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May 10, 2012 | Kim Wicklund, MPH Self-management support and patient education for chronic conditions at Group Health Small steps to big changes.

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Presentation on theme: "May 10, 2012 | Kim Wicklund, MPH Self-management support and patient education for chronic conditions at Group Health Small steps to big changes."— Presentation transcript:

1 May 10, 2012 | Kim Wicklund, MPH Self-management support and patient education for chronic conditions at Group Health Small steps to big changes

2 Randy’s story Whether you think you can do a thing or you can’t do a thing, you’re right. – Henry Ford

3 Chronic Conditions in U.S. Among the American adult population:  50% have at least one chronic condition  25% have multiple chronic conditions  75% of people age ≥65 have multiple chronic conditions  ½ of those with hypertension, and over 60% of those with diabetes and hyperlipidemia do not have conditions well controlled Vogeli, Shields, Lee 2007 JGIM Medical Panel Expenditure Survey 2006 Schneider et al Bodenheimer, Wagner, Grumbach 2002 JAMA

4 Chronic Care Model

5 Rationale for self-management support  Through SMS people gain knowledge, skills, and self-confidence  Majority of care for chronic conditions is complex and challenging self care  SMS improves patient outcomes and controls costs  Various SMS approaches: care managers, one-on- one, group, telephonic coaching, online, peer  Need effective models that are affordable and have population level impact

6 Chronic Disease Self-Management Program  Developed at Stanford Patient Health Education Research Center  6-week workshop (2.5 hrs/wk) based on self-efficacy theory  Designed for people with one or more chronic conditions  Leaders have personal experience with chronic conditions  Premise– people with chronic conditions share similar challenges and need to master a generic set of self- management skills  Contributes to improvements in psychological health status, self-efficacy and select health behaviors. Modest effects can have significance across large population. (CDC 5/2011)

7 CDSMP at Group Health  Started in 1998  18 medical centers  65 volunteer leaders  Average age: 65  Most common conditions: diabetes, arthritis, asthma/COPD, heart disease, depression  Reach : 1,615 Group Health patients  Recruitment: letters, care team, ghc.org, flyers, word of mouth

8 Challenges of scaling CDSMP  Limited access for network members in eastern and central Washington  Capacity determined by volunteer leader and room availability  Schedule is sporadic  Chronic condition flare-ups can impact attendance  Difficult to commit to weekly 2 ½ hour sessions  Discomfort discussing sensitive topics face to face

9 Online CDSMP

10 Online CDSMP pilot  Funded by GHF  Partners: NCOA, Stanford, GHRI  Target: 500 participants  Timeline: June, 2009-June, 2011  Eligibility: Adult Group Health member Any chronic condition Enhanced access to MGH

11 Intervention  Follows structure of in-person program 6-week highly interactive online workshop 25 participants per workshop Two peer moderators New lessons posted each week  Participants log on at their convenience 2-3 times/week  Time commitment of 2-3 hours/week

12 Home page

13 Evaluation questions 1. Will the online program expand CDSMP’s reach to Group Health members who are not reached by the in-person workshops? 2. Will participants in the online program at Group Health experience similar benefits to those reported in Stanford’s evaluation? 3. What resources and expertise are needed to administer the online program at Group Health? 4. Is the online format a viable strategy for bringing the CDSMP intervention to scale at Group Health?

14 Participant flow Stage in processTotal Signed up as interested1043 Enrolled473 (45%) Attended ≥1 session91% Completed ≥4 sessions66% Data for baseline and 6 months50%

15 Evaluation Health StatusSelf-mgt behaviors Healthcare Utilization Self-efficacy Social/role activity limitations Depression Pain severity Shortness of breath Self-rated general health Health distress Exercise Communica- tion w/MD Cognitive symptom management Medication management Smoking status Visits to physician Visits to ED Hospital stays Nights in hospital 6 item self- efficacy scale

16 Demographics

17 Conclusions 1.Online program expanded CDSMP’s reach 2.Benefits were similar to but not consistent with Stanford’s 3.Resources and expertise needed to administer the online program are reasonable  Mixed staffing model– GH Administrator; NCOA mentor and facilitators  Costs– per workshop: $4350; per participant: $174; per completer: $255 4.Online format is a viable strategy for helping to bring the CDSMP to scale at Group Health

18 Other strategies

19 Employer pilots Testing 3 approaches: 1. Worksite-based workshops (King County)  4 workshops- 56 employees  Gold status for documented attendance of ≥4 sessions 2. Formal reporting of participation (SHWT)  GH/SHWT reporting process for incentivizing employees attending ≥4 sessions online or in person 3. Employee self report on participation (Group Health)  ≥4 sessions in person or online for 400 wellness points  317 reported met goal

20 Disease-specific pilot  Living Well with Diabetes (DSMP)  GHF Partnership for Innovation grant to pilot 8-10 workshops  To date offered 8 workshops to 128 people (14 scheduled)  Evaluating impact on self-management behaviors, blood sugar knowledge, medication management “Today I received my latest blood and kidney test results, and for the first time in my adult life they all were within normal ranges. My A1c was 5.7….”

21 Integrating referrals into care  Point of care prompts in EMR  CMEs and nursing education  Clinical Pearls  Standard tools  Health Profile  After Visit Summaries  Brochures  MyGroupHealth

22 Reach

23 Patient education resources

24 Myths about patient education  If patients have more information, they’ll have better outcomes.  If I don’t share everything I know with my patients, they won’t fully understand their condition and what they need to do.  If my patients hear medical jargon, that’s ok. They’ll be able to understand it from the context.  My patient is well educated, so s/he will understand complex words and ideas.  My patient didn’t ask any questions so s/he must have understood my instructions.

25 The reality for many patients  Most patients forget up to 80% of what their clinician tells them as soon as they leave the office  Nearly 50% of what patients do remember they remember incorrectly  Implications: – Non-adherence and disengagement – Patient safety concerns – Medication errors – Missed surgeries and other appointments

26 Strategies for providing information  Break the information into understandable chunks  Use plain language  Limit key points to 3 or fewer  Focus on action-oriented messages  Repeat key messages  Use analogies to help explain concepts  Use images and graphics  Tailor the message to the patient  Give consistent messages

27 Modular approach

28 Graphics clarify key concepts

29 Action planning

30 Action plan for diabetes management

31 Patient instructions provided in AVS

32 Lessons Learned

33 Lessons learned  We have an ethical obligation to provide effective SMS  Patients want and need different options for engaging in SMS  People cycle through readiness and need to hear about SMS from different sources at different times  Clinical teams need ongoing reminders about the program  Employers are an underutilized resource for promoting SMS  Incorporating SMS concepts into patient education supports awareness of care team and patients about SMS

34 Future directions

35 Next steps  Continue exploring how to integrate referrals into standard work  Continue to identify alternative ways to reach network members  Update functionality and design of online program  Further analyze evaluation data  Explore more partnerships with employers (SU, Puyallup Tribe)  Partner with community programs to address gap areas  Create online community of LWCC alumni to provide ongoing support  Considering SMS program for youth or young adults

36 Discussion


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