1. Module 5 Educate Residents
Healthy Homes: Assessment and Interventions
11/30/2018
Module 5 Educate Residents
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2. Healthy Homes: Assessment and Interventions
11/30/2018
Educate Residents
Prioritize information to be shared based on housing and health concerns.
This is an animated slide; it originally displays with only the title and the icons.
Click to reveal each objective. Briefly discuss each.
Select audience-appropriate materials.
Practice communication strategies.
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3. Healthy Homes: Assessment and Interventions
11/30/2018
Educate Residents
INTRODUCE ACTIVITY
Re-direct students to the self-assessment form in their binders.
Remind them that this is not a test, and it is for their own benefit only.
Ask them to answer the four self-assessment questions for this module.
Remind them, you will check the answers at the end of the module.
Name the most important factor in inspiring trust and credibility.
Name the final step in the assessment process, before closing out a client.
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4. Healthy Homes: Assessment and Interventions
11/30/2018
The Home Assessment Process
Interview resident (Environmental History)
Determine need for/scope of assessment
Interventions/ Education
Assess the home
Create an action plan
Professional Follow-up
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5. Healthy Homes: Assessment and Interventions
11/30/2018
Audience Appropriate
This is an animated slide; it initially displays with only the title and the green circle .
EXPLAIN:
“As a professional, you are going to know a lot more about the hazards identified in the home, including how they can affect health and the best way to address them. But if you share EVERYTHING you know, there’s a good chance you’re going to overwhelm the resident, and chances are they won’t hear anything at all.
DISCUSS:
Ask student what to identify challenges to identifying audience appropriate information. Write their answers on a flip chart, and give them time to discuss and share their ideas and experiences. Nudge them towards the following if they don’t mention these on their own.
Residents might speak a different language or a different dialect.
Their level of formal education might not be the same as yours.
They may feel judged or uncomfortable.
There may be cultural differences.
They may feel overwhelmed.
They may think you’ve making a big deal out of nothing or over-reacting.
They may have other things on their mind (e.g., financial or un-related health problems)
Discuss strategies for dealing with these challenges.
Don’t raise your voice, unless you know they are hard of hearing.
See if it helps to write things down, using short, direct questions and sentences.
Communicate both what was good, and what was bad.
Communicate about hazards identified.
Use photos from the home to reinforce issues.
Address their concerns.
Connect assessment with interventions.
Provide specific actions families can take.
“Your job is to determine… (CLICK TO SHOW RED DOT AND LABEL) ...what they really need to know! And then find the best way to get that information across to them. This may sound like a no-brainer, but it’s actually a lot more difficult than you might think. Too often, the more you say, the less they will take in. So you have to:
Start by prioritizing the information you want the residents to have.
Then select the best communication method, given the resident’s situation.
Avoid information overload!
Make sure the information is in a language and format the resident can easily understand.
Be empathetic.
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6. Factors that Inspire Trust and Credibility
Healthy Homes: Assessment and Interventions
11/30/2018
Factors that Inspire Trust and Credibility
Honesty & Trustworthiness
15-20%
This is an animated slide; it initially displays with only the title and the blank pie chart.
EXPLAIN:
“Residents must trust you before they can really hear anything you have to say.”
DISCUSS:
Ask students what they think are the key factors that inspire trust and credibility. Start with the smaller sections: Can they identify three factors that have significant, but not the MOST significant, impact?
Click to display the labels for the three smaller slices. Discuss briefly.
Ask students if, based on this new information, they can identify the most important factor. Give them time to respond.
Click to display the final label: Caring & Empathy.
50%
Caring & Empathy
15-20%
Competency & Expertise
15-20%
Dedication & Accountability
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7. Healthy Homes: Assessment and Interventions
11/30/2018
What is Empathy?
ACTIVITY:
Ask for a brief definition of empathy.
Explain you are going to show a short video. Instructors: please contact Laura Titus at or and she will share a DropBox link with you to access all the videos.
Click link to launch video.
After watching video, ask, “This was a video about people in a hospital. What does it have to do with home assessments?” (Students should be able to answer that we never know what people might be dealing with, and for that reason we should not jump to conclusions, but should always treat them with respect and assume they are doing their very best.)
Launch Empathy video
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8. Healthy Homes: Assessment and Interventions
11/30/2018
Education
Begins at the beginning and ends at the end!
This is an animated slide; it initially displays with only the title.
ASK:
“What do we mean by educating the resident?”
Click to display the first bullet point, and EXPLAIN:
“Education can begin as soon as you first talk or meet with the resident, and continues as long as you are working with the resident, including during follow-up.”
Click to display the second bullet point, and EXPLAIN:
“It can be verbal, written, or in sign-language. (Remind students about how they communicated when they were trying to line up in order of birth month.)It can happen over the phone, via or snail mail, as well as in the home.”
Click to display the third bullet point, and EXPLAIN:
“Communicating assessment results and educating the resident go hand-in-hand. When you are communicating the results of the home visit to residents, you are also educating them about the link between health and hazards.”
Click to display the fourth bullet point, and EXPLAIN:
“Finally, decide as an agency how you will communicate the results to the residents. Some agencies reports, mail them, or sit down with the resident and go through the results in person (during a clinic visit or in the home). If you are able to visit the home again for the report delivery, you can point out specific issues in your report that may be going on or see what they have been able to do since you visited the home. Some things in the report may no longer be an issue.”
DISCUSS:
Demonstrate various items in the Healthy Housing kit. For example, where to place sticky traps, mouse traps, etc.
Discuss related issues, such as:
Should they demo kits with homeowners if they don't have funding to give them out for free?
Even if they can give out the kids, should they charge a small fee to create a sense of ownership?
Can they provide information on where the items can easily be purchased?
Could these kits be subsidized? Are there any scholarship funds? (NOTE: This may involve a lot of forms.)
Remind them that N-95 masks are important for hanta virus as well as dust in general.
Encourage them to create a flier to leave with the homeowner to explain the items to them in case they forget.
Explain that experience shows that most families do use their kits.
Takes many forms: verbal, written, sign-language, pantomime
Goes hand-in-hand with communicating assessment results
Should be aligned with agency policy on how assessment results are delivered
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9. Healthy Homes: Assessment and Interventions
11/30/2018
In-Home Education
Find teachable moments:
Visual walk-through of home
One-on-one education
Keep information relevant and accessible
Explain relationships between hazards and health
Answer questions
Schedule follow-up to deliver assessment results
This is an animated slide; it initially displays with only the title.
Click to reveal each of the five bullet points, discussing each briefly.
After showing all bullet points, EXPLAIN:
“You can provide residents with an informal report before you leave the home: just a simple list of issues and appropriate action steps. If you do this, make sure you retain a copy for your own records.
“Often, you’ll create a more detailed report back in your office. You can mail the report to the family, or you can deliver it in person, as part of a follow-up visit if you think that would work best.
“This type of decision may be out of your hands; it may depend on the agency’s policies and capacity.
“Either way, you will need to provide the resident with some sort of documented action plan.”
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10. Small Group Activity: Skills Assessment
Healthy Homes: Assessment and Interventions
11/30/2018
Small Group Activity: Skills Assessment
Work with a partner.
Select one of the 8 Principles; create a home assessment scenario related to it.
Describe the principle and identify actions the resident can take.
Answer resident questions related to the principle.
Answer questions about related resources.
Role play the scenario for the trainer.
Introduce the Skills Assessment:
Direct the students to Exercise 13: Skills Assessment at the back of Module 4 (HHACHW) or Module 5 (HHAI) in their binders.
Explain that they will be working with a partner to develop and role-play a scenario related to one of the 8 Principles of Healthy Homes.
You can have students choose their own partner, preferably someone they don’t know and/or have not yet worked with.
If the group is particularly large (larger than students), you may want to have students work in teams of 3 instead of partners of 2.
The scenario should:
Include an interaction between a community health worker and a resident, in which the CHW is educating the resident.
Clearly state what the principle is (e.g., Keep it ventilated), and what actions the resident can take related to that principle.
Include examples of the resident asking questions related to the principle, and the CHW responding in an effective manner and with information appropriate to the situation.
Include examples of the resident asking questions about available resources, and the CHW responding in an effective manner and with information appropriate to the situation.
Explain that students will have approximately 30 minutes to prepare (45 if they are working in groups of 3). When a group of students feel they are ready to present, they should raise their hands to alert the trainer.
They will then role play the scenario for the trainer, who will provide them with constructive feedback. (Depending on how quickly the partners are ready, you can have them present for just the trainer or in front of the entire class.)
After completing the assessment, students will receive a signed form that they can share with their supervisors.
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11. Healthy Homes: Assessment and Interventions
11/30/2018
The Home Assessment Process
Interview resident (Environmental History)
Determine need for/scope of assessment
Interventions/ Education
Assess the home
Create an action plan
Professional Follow-up
T7_HHAI_MOD5_EDUCATE_RESIDENTS_Mar2017

12. To Follow Up, Or Not to Follow Up? (Is that the question?)
Healthy Homes: Assessment and Interventions
11/30/2018
To Follow Up, Or Not to Follow Up? (Is that the question?)
This is an animated slide; it initially displays with only the title.
EXPLAIN:
“As we’ve said, educating the residents starts at the beginning and ends at the end. And the end does not necessarily mean the implementation of the action plan. Often, you are going to want to do a follow-up to see how well the interventions that were put in place are standing the test of time.
Click to reveal first question. EXPLAIN:
“The decision to perform a follow-up assessment depends on a number of things:
the extent of interventions. Major interventions or more likely to require follow-up.
the risk of the hazard involved. Again, you are more likely to want to follow-up when the hazards presented risks to health.
the level of resident education and buy-in. By education, we don’t mean level of schooling but rather “how well did the resident understand the changes that were being put in place?” Also, to what extent did the resident seem to support the intervention? Was there resistance to the recommended changes or acceptance.
available resources. Unfortunately, the decision on whether or not to do a follow-up may end up being a financial one within your department.
Was a healthy home kit distributed?
Repairs
Click to reveal the second question. EXPLAIN:
“A follow-up does not have to be a home visit. Depending on the situation and the resident, you may just want to call soon after the interventions are complete to see if there are any remaining concerns or questions. But yes, in some situations it may make more sense to do a follow-up home visit.”
Click to reveal the third question. EXPLAIN:
”Once again, the answer to both of these questions is, “It depends on the situation.”
Is a follow-up needed? Possible?
What format should the follow-up take?
How many follow-ups? How often?
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13. Healthy Homes: Assessment and Interventions
11/30/2018
Follow-Up
NOTE: Because this image is so complicated, direct students to the version at the back of the Reference section of their binders.
EXPLAIN:
“This is just one example of a follow-up strategy. Actually, this time covers the entire assessment process from initial contact all the way through follow-up. Take a look at it and see if you can figure out what type of follow-up is shown here. There is a larger copy at the back of this module in your binders.”
Give students a few minutes. They should be able to say that approximately 30 days after the interventions where put in place, either a phone survey or a follow-up visit was conducted.
Once your interventions are complete, you may want to schedule one or more follow-ups. You may only do a single follow-up call or visit 30 days after the interventions are put in place, or you and your organization may determine that multiple follow-ups are needed, at say, 30 days, 60 days, 90 days, and or 6 months.
“Your agency will have to determine the timeframe that works for them based on the data they are collecting. But there should always be some form of follow-up with the family before closing them out once they are finished with the program.
“The follow-up could include assessing health status, reviewing the environmental hazards outlined in the client’s report, or checking on any action steps client was asked to complete. In some cases, it may involve a repeat of the original assessment to see if anything has changed. You might be looking for observable changes, or you may actual want to repeat tests.
“Whatever the follow-up plan is, however, make sure it is communicated to the resident! This is just basic courtesy, but it may also provide additional incentive.
“The key message here is that regardless of the situation, there should be some form of follow-up once interventions have been completed, even if all you did was provide the resident with information or refer them to a different organization. All it takes is a simple call to say, “I just wanted to see if you had any questions about that brochure I gave you before I close your file.”
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14. Healthy Homes: Assessment and Interventions
11/30/2018
name the most important factor in inspiring trust and credibility?
Click to reveal question.
Allow students time to respond, then click to reveal suggested answers. (Someone is bound to say this is two factors, but since it was presented as a single factory during the lesson, you can stick your tongue out at them.)
Caring and Empathy
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15. Healthy Homes: Assessment and Interventions
11/30/2018
name the final step in the assessment process, before closing out a client.
Click to reveal question.
Allow students time to respond, then click to reveal suggested answers.
Conduct at least a minimum (phone call) follow-up.
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