Building Long-Term Care Staff Capacity During COVID-19 Through Just-in-Time Learning: Evaluation of a Modified ECHO Model

Abstract

Objectives The onset of the COVID-19 pandemic significantly challenged the capacity of long-term care (LTC) homes in Canada resulting in new, pressing priorities for leaders and healthcare providers (HCPs) in the care and safety of LTC residents. This study aimed to determine whether Project ECHO® (Extension for Community Healthcare Outcomes) Care of the Elderly Long-Term Care (COE-LTC): COVID-19, a virtual education program, was effective at delivering just-in-time learning and best practices to support LTC teams and residents during the pandemic. Design Mixed methods evaluation. Setting and Participants Interprofessional HCPs working in LTC homes or deployed to work in LTC homes primarily in Ontario, Canada, who participated in 12 weekly, 60-minute sessions. Methods Quantitative and qualitative surveys assessing reach, satisfaction, self-efficacy, practice change, impact on resident care and knowledge sharing. Results Of the 252 registrants for ECHO COE-LTC: COVID-19, 160 (63.4%) attended at least one weekly session. Nurses and nurse practitioners represented the largest proportion of HCPs (43.8%). Overall, both confidence and comfort level working with residents who were at risk, confirmed or suspected of having COVID-19 increased after participating in the ECHO sessions (effect sizes≥0.7, Wilcoxon signed rank p <.001). Participants also reported impact on intent to change behavior, resident care and knowledge sharing. Conclusions and Implications The results demonstrate that ECHO COE-LTC: COVID 19 effectively delivered time sensitive information and best practices to support LTC teams and residents. It may be a critical platform during this pandemic and in future crises to deliver just-in-time learning during periods of constantly changing information.

Interprofessional work in health in the context of the COVID-19 pandemic: a scoping review

“…The need for interdisciplinary and collaborative approaches to assess the impact of COVID-19 on seniors and aging: Joint statement by ACG/CAG and RCV/CJA Canada/English Qualitative Lingum, NR. et al (1) . Building Long-Term Care Staff Capacity During COVID-19 Through Just-in-Time Learning: Evaluation of a Modified ECHO Model Canada/English Mixed method (quantitative and qualitative)…”

“…Determine the effectiveness of just-in-time learning in the development of health best practices by staff and residents in elderly care in long-term institutions during the pandemic (1) .…”

“…Interprofessional education proved to be relevant during the COVID-19 pandemic and strategic in the transformation and strengthening of health practice (11) , it contributes to the development of skills capable of improving the quality and comprehensiveness of care as well as patient safety. Some studies (1) reiterate the need for collaboration between the various services involved in health care in relation to the training process of their professionals, from a perspective of in-service training. These are experiences that guarantee training and support to professionals in order to reduce the incidence of COVID-19 in contexts of high contamination and vulnerability.…”

“…In the COVID-19 pandemic context, new health needs and practices were highlighted, increasing the charge, workload and complexity of health care, in addition to creating a scenario of uncertainty and vulnerability, causing high levels of stress and anxiety among health professionals (1) . Thus, shared care is needed between the health team, which must act with integration and collaboration, with articulated actions and a practice directed to the health needs of patients, respecting their autonomy and leading role in the health-disease process; that is why interdisciplinary dialogues are essential to expand the response capacity (2)(3) .…”

Hope Springs Eternal: Can Project ECHO Transform Nursing Homes?

“…The article by Lingum and colleagues in this month's JAMDA outlines a number of positive aspects of education and staff support provided in the ECHO model. 8 The authors describe how ECHO uses an “All Teach–All Learn” approach, designed to avoid hierarchy and any sense that local or national experts are telling nursing homes what to do, or how to practice.…”