Evaluation of education initiatives to increase delivery of age‐friendly care in retail clinics

Author:

Schiltz Nicholas K.1ORCID,Armstrong Grace Q.1,Foradori Megan A.1,Ball Sarah2,Duffy Evelyn G.1,McCormack Mary E.2,Pino Lilia2,Pohnert Anne M.2,Dolansky Mary A.1

Affiliation:

1. Frances Payne Bolton School of Nursing Case Western Reserve University Cleveland Ohio USA

2. MinuteClinic, CVS Health Woonsocket Rhode Island USA

Abstract

AbstractBackgroundThe Age‐Friendly Health Systems model, encompassing four key elements (4Ms)—What Matters, Medication, Mentation, Mobility—is integral to delivering high‐quality care to older adult patients. In May 2020, the MinuteClinic at CVS implemented the 4Ms model in all 1100+ store locations nationwide. To prepare healthcare providers to deliver 4Ms care, educational modules were developed to provide an understanding of the gerontology principles that support the 4Ms model of care. Our goal was to evaluate the effectiveness of these education modules on improving reliable 4Ms delivery during retail clinic visits.MethodsEducational modules were provided to nurse practitioners and physician associates to complete in a self‐directed manner. These included an orientation module with scenarios comparing usual care and 4Ms care, 12 monthly grand rounds focusing on 4Ms case studies, and 10 video vignettes on 4Ms integration. We examined the association between number of education modules completed with the average number of Ms delivered per visit (M‐Score) using descriptive statistics and a generalized linear mixed‐effects model.ResultsOver 70% of 2783 providers completed at least one education module. Rates of 4Ms care delivery were 1.37 (1.36–1.39, p < 0.001) times higher among those that completed an orientation course compared to those that did not. Higher uptake of education exhibited a dose–response relationship with rate ratios between 1.77 (1.74–1.80, p < 0.001) for 1–2 modules beyond orientation, up to 2.94 (2.90–2.99, p < 0.001) for eight or more modules.ConclusionsThe self‐directed learning environment (e.g., providers self‐select the number and type of courses) reflects real‐world variation in engagement. Despite this variation, significant improvements in 4Ms delivery were observed at any level of educational exposure, underscoring the value of prioritizing education time with quality improvement initiatives.

Funder

John A. Hartford Foundation

Publisher

Wiley

Reference23 articles.

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3. Prevalence of Potentially Inappropriate Medication Use in Older Adults Using the 2012 Beers Criteria

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