Target Population Description
The primary learners for this instruction/training will be newly hired Residential Case Managers. (Present Case Managers will initially also complete this instruction/training.) Typically these persons will have relatively recently obtained bachelor degrees in various fields. Very few will have had any instruction/training or experience in case management or case conceptualization.
Case Managers will demonstrate basic abilities to conceptualize cases in an accurate and comprehensive manner as evidenced in a “summarization of this case” worksheet.
Terminal Learning Objective:
At the end of this instruction the targeted learners will accurately and comprehensively identify on a worksheet the critical facts in a practice case as assessed by a rubric prepared by a subject matter expert.
Enabling Learning Objectives:
- Targeted learners will list major themes, patterns and issues on their worksheets.
- Targeted learners will recognize causes/effects and identify them on their worksheets.
- Targeted learners will list critical facts about the stock case that encompass all domains.
- Targeted learners will list critical facts about the stock case that takes into account the past, present, and future.
- Targeted learners will identify both the strengths and the weaknesses of the person in the practice case.
Instructional Theory Selection and Rationale
This instruction/training is based on the “Learning by Doing” theory. A “Goal-based Scenario” is used as the primary method for instruction.
The “Learning by Doing” theory was chosen for the following reasons:
The goals of this instruction are fairly concrete. The direct instruction that “Learning by Doing” provides seems to have the highest probability of achieving the learning goals of this instruction/training.
This particular segment of instruction primarily addresses the cognitive domain learning needs- comprehension, application, analysis, and synthesis.
The instruction/training can take place in a manner that very closely simulates
the actual context in which the knowledge and skills learned will be practiced.
- “Learning by Doing” lends itself well to individual and Computer-based learning.
A Computer-based Training (CBT) will be utilized. CBT appears to a good method for instruction/training for the learning goals for this instruction/training for the following reasons:
- CBT provides “just in time” training. The targeted learners for this instruction/training are new Case Managers. Therefore the need for this instruction/training will be sporadic and usually involve only on person at a time. The new Case Manager needs to be “up and running” quickly. We cannot wait until several are hired and then conduct a “class.”
- Personnel resources are tight. While a supervisor or trainer will provide some coaching and feedback in this approach, most of the training will not require other personnel be involved.
- CBT provides for consistency of training. All Case Mangers will get the same training.
- CBT closely models the actual way that Case Conceptualization occurs in the job functioning of Residential Case Mangers. They view documents, talk to people, interview clients (that is not simulated by CBT), then they record their assessment via computer.
The learners will review material related to Case Conceptualization, read a practice case, and fill out a worksheet. The learner will then receive feedback from a supervisor/trainer.
The following components of Goal-based Scenario learning will be followed:
1. Learning Goals
2. The Mission
The learners will be told that their “mission” will be to present this case to a “Monthly Multidisciplinary Meeting” in such a way that this student gets the best care and treatment possible. (In reality this "presentation" will be a coaching session with the instructor/trainer.)
3. The Cover Story
A new student has been admitted. The learner has been assigned this student. They must present this case before the next “Multidisciplinary Meeting.” This team is a very committed and highly competent team. However they will need direction in how to proceed with the treatment and care of this new student.
4. The role
The learner will play the role of a highly empowered Case Manager. The entire treatment team will be looking to them for direction on how to proceed. How the case is presented and the direction given to the team will be critical to the life of this student.
5. Scenario Operations
- Learner reads about the "Mission."
- Learner reads information regarding the importance and elements of good Case Conceptualization.
- Learner reviews the practice case.
- Learner makes notes on “Case Conceptualization Worksheet.”
- Learner lists “Top Five Facts” about the student in this practice case.
- Learner self-assesses via completion of a “Case Conceptualization Assessment Rubric.”
- Learner makes any revisions to the “Case Conceptualization Worksheet” and “Top Five Facts” they believe necessary.
- Learner “presents” the case to the instructor/trainer.
- Instructor/trainer provides feedback.
- Information on the importance and elements of good Case Conceptualization.
- A practice case that is somewhat typical and has sufficient information to cover all elements of good Case Conceptualization.
- A “Case Conceptualization Worksheet” to aid the learner in covering all aspects of Case Conceptualization.
- A “Case Conceptualization Assessment Rubric” that helps the learner assess their case conceptualization and provides immediate feedback.
- An instructor/traner who is skilled in this area and can provide non-threatening, helpful feedback to the learner.
Feedback will be provided in two ways:
- Self-assessment via a "Case Conceptualization Assessment Rubric."
- Coaching from an instructor.
- Personal Computer with web access and Adobe Reader installed
- Pen or pencil
Web pages and documents needed:
- Introduction to the "Mission"
- Importance and Elements of Good Case Conceptualization
- Practice Case
- Case Conceptualization Worksheet
- Case Conceptualization Assessment Rubric
Sequence of Instruction
See "Instruction Sequence" diagram
- Learner reads “Mission” (10 min.)
- Learner reads Case Conceptualization information (25 – 60 min.)
- Learner reviews Practice Case and makes notes on worksheet (45- 60 min.)
- Learner distills notes to “Top Five Facts” (10 – 30 min.)
- Learner self-assesses (15 min.)
- Learner revises worksheet and “Top Five Facts” (15 min.)
- Learner “presents” case and receives feedback from instructor (30 – 50 min.)
Total Training time:
- Learner: 2 ½ hours – 4 hours
- Instructor: 30 – 50 mins.
- Learners: See above information on targeted learners
- Instruction/training design staff: Director of Training (DH)
- Implementation: Director of Training and Supervisors
- Feedback/coaching sessions: Director of Training or other designated person (Supervisor, experienced and skilled Case Manager, etc.).
Evaluation of the effectiveness of this instruction/training will be provided by:
- Director of Training will “Case Conceptualization Worksheets” and “Case Conceptualization Assessment Rubrics.”
- Director of Training will elicit feedback from Learners and other Instructors.
- Learners will complete an "Evaluation of Training" survey.
(This assumes all the instructional materials are posted on the web site.)
The person conducting this training will follow these steps to conduct the instruction/training:
- Review all the material in this “Instruction Plan/Design Document.”
- Provide an overview and rationale for this instruction/training to the prospective learner.
- Set a target date for “coaching session.”
- Direct the learner to the web site (URL or link in Case Manager Tools folder)
- Be available for questions or to address any problems completing the instruction/training.
- Conduct (or delegate to another qualified instructor/trainer) the “coaching session” after the learner has completed the “Case Conceptualization Worksheet.”
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