of these. To achieve depth in a given area, students require sufficient content knowledge and multiple and differential opportunities for practice.

The development of practicum or internship goals and a plan provide an ideal opportunity for students to determine a specialized area of interest to pursue in greater depth than other areas. Students and supervisors should bear in mind that breadth and depth are not mutually exclusive ; students can participate in a number and variety of experiences and simultaneously seek out one or more areas more extensively than others.

Accountability

A practicum or internship plan should promote accountability for students and supervisors. The plan documents what the student has done during the year, and how supervisors have formatively responded to the student’s needs.

The notion of accountability integrates other ideas in this blog post such as regular documentation of activities, and formative and summative evaluation of the student’s developmental progress. Clear documentation of the field experience is beneficial to the professional development of students, and demonstrates the impact of field sites and graduate training programs on students’ skill development.

Further, in instances where there are any concerns such as a student exhibiting problems of professional competence, an ineffective field-based training program, or insufficient university support, the student and/or supervisors can respond pragmatically using informational evidence from the written plan.

Useful for Students and Supervisors

A final big idea is that an effective plan provides a roadmap for all navigators, not only students . The plan should be a catalyst for dialogue between the student and his or her supervisors during supervision sessions, site visits, university course discussions, and other points during the year.

All parties can use the plan to evaluate the student’s development, and to determine whether opportunities provided are meeting the student’s needs.

If not, supervisors should work with the student to adapt the experience. In order for a plan to be useful to all parties, it must be accessible. Accessibility requires a succinct plan rather than a laundry list of activities, and a plan that is readily available to retrieve for discussion, for instance in an electronic format.

A useful plan is an organic and dynamic document, not an archived document to be autopsied at year’s end .

A practicum or internship plan provides a guide to navigate the field experience from beginning to end.

Like a driver traveling in a new city without a map or GPS, students and supervisors who do not plan for the field experience risk driving along aimlessly and getting lost along the way.

It is my hope that the features described in this post will help students and supervisors to engage in practicum and internship planning that is integrated, pragmatic and developmentally driven.

Fouad, N. A., Grus, C. L., Hatcher, R. L., Kaslow, N. J., Hutchings, P. S., Madson, M.,…Crossman, R.E. (2009). Competency benchmarks: A model for the understanding and measuring of competence in professional psychology across training levels. Training and Education in Professional Psychology, 3 , S5–S26.

Kaslow, N. J., Grus, C. L., Campbell, L., Fouad, N. A., Hatcher, R. L., & Rodolfa, E. R. (2009). Competency assessment toolkit for professional psychology. Training and Education in Professional Psychology, 3, S27 –S45.

Levitov, J.E., & Fall, K.A. (2009). Translating theory into practice: A student guide to counseling practicum and internship. Long Grove, IL: Waveland Press.

• Recent Posts
• How to Build an Effective Practicum or Internship Plan - February 23, 2022
• Clarifying Supervision Goals for Psychology Students & Supervisors - January 21, 2013
• Making Clinical Hours Personally & Professionally Meaningful - June 4, 2012

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