Introduction
Customers constitute the most important aspect of any sectorâs survival. Accordingly, the services delivery industry is significantly unique compared to the goodsâ provision segment in that the patrons directly assess its products. Service providers, such as nurses and doctors, can influence their capacity to retain or lose customers based on their service quality. Meeting clientsâ expectations is crucial to the care deliverers due to the connection to job satisfaction and profitability. Almost all nurses know this and endeavor to complete it but fail often. The present work provides a curriculum for meeting home-based care patronsâ needs for effective care and customer satisfaction.
Most Up To Date Information Concerning the Matter
The American healthcare industry is substantially dynamic, courtesy of the numerous demographic, social, economic, and technological changes that the nation faces. Presently, home-based care is an emergent but necessary facet of the republic, according to Nguyen et al. (2019). Hao et al. (2019) maintain that growth in the aging population and life expectancy contribute directly to the budding care-dependent population with challenges visiting hospitals. As per the scholars, about 45% of Americans beyond 65 years require home-based care for various reasons. Approximately three-quarters of these challenged residents have unmet healthcare expectations (Jones et al., 2020). For instance, more than 70% of elderly care-reliant Americans with challenged mobility believe that a nurse is constantly following up on their case and ready to offer sustained care (Hunter & Simon, 2019). However, reports concerning lack of access to care and high death rates among the elderly due to manageable cases, especially the socioeconomically disadvantaged and remotely located groups, reveal the unmet expectations.
Americaâs elderly inhabitants are generally care-starved due to neglect by the healthcare industry parties. Low healthcare professionalsâ numbers relative to the momentous daily visits in the U.S. partly contribute to the problem (Hunter & Simon, 2019). The special populationâs emergent nature further makes many hospitals and medics inexperienced in the subject matter. The few healthcare agencies in America, mostly private and NGO-sponsored, focusing on home-based care have numerous issues, regularly originating from a lack of capacity-building information (De Simone et al., 2022). Kois et al. (2021) reiterate the importance of research and higher education institutions in leading the struggling healthcare organizations and health sector in managing this emergent customer satisfaction gap. Accordingly, scientific investigators probe past and present scenarios to develop evidence-based answers.
Training employees on home-based care remains one of the best interventions assumed by hospitals and clinics in the U.S. to curb care-access disparities. However, most courses on the subject leave out crucial details. The present curriculum aims to offer research-based and up-to-date information on best practices to meet home-based care patients’ expectations and improve the quality of care and life among the elderly. The program assumes a short-course format and lasts for three months. Equally, the course targets serving medics, especially nurses, with basic healthcare delivery skills. Professionals working in institutions specializing in home-based medical care provision benefit most from the short facilitation period. However, the course targets all healthcare professionals as it offers crucial present and future skills that every American medic must have to operate effectively and attain competitiveness in the job market.
Learning Needs Assessment
What the Learner Already Knows
The courseâs participants will be nurses and doctors serving in American hospitals and clinics. Individuals from without the U.S. have equal opportunity to undertake the program. Accordingly, the targeted students are expected to have basic health care and health science skills and know-how. Health records management, management, medication administration, basic computer information, and health care facility and staff management are examples of expected prior skills among the learners.
What the Learners Need to Know About the Subject Matter
A primary concern worth noting among the trainees is the growing need for customer satisfaction in home-based care services. Hunter & Simon (2019) argue that nearly 70% of Americans receiving distance care lack customer satisfaction. Nurses and doctors participating in the course must realize the essence of location-based time-trailing operations in home-based care for improved customer satisfaction. The medics must comprehend digital health records management and employ life-saving warnings and monitoring structures to improve the quality of life for elderly immobile patients. Similarly, American medics must learn ways of measuring home-based patientsâ experiences and outcomes, together with appreciating the place of mobile labs and at-home drug delivery set-ups (Lau-Zhu et al., 2019). Appreciating these facets will produce missing American nurses and doctors who meet the expectations of the growing elderly and COVID-19-triggered hospital-avoiding populations.
4 to 5 Learning Objectives
By the end of the course learner will acquire the following fundamental skills:
- Learn and apply location-based time trailing skills for home-based patient appointments
- Comprehend and employ digital records management skills for home-based care patients
- Realize and exploit life-saving warnings and monitoring systems for home-based care patients
- Understand and utilize patient experience and outcomes measurement methods
- Appreciate and apply mobile labs and at-home drug delivery operations
Learner Population
Target Learner Population
The course targets all healthcare providers in the U.S., especially those working in institutions embracing home-based care for the elderly. Nurses, doctors, clinicians, and midwifery groups serving distant and disadvantaged populations will benefit by learning new skills to bridge the existing service delivery gap. Additionally, fresh graduates from medicine and nursing colleges will take the short course to boost their job market competitiveness.
Target Traineesâ Characteristics
Healthcare providers are generally care-focused people who love helping and serving during critical moments. Lau-Zhu et al. (2019) insist that having a life lost due to lack of experience or unavailability causes significant pain to many caring medics. Thus, the course will attract highly trained and experienced healthcare professionals who desire to boost their customersâ satisfaction.
Target Learnerâs Knowledge of the Subject
Nurses and doctors enrolling in the course will have diverse knowledge about home-based care and the absence of customer satisfaction in the field. Some professionals will have practical interventions already in use concerning the subject matter.
Type of Target Trainees; New Hires, Experienced Employees, or a Mix of the Two
The course anticipates a mix of new hires and experienced healthcare specialists. However, most pioneer learners will be individuals already serving in varied healthcare delivery sectors. There shall be nurse managers, hospital heads, nursing department heads, and home-based care delivery enthusiasts and researchers. The training will offer standardized and up-to-date information on research-based best practices for meeting the needs and expectations of the emerging special group of the elderly and COVID-19-frightened Americans requiring home-based care.
Target Learnerâs Education Level
Most of the targeted trainees will be college and university graduates. Their profession will mostly be health care or health sciences related. However, research-oriented scholars may investigate the offered interventions for coverage and advancement in their respective fields.
Demographic Information about the Audience
Trainees will be between 20 and 50 years old, with the thirties and forties being the median age. Professionals serving managerial or leadership positions will come first, either under self or institution-sponsored training, to serve as change agents. However, a mix of people with computer literacy is anticipated with time. Generations X, Y, and Z will be the frequent trainees, with a very small percentage of baby boomers, especially those running private clinics, expected.
Skills and Knowledge the Learners Bring With Them to the Course
Human resource management, in-hospital patient care, home-based care delivery skills, and communication skills are expected abilities among the apprentices. The course shall be open to all the professionals serving in the care delivery sector. This aspect makes expertise collection for the novices substantially wide.
Learning Styles
The course applies the four basic learning and teaching methods. Such include visual, auditory, kinesthetic, and reading and writing. Learners exhibiting visual learning capabilities will enjoy using graphic content in the information delivery process during training. Auditory learners will learn aurally in groups, while verbal learners will receive modules and presentations during the training process. Amalgamating the four styles will help every apprentice comprehend the covered content effectively for the active application.
Conclusion
The proposed program will experience learning constraints similar to any other adult package. Time and content packaged-ness are the most critical issues to encounter during learning. Engaging medical professionals in out-of-job short course training will push most learners to take the course while having other commitments at the hospitals and clinics, leading to time management shocks. That is particularly so because the course will mainly adopt in-class organization. Learning while having families and a job will denote social issuesâ involvement in the learning process. Other challenges will include ensuring that the vast information and content are covered within six months for the professionals to acquire the appropriate skills.
References
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Hunter, L. M., & Simon, D. H. (2019). Climate change, migration and health.A Research Agenda for Migration and Health, 50-66. Web.
Jones, M., DeRuyter, F., & Morris, J. (2020). The digital health revolution and people with disabilities: perspective from the United States.International Journal of Environmental Research and Public Health, 17(2), 381. Web.
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Lau-Zhu, A., Lau, M. P., & McLoughlin, G. (2019). Mobile EEG in research on neurodevelopmental disorders: Opportunities and challenges.Developmental Cognitive Neuroscience, 36, 100635. Web.
Nguyen, H., Terry, D., Phan, H., Vickers, J., & McInerney, F. (2019). Communication training and its effects on carer and careâreceiver outcomes in dementia settings: A systematic review.Journal of Clinical Nursing, 28(7-8), 1050-1069. Web.