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Los Angeles County Department of Children and Family Services (DCFS) In partnership with the University Consortium for Children and Families (UCCF) SIMULATION.

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Presentation on theme: "Los Angeles County Department of Children and Family Services (DCFS) In partnership with the University Consortium for Children and Families (UCCF) SIMULATION."— Presentation transcript:

1 Los Angeles County Department of Children and Family Services (DCFS) In partnership with the University Consortium for Children and Families (UCCF) SIMULATION TRAINING FOR NEWLY HIRED CHILDREN SOCIAL WORKERS PRESENTED BY HARKMORE LEE, MSW DIRECTOR CENTER ON CHILD WELFARE CAL. STATE UNIV., LOS ANGELES

2 I.The “Sim Team” II.Brief History & Defining Simulation III.Key Elements of Simulation Training Program: a)Focus on mission, preparation, and demonstration b)Direction and support from Agency and Schools of Social Work (SSW) Leadership c)Curriculum Design and Development d)Implementation and Logistics e)Research and Evaluation f)Lessons Learned TODAY’S AGENDA

3  University Consortium for Children and Families (UCCF)  Cal State, L.A. - Harkmore Lee, MSW  Cal State, Long Beach - James Ferreira, MSW  UCLA - Heidi Staples, MSW  USC - Donna Toulmin, JD  Trainers from all 4 UCCF Partners, e.g. Monica McCurdy, Lilli Miles, Alberto Reynoso, Monica Malin, Ana Sufuentes  Los Angeles County Department of Children and Family Services (DCFS) – Training Section  Beth Minor  Michele Brienze  Training Section staff, e.g. Edmarine Edwards, Janae Mankowski  Los Angeles Office of County Counsel  Tamera Pruitt  Law Enforcement Consultant  Warren Ondatje I) INTRODUCING “THE SIM TEAM”

4 2013:  March – Physical design of “residential simulation lab” developed at Cal State LA. Discuss with DCFS staff on potential use.  July - Aug:  Construction of Residential Simulation Lab “mock up” at Cal State LA  DCFS and UCCF trainers observe LE simulations  Simulation scenarios created; roles defined and rehearsed.  Aug. 29th – First simulation for new CSULA’s RSL  Sept–Dec:  Simulations are being fully incorporated into academy trainings  Other partners, such as County Counsel, PHNs are brought in.  Attention from media  CSULB begins to create its own simulation environment II) BRIEF HISTORY

5 2014:  Jan-March  LA County Board of Supervisors & Blue Ribbon Commission Reports  Cal State LA’s Residential Sim Lab undergoes renovation and upgrade.  UCLA begins to create its own simulation environment.  April to Present:  Cal State LA develops and tests evaluation instruments for simulations. Will design and coordinate evaluation for all sims.  USC plans to replicate CSULA’s Residential Sim Lab at their training center.  Plans to expand use of simulations to train current CSWs and SCSWs (2,500+ people) over the next two years. II) BRIEF HISTORY

6 WHAT IS SIMULATION?  “Simulation is a technique, not a technology, to replace or amplify real experiences with guided experiences, often immersive in nature, that evoke or replicate substantial aspects of the real world in a fully interactive fashion” (Gaba, 2007)  “A method of instruction whereby an artificial or hypothetical experience that engages the learner in an activity reflecting real-life conditions but without the risk- taking consequences of an actual situation is created.” (Bastable, 2008).

7  February 15, 2015 – NBC-4 Los Angeles  on/DCFS-Incorporates-Hands-On-Training/ on/DCFS-Incorporates-Hands-On-Training/ SIMULATION IN THE RESIDENTIAL SIM LAB AT CAL STATE LA

8 IN GENERAL, SIMULATIONS…  …are designed specifically to promote critical thinking, decision making, analysis and problem solving in a safe, controlled and realistic environment.  …provide a bridge from theory to practice.  …offer trainees the opportunity to prepare and practice their knowledge and skills, while also receiving constructive and supportive feedback from training faculty.  …can help increase confidence and competency

9 KEY ELEMENTS OF SIMULATION TRAINING PROGRAM

10  CHILD SAFETY, PERMANENCY, WELL-BEING  INCREASE T.O.L. OF CRITICAL SKILLS AND COMPETENCIES  CORE PRACTICE MODEL A) FOCUS ON MISSION, PREPARATION, AND DEMONSTRATION

11  PUSH TO INNOVATE  NO MORE “DOING BUSINESS AS USUAL”  COLLABORATION, COLLABORATION B) DIRECTION AND SUPPORT FROM AGENCY & UNIVERSITY SSW LEADERSHIP

12  THEORETICAL FRAMEWORKS (KOLB, BANDURA)  THEMES, LEARNING OBJECTIVES, FACT PATTERNS  SCAFFOLDING AND SEQUENCED LEARNING  MULTI-DISCIPLINARY TRAINING TEAMS C)CURRICULUM DESIGN AND DEVELOPEMENT

13  BASELINE SKILLS AND STANDARDS  SAFE LEARNING ENVIRONMENT  READINESS  PEER LEARNING  TRANSFER OF SKILL-BASED LEARNING CRITICAL LEARNING COMPONENTS

14  BUILDING SIMULATION LAB / SETS  “ACTORS” = TRAINERS, SUBJECT MATTER EXPERTS  FACILITATOR’S GUIDEBOOK FOR EACH SIMULATION  PREPPING AND SCHEDULING D)IMPLEMENTATION AND LOGISTICS

15 CONSTRUCTION OF 528 SQ.FT, 1 BED, 1 BA APT. INSIDE A CLASSROOM (CSULA)

16 Residential Sim Lab Construction Costs: a)Initial Mock-up (Aug. 2013; 3 weeks) = $2,000 (materials, staff labor, props donated) b)Lab Renovation & Upgrade (Jan. 2014; 6 weeks) = $18,900 (labor, materials to bring up to building code + creation of storage/prop room. Props donated) c)Installation of AV/Recording/Sounds Effects Equipment for “Closed Set” (Fall 2014) = $ TBD

17 USE OF PARTITIONS IN TRAINING ROOM TO CREATE SIM AREAS (CSULB)

18 USE OF PARTITIONS IN TRAINING ROOM TO CREATE SIM AREAS (UCLA)

19  HOW DO YOU KNOW IF SIMULATIONS WORK?  EXPLORING RESEARCH AND EVALUATION METHODS USED IN OTHER PROFESSIONS WHO USE SIMULATION (E.G. MEDICAL/NURSING, LE, MILITARY)  WORK OF MARION BOGO AND MARY RAWLINGS WITH OSCEs (Objective Structured Clinical Examination )  EFFECTIVE EVALUATION METHODS AND RESULTS => SUSTAINABILITY OF SUPPORT E)RESEARCH AND EVALUATION

20  FLEXIBLE LEARNING IS POSSIBLE WITHIN A STANDARDIZED FORMAT  LESS IS MORE  KEEP TRAINERS REFRESHED  AFTER NEARLY ONE YEAR, PROGRAM IS BOTH EVOLVING BUT “MATURING” F) LESSONS LEARNED

21 Q & A

22 “TELL ME, AND I WILL FORGET. SHOW ME, AND I MAY REMEMBER. INVOLVE ME, AND I WILL UNDERSTAND.” Confucius, 450 BC

23  Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84,  Bastable, S. B. (2008). Nurse as educator (3 ed.). Sudbury, Massachusetts: Jones and Bartlett.  Bogo, M., Regehr, C., Katz, E., Logie, C., Tufford, L., & Litvack, A. (2012). Evaluating an objective structured clinical examination (OSCE) adapted for social work. Research on Social Work Practice, 22(4),  Gaba, D. (2007). The future vision of simulation in healthcare. Quality & Safety in Healthcare, 13(Supp1), i2-i10.  Kolb, D. A. (1976). The Learning Style Inventory: Technical Manual, Boston, Ma.: McBer.  Kolb D. A. (1984). Experiential Learning experience as a source of learning and development, New Jersey: Prentice Hall.  Tokumatsu, Gordon (reporter). (2014, February 15). "DCFS Incorporates Hands-on Training." 6:30 News (television newscast). Los Angeles, CA: KNBC-Channel 4. Retrieved from Hands-On-Training_Los-Angeles html?akmobile=o&nms=yhttp://www.nbclosangeles.com/on-air/as-seen-on/DCFS-Incorporates- Hands-On-Training_Los-Angeles html?akmobile=o&nms=y BIBLIOGRAPHY


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