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NOW THAT I AM ALMOST 64
Now that I am almost 64, who will meet my needs when I am 84?
BLOGGER: DEBBIE HEISER
AUTHORS:
Deborah Heiser, Judith L. Howe, Robert Maiden, Beverly Horowitz, Pat Brownell
When you think of growing older, what comes to mind? Fun, family, golf, workforce issues…? Workforce issues? Yes, workforce issues. Believe it or not, we need to pay very close attention to them. Each day 8,000 baby boomers turn 60. In 2011, 78 million baby boomers will begin to turn 65. The Bureau of Labor Statistics (2005) estimates the demand for employment in aging will increase 26% over the next few years – particularly in health related jobs. All the while, those 85 years and older are the fastest growing segment in the U.S. population. This age group is expected to double in 2030 to 9.6 million and to double again by 2050.
Unfortunately, there is a down side to all of this longevity. There is a HUGE need for a trained workforce to serve the aging. According to Boxer and Collins (20007), 8 out of 10 older adults have at least one chronic illness and, of those, about 2/3 have multiple chronic conditions that require complex treatment and coordinated care. Maiden, Chireac, and Maiden (2002) found that 50% of people requiring in-home care are 85 but older-family members find it difficult to secure, manage, maintain, and pay for adequate in-home assistance. To met the demand, we need 36,000 certified geriatricians; we only have 7,128 in the U.S. Despite the demand, and the increase in demand, the supply of in-home workers remains very low and is expected to remain low. Even those who are available receive very little training and are then asked to perform functions they are not adequately trained for (Maiden & Maiden, 2004). Only 5% of social workers are trained in aging issues and only 3% of advance practice nurses specialize in aging. “Besides being inadequately prepared in geriatrics, the current workforce is not large enough to meet older patents’ needs. and the scarcity of workers specializing in the care of older adults is even more pronounced” (Institute of Medicine, 2007, p. 5).
To determine what was going on in education, Dr. John Krout, a professor in New York State and a Past President of the State Society on Aging of New York, recommended taking a look at the New York State Institutions of Higher Learning. Based on this recommendation, an inventory of all schools within the state was conducted. The findings were astonishing!
Of 242 schools in higher learning:
Note ***Only one school, now defunct, offered a PhD.
The State Society on Aging of New York (SSA) and The State Office on Aging of New York (NYSOFA) teamed up in 2007to create the Workforce Project charged with understanding training needs in the State of New York. The SSA and NYSOFA conducted a series of 8 Listening Sessions across the State. The notes taken during each of the Listening Sessions were compiled and a content analysis was conducted to systematically identify key words and phrases used at each Session to determine important structures and themes. The results are based on ratings provided by three independent coders who identified and tallied themes discussed at each of the Listening Sessions.
A total frequency and percent of discussion associated with each key topic was determined for each of the seven major discussion questions that framed the Listening Sessions.
The 7 Questions asked at each of the 8 Listening Sessions were:
Question 1:
Do you see a need for more education about aging staff in your organization?
Question 2:
On what topic would you like to see more education?
Question 3:
How should training / educational opportunities be presented?
Question 4:
What credentialing and certification should be considered?
Question 5:
Should gerontology be infused into college curricula? Across disciplines?
Question 6:
What is the ability of organizations to support education/training for employees
Question 7:
Other comments
The Top 10 Key Findings were:
The findings from the Listening Sessions, as described in the Content Analysis show that a variety of issues were brought up. Some were brought up only once, and some several times.
The organizations collaborated again at the SSA’s Annual Conference in 2008 to discuss the findings and “next steps” with 120 conference participants. The participants completed questionnaires. Notes were taken and were reviewed for key themes with regard to the four workforce training and education questions posed to the group. The results are broken down by question:
Question 1:
What do you think are good next steps we can take?
The overarching theme for this question was education. Forty seven percent (47%) of the responses and notes highlighted the need for education from k-12 and. Additionally, they recommended educating college students earlier in their undergraduate education, and employing online education. Other responses with suggested sensitivity training for gay/lesbian issues in training aides, elder abuse training, expanding nursing programs, fully funding GECs, emphasizing Geriatrics as a career, exposing teachers to SSA and Teach for America, and grassroots efforts.
Question 2:
Of the top 10 key issues identified, what do you see as the most important to focus on?
There were three distinct themes for this question. Thirty nine percent (39%) of the responses advocated education, 39% training, and 22% financial aide and incentives. With regard to education, the responses were: education for k-12 and all curriculum, college students receiving education earlier in their undergrad education, and online education. Training responses were: aide training, caregiver training, and work-site training and mentoring. Financial aide and incentives were not broken down further.
Question 3:
How can we – area agencies, academics, practitioners, and government – work together to move workforce education and training issues forward?
There were two distinct themes for this question with 42% of the responses advocating financial solutions (financial aide and incentives, support the Boxer Bill, and fully fund GECs) and 31% supporting increased education (education – k-12 and all curriculum, online education, and pilot curriculum programs for secondary education
Question 4:
Can you think of any other incentives for promoting education and training in aging?
Nearly 67% responded that there was a need for community service for high school students; approximately 33% responded that there is a need for increased payments and reimbursement for medical and social services.
Recommendations coming out of the Next Steps, SSA conference, mirrored the listening sessions. They focused on education (k-12 in particular, and online training). Responses for education were addressed in questions 1-3, and for two of the three questions, was a top response.
NowWhat?
We must now move toward addressing the issues brought up by New Yorkers as key workforce issues.
Let us know what you think! Leave a comment below!
To read the full report published in 2008 by NYSOFA, please go to the State Office of Aging of New York Website: http://www.aging.ny.gov/ReportsAndData/WorkforceEducation/Introduction.cfm
To read this article on the SSA website, please go to: www.ssany.org
To become a member of the State Society on Aging of New York, please go to: www.ssany.org
To find out more about Dr. Heiser, click the photo below:
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Tags: aging, America, boomer, Caregiving, doctors, economy, health care, home health, New York, nursing, NYSOFA, SSA, workforce
