Course: Managing Long-Term Care Services for Aging Populations
This course will consider long-term service delivery programs designed to meet the special needs of seniors. It will review care and service systems from the unique perspective of an aging population, including the physiological and psychological changes common among seniors.
Students will become conversant with a conceptual framework for planning, organizing, and delivering services to the elderly, including the ability to define the major physical, mental and psychosocial changes and health problems that accompany aging and their applicability to program development. They will be able to describe the impact of demographics and the changing nature of family relationships on senior services delivery programs as well as to evaluate various models of service delivery, including their relevance to current economic, political and social conditions.The course will also include an historical, philosophical and managerial overview of seniors housing and care, from congregate living to skilled nursing. The course will analyze the underpinnings of the profession, including the demographics of aging, the role of financing and the evolving marketplace. The course will include a focus on the role of health care delivery within seniors housing, with attention devoted to the determinants of quality care, various models of care, and the critical role of quality management.
Upon completing the course, a student will be able to:
- Discuss the role of customer as the primary determinant of long-term care, including the ability to:
- Define the major physical, mental and psychosocial changes and health problems that accompany aging and their applicability to program development.
- Describe the impact of demographics and the changing nature of family relationships on the long-term care marketplace.
- Distinguish among the various models of service delivery and demonstrate their relevance to current conditions.
- Understand the relative advantages of different models of care deliver
- Describe the evolution of the long-term care continuum, including the ability to:
- Isolate the major historical trends in the development of long-term care and make plausible projections of future growth.
- Display a grasp of the changing market for services as impacted by increasing choice, family involvement and disposable income.
- Show the relationships between financing/reimbursement and service delivery programs.
- Demonstrate an understanding of the unique social and managerial dimensions of housing and care for the elderly and how the various models of service delivery must be structured so as to accommodate to those dimensions.
- Outline the major organizational, governance and administrative issues facing long term care and demonstrate an ability to address them.
- Demonstrate the applicability of the basic determinants of quality in long-term care settings (motivation, resources, and skills).
- Describe the managerial aspects of various approaches to quality assurance in long-term care settings, including the role of regulatory systems.
- Implement customer satisfaction measurement and follow-up systems in seniors housing communities.
- Apply data to an understanding of the demand for seniors housing and care.
- Isolate the essential components of project feasibility and the most critical elements of an effective marketing and sales program.
- Understand the potential impact on facilities of regulatory demands, compliance issues and tort litigation and demonstrate an understanding of risk management programs.
- Discuss the major public policy issues affecting seniors housing and care and their potential impacts on market structure and share.
Evashwick, Connie J. The Continuum of Long Term Care. Albany, NY, Delmar, 2001.
Lieberman, Trudy. Complete Guide to Health Services for Seniors. New York, NY, Three Rivers Press, 2000.
Stone, Robyn I. Long-Term Care for the Elderly with Disabilities: Current Policy, Emerging Trends, and Implications for the Twenty-First Century. New York, NY, Milbank Memorial Fund, 2000.
All students will be required to present a case for or against hypotheses developed from one of the topics dealt with in class. Structure and approach will be discussed during the first session.