The Community Health Center, Inc. and its Weitzman Institute will provide education, information, and training to interested health centers through national webinars and learning collaboratives focused on advancing team-based care, post-graduate residency programs, and health professions students training in Federally Qualified Health Centers. The Community Health Center serves over 145,000 patients across 203 delivery sites, with a founding year of 1972. It has three foundational pillars: clinical excellence, research and development through its Weitzman Institute, and training the next generation of health professionals through various postgraduate training programs and student placements.

1. We will begin shortly…
Welcome
1

2. Using Zoom
Join a ZOOM
meeting or
webinar from
your computer,
iPhone or iPad
Use the Q&A button to
send us your questions!

3. Zoom
At this time- Please use the CHAT button to tell us the
name of your Health Center and how many people
have joined the meeting.

4. 4
Community Health Center, Inc.
Foundational Pillars
1. Clinical Excellence- fully Integrated teams, fully
integrated EMR, PCMH Level 3
2. Research & Development- CHC’s Weitzman Institute
is the home of formal research, quality improvement, and R&D
3. Training the Next Generation: Postgraduate training
programs for nurse practitioners and postdoctoral clinical
psychologists as well as training for all health professions
students
CHC Profile:
•Founding Year - 1972
•203 delivery sites
•145k patients

5. The Community Health Center, Inc. and its Weitzman Institute will provide
education, information, and training to interested health centers in Transforming
Teams and Training the Next Generation
• National Webinars on advancing team based care, implementing post-
graduate residency programs, and health professions students in FQHCs.
• Invited participation in Learning Collaboratives to advance team based care
or implement a post-graduate residency program at your health center.
CHC’s NCA on Clinical Workforce Development
The National Training and Technical Assistance Cooperative Agreements (NCAs) provide
free training and technical assistance that is data driven, cutting edge and focused on
quality and operational improvement to support health centers and look-alikes.

6. National Webinar Series
-2892 viewers attended the webinar series
-Most attended webinar: Enhancing the Role of the Medical Assistant
-(March 3, 2016) 373 attendees
- Videos: Viewed a total of 1,102 times
- Slides: Viewed a total of 6,746 times
- Representation from all 50 states, US Virgin Islands, Puerto Rico and
Canada.

7. The LC Teams

8. 147,769
1,708
0
20,000
40,000
60,000
80,000
100,000
120,000
140,000
160,000
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
TotalPatients
Participating FQHCs
Total Patients UDS 2015 Health Center Data
Team-Based Care
Residency
Both
Demographic and Population Profile
Collectively, we serve over 607,884 patients

9. Demographic and Population Profile
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
%ofTotalPatients
Participating FQHCs
Age UDS 2015 Health Center Data
Older Adults (age 65 and over)
Adult (18 - 64)
Children (< 18 years old)

10. Patient Characteristics
Uninsured
18%
Medicaid/
CHIP
57%
Medicare
9%
Other
Third Party
16%
Payor Data UDS 2015 Health
Center Data

11. Almost all health centers offer
Medical, Dental and Mental
Health services.
Staffing and Utilization: UDS
Table 5 – We encourage you
to look at your data!

12. Quality Improvement Education
Patti Feeney
Manager, Quality Improvement Education

13. Effective Meeting Skills
Providing meeting and team structure for coaches
I. AGENDA
II. MEETING ROLES
III. ACTION PLAN

17. Define the Problem
Fishbone Diagram; a useful cause & effect tool

18. Developing a Project Specific Aim

19. All tools referenced in today’s session and support
material can be found by following theses links:
NCA Team-Based Care Learning Collaborative
NCA Post-Graduate Residency Learning Collaborative
Tools and Resources >> Quality Improvement

20. Welcome
NCA Post-Graduate Residency
Learning Collaborative

21. Organizational Overview

22. Interviews : General Impressions
 A lot of variation in QI experience, from none to expert
 Five organizations host medical residents from university
hospital programs; most have pre-licensure students from
various disciplines; none run their own residency programs
 Many mentioned the complexity of FQHC patients, requiring
specialized training NPs don’t get in their graduate programs
 Several mentioned that many new NPs have never worked as
RNs, and are coming from other fields into the direct entry
accelerated programs

23. Interviews : Expectations and Goals
• Want best practices and structure/guidance/resources
from the LC: how-to
• The first year out of school is overwhelming for new NPs
and want to help with the transition
• Recruitment/retention are major goals
• Concerns: organizational structure and resources required
to host and sustain an accredited program; financial
implications

24. Team Coaches
Name of FQHC Coach
Avenal Community Health Center Veronica Vo Lumley
Central City Concern- Old Town Clinic Lauren Land
CHAS Health Marcus Riccelli
Lamprey Health Care Evalie Crosby
Lyon Martin Health Services Nina Soares
Matagorda Episcopal Health Outreach Program Jessica Russell
Menominee Tribal Clinic Diane Hietpas
Montbello Health Center Lisa Wanger
Johnson City Community Health Center Dr. Flo Weierbach
Petaluma Health Center, Inc. Carlin Chi
Rutgers Community Health Center Mary DiGiulio
The Children’s Clinic Jack Tsai

25. CHCI Mentors
 Post-Doctoral Clinical Psychology Residency Programs
Kerry Bamrick
Senior Program Manager
Post-Graduate Residency Programs
Kerry@chc1.com
 Post-Graduate Nurse Practitioner Residency Programs
Anna Rogers
Project Director
National Cooperative Agreement
RogersA@chc1.com
Charise Corsino
Program Manager
Nurse-Practitioner Residency Program
charise@chc1.com

26. Coach and Mentor Roles
Role of the Coach Role of the Mentor
• Teach team how to prepare and facilitate
effective meetings.
• Provide coaching support between and during
weekly team meetings.
• Participate in weekly conference calls with
mentor to discuss progress and stuck points.
• Help team follow timelines and complete
assignments and progress reporting.
• Share team’s progress with the mentor and
other teams during collaborative sessions.
• Meet with coach weekly to discuss
progress.
• Work directly with coach to identify
successes and work through challenges
and stuck points.
• Help coach run an effective meeting for
their team and develop other coaching
skills.
• Be available for individual sessions with
coach for specific team and program
development.

27. Drivers for Starting a Program
• Your organization should ask – Why do we want to
start a post-graduate residency training program?
• Our drivers for starting postgraduate training
programs
– Nurse Practitioner Residency Training Program
– Post Doctoral Clinical Psychology Training Program

28. Polling Question
• Has your organization established your drivers for
starting a program – Yes or No?
• What is your primary reason for starting a post-
graduate training program?
– Recruitment and Retention
– Committed to Training
– Staff Development
– Staff Satisfaction
– Patient Access

29. Questions?

30. Developing a Mission and Vision
Statement
Mission Statement: A program mission statement should be
clear, concise, and communicate the core purpose of the
program.
Candice S. Rettie, PhD
Executive Director,
NNPRFTC

31. Mission, Vision and Goals
MISSION:
• The “Cause”
• 30 second
“elevator speech
• 3 sentences
VISION:
• The framework
• Description of what
the program will look
like in the future
• A few paragraphs

32. Accreditation Defined
External, independent review of a training
program against nationally-accepted standards
and its own policies, procedures, processes and
outcomes (AAAHC)
• Peer-reviewed, voluntary program evaluation
• Practice-based determination of adherence to
National Standards
• Public recognition of excellence
• National acknowledgement of quality.

33. Standards Drive Program Design
BEST PRACTICES
Adult learning
Curriculum design
Program development
Staff development
Evaluation and Assessment
QA/QI
Program Delivery
Operations
Administration
Trainee Services

34. Contact info:
Candice S. Rettie, PhD – Executive Director
Candice.rettie@nppostgradtraining.com
Office: 202-780-9651
Twitter: @nppostgrad
www.nppostgradtraining.com

35. Resource Assessment

36. Review Assignments
• Develop Program Drivers
• Develop Program Mission and Vision statements
• Complete Resource Assessment
• Establish meeting day and time and have first
meeting (if already haven't done this)

37. Q&A
Please use the Q&A feature to ask questions