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Home Health Supervision and Management

Develop your skills to be an effective, successful, and engaged industry leader in home care, home health care, or hospice!

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About this Certificate Program

Making the leap to a management or leadership role can be fraught with fear and anxiety. This fun and content-packed program leads those seeking a larger role in their organization through the pitfalls of gaining the practical body of knowledge needed for success. Whether seeking to be supervisor, clinical leader, administrator, and/or other roles, this program is tailored for your success. Team members who complete this program will have the glossary, information, and skillset to start on their unique management trajectory. Join us on this journey—as the statistics show, we know that workforce shortages are a continual and looming concern. Developing leaders is one way to ensure organizational stability across time.

Target Audience

This course is specifically developed for nurses, therapists, social workers, aide supervisors, the QAPI team, administrative team members, and other members of the interdisciplinary team in home care and/or hospice. This course can also be used as a pathway for those seeking to enter the home care and/or hospice industry from inpatient and outpatient areas, including hospitals, rehabilitation, and other settings. In addition, consultants, finance, and businesspeople looking for more information about home care and hospice will find this information invaluable.

Goals & Objectives

  • Review foundational concepts of effective management and supervision
  • Describe how effective interpersonal skills are key to workload success
  • Identify your goals for success on the road to effective management/supervision
  • Outline effective strategies for workload prioritization and operations
  • Discuss the attributes of good and not so good managers
  • Apply strategies and concepts presented to practice and operations

What's Included in the Certificate Program

Courses
Accredited Online Courses*

9 hours of online video lectures and patient demonstrations.

Courses
Case Study Interviews

Recorded Q&A sessions between instructors and practice managers.

Courses
Interactive Learning Assessments

Case-based quizzes to evaluate and improve clinical reasoning.

Section 1: Clinical Management for New Managers

2 Chapters

Making a Successful Transition From Clinician to Managerkeyboard_arrow_down

Course
  • Welcome to the Role of Manager: What Is That Role, Exactly?Chapter 1

    The role of a manager is very different from that of a visiting clinician or other roles in home care and hospice. Though organizations may vary regarding the components or areas of the manager role, there are structural and operational elements that are a part of any organization. This foundational first chapter sets the stage for the information that follows. What is a manager? What are the skills that might be brought to this new role for success? Who and what am I managing, exactly? A practical definition of "manager" will be presented, as well as what that title implies. Foundational information, including getting started in your role and establishing yourself as the new nurse manager, will be presented. What are the metrics for success? One of the difficulties can be “leaving” your peers and colleagues behind. This too will be addressed.

  • People Skills: Performance and PitfallsChapter 2

    This chapter delves into the area of human resources. Your orientation, with a solid review of the organization’s policies, procedures, and HR processes, is key to your success. The people, what make these roles great, can also bring challenges to neophyte managers. Communication with people and its effectiveness is key to success. What are some of the common pitfalls in addressing interpersonal challenges and behavior? Areas addressed include coaching and counseling, having difficult conversations, and the manager’s role in culture and performance. Everything a manager conveys in the written word, such as memos, policies, emails, and texts, projects personal and organizational culture and style, so it is essential that communications be effective and clear. There are many stories about difficult managers and their teams. With this in mind, know that most people leave jobs because of their managers, so managers have a key role in retention. This chapter makes the case for “might for right”: the idea that the manager role is employed for the good of the team, the organization, and the patients and families served.

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Introduction to Clinical Management and Supervisionkeyboard_arrow_down

Course
  • Managing the Workload and Priorities: The Manager Role in ActionChapter 1

    This chapter seeks to help bring order and structure into the busy days of home care and hospice operations and management. The chapter reviews priorities on a scale of "have to" to "want to." How are decisions best made with dueling and competing workloads? This chapter also addresses making the transition from clinician to manager, highlighting the responsibilities of the manager regarding quality improvement and clinical oversight, and providing tools to aid decision-making in these areas.

  • Where To From Here? Your Personal Path to LeadershipChapter 2

    This summary chapter pulls together information from Chapter One and from the previous course, Making a Successful Transition from Clinician to Manager. These two courses together provide a road map for success for the new manager, who is responsible for clinical oversight and related duties at the organization with respect to people, workload, and shifting priorities and schedules. Tools, dashboards, and reports are provided that can help the new manager get a realistic snapshot of the organization on a daily, weekly, monthly, and annual basis. This chapter also addresses what to consider when the new role is not working as expected, as well as information on networking, supporting your further professional development, and maintaining your sanity during your transition, helping you to identify your next steps and goals for your personal path to leadership.

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Section 2: Keys to Success in Clinical Management

2 Chapters

Essential Elements of Clinical Supervisionkeyboard_arrow_down

Course
  • Introduction to Organizational/Operational ManagementChapter 1

    This chapter addresses supervisory, organizational and management skills and the experience needed for success. Whether contacting a physician about a patient change in condition as reported by an aide and assessed by the supervisor or counseling an aide about documentation, the supervisor’s days are variable based on patient and organizational need. This chapter provides information about management, the organizational chart and “where” the clinical supervisor fits in. Communications with leaders/management and with peer team members, aides and agency support staff are also discussed. Clinical supervisors and managers have a role in customer service and the patient family/experience, but all clinical team members represents the face of the organization with every visit when assessing the plan of care. This chapter provides an example of a home visit with practical follow-up for areas identified needing improvement.

  • Pulling it all Together: Excellence in ActionChapter 2

    The first three chapters laid the foundation for success in the clinical supervisor role. This chapter highlights a sample day in the life of a clinical supervisor. This “day in the life” includes meeting consideration, processing workflow, daily oversight, sample organization metrics, follow-up e.g. on call, changes in condition, employee call offs, case-conferencing, and more! In addition, an interactive vignette of a clinical supervisor’s daily routine is presented and reviewed. A second vignette presents a joint visit with lessons learned. This chapter provides a roadmap to help organizations apply information presented to support and standardize their performance improvement initiatives related to the important role of the clinical supervisor.

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Fundamentals of Clinical Supervisionkeyboard_arrow_down

Course
  • Being/Becoming a Manager: Welcome and Foundational Concepts for SuccessChapter 1

    This foundational chapter sets the stage for why the clinical supervisor role is so important. Clinical supervisors need to be competent clinicians, in addition to performing a number of administrative and other activities that comprise the role. As home care and hospice models of care flex to meet the increasing needs of the aging and other patient populations, this role remains the anchor for a number of organizational metrics. Though there may be different words for this role, many of the activities remain the same. Some of the roles for success will be addressed, as well as the skill set needed for orientation, success, and retention.

  • Education and Competencies Needed for Success: Core ConceptsChapter 2

    In this chapter, a practical, holistic definition of home care is presented for clarity and application. Because of the complexity of home care, a listing of trusted sources is provided for course participants. Other education and competencies addressed in this chapter include orientation components, care planning, critical thinking, physician considerations, and case management models for organization and workload. In addition, information about making effective home visits with team members, the clinical supervisor’s role in the documentation, understanding of Medicare complexities, and an overview of health care in flux are all presented for practical application. The more focused and holistic the visit, the more quality and safety are brought to the home visit. This chapter helps new and experienced supervisors see these visits with new eyes and value.

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Section 3: Tools and Strategies for Management, Practice, and Operations

4 Chapters

Thinking Outside of the Box for Recruitment and Retentionkeyboard_arrow_down

Course
  • Why We Can’t Find Enough Staff: The R&R DilemmaChapter 1

    In order to improve the R&R dilemma, it has to be understood. This chapter presents statistics and trends that are affecting the labor forces in home care and hospice. This includes professional and paraprofessional team members.

  • The Generational DividesChapter 2

    Boomers, Xers and millennials are thought to approach work from different and sometimes competing perspectives. Terms will be defined and strategies presented for success when working with different generations. The millennial generation is larger than the Boomer generation. The Xers are getting Xed out by Boomers who are working beyond traditional retirement age. How do supervisors and recruitment managers leverage these differences and use them to strengthen lengths of employment stay?

  • Finding the Fish: Recruitment ConsiderationsChapter 3

    New technologies for recruitment can be powerful tools. Print advertising and job fairs produce few results in some markets. Online and social media platforms are only two ways to find new team members. Organizations who differentiate themselves in the marketplace and become the place people WANT to work at will succeed.

  • Should I Stay or Should I Go?Chapter 4

    What do employees value most today? Adding to your retention efforts means doing things that are different from traditional forms of recruiting and retaining staff. Keeping a decentralized workforce loyally connected to an organization is an increasingly important task to reduce turnover and create positive morale and retain your workforce. This chapter will cover various strategies for decreasing labor costs, stabilizing payroll budgets, and having a contented workforce.

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A Preceptor Training Program: Education & Management for Successkeyboard_arrow_down

Course
  • Preparing for an Effective Preceptor ProgramChapter 1

    Preceptorship is a highly useful strategy for clinical education. In chapter one, the core qualities that make a good preceptor are discussed and why it is important to select candidates with these essential qualities. In order to be an effective preceptor, they must understand their responsibilities, this chapter outlines key responsibilities of the preceptor. Many of us use the term preceptor and mentor in the same context. Both have similar but distinct characteristics, we’ll learn about these terms why they are different. You will also learn about the responsibilities of the preceptee.

  • Preceptor Training Part IChapter 2

    Thoughtful consideration should be given when developing the content of the preceptor training program. In order for preceptors to be effective and successful in their role, a structured program along with tools to assist preceptors to deepen their knowledge of preceptorship is required. Chapter two will begin the discussion on what key topics should be included in the Preceptor Training program.

  • Preceptor Training Part 2Chapter 3

    Continuing with the preceptor training materials, in this chapter a discussion of the One Minute Preceptor which is an efficient framework for clinical teaching is provided. Learning objectives serve as a contract between the preceptor and preceptee. A review regarding the development of learning objectives using Bloom’s taxonomy and the SMART model is part of the materials in the preceptor training program. Understanding how adults advance their learning capabilities from a novice to becoming experienced is helpful for the preceptor and this chapter reviews Dreyfus Model of skill acquisition. Reality shock is explained and strategies for the preceptor to assist the preceptee in overcoming this feeling.

  • Course ElementsChapter 4

    A well-developed training manual is useful to guide the delivery process for the preceptor, including how to prepare for training, gathering materials, lesson planning and so on. Information on developing course content and the concept of blended learning. Recommendations on specific core contents of the preceptor training manual, administrative components which should be considered and thoughts on preceptor recognition is also covered. Finally, delivering the message, pulling the course together and recommendations to help make your program a success.

  • Feedback and EvaluationChapter 5

    Feedback is critically important especially with adult learners whose learning is enhanced if they believe they are making progress. Feedback is a core function of the preceptor and a critical step in the learning process. Chapter four outlines critical points in providing both positive and negative feedback to the learner. In order to enhance the quality of the learning experience, preceptors must understand the difference between feedback and evaluation. This chapter reviews both concepts. To ensure your program is running as originally planned, a program evaluation is necessary and chapter four provides key considerations when planning a program evaluation.

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Customer-Centered Home Care: Everyone has a Rolekeyboard_arrow_down

Course
  • It’s Not Just the Hip: It’s Connected to a Whole PersonChapter 1

    The Customer Experience (CX) is defined as the interactions between the customer and an organization over the lifetime of their relationship. While a need or health care event may begin that relationship, attending to the customer’s physical, emotional, and other needs presents a unique opportunity to create a lifetime connection. This then can lead to repeat utilization of the organization. CX involves the totality of the experience with an organization and its vendors.

  • Paradigm Shift: The Patient/Client/Family Is Always RightChapter 2

    In an era when patients and clients are shouldering a greater share of their health care costs, they are also becoming better, more informed advocates and consumers. As a result, they may be more discerning of the professionals and organizations that care for them. As the growth of home care, hospice, and other home-delivered services increases, the awareness of the value of client/patient demands is essential for a positive CX.

  • Mission Possible: I Am ResponsibleChapter 3

    Employees at every level in an organization should understand their part in creating the CX. Driving this message requires clear expectations of staff and a culture that is continually supporting them through training and consistent messaging. One way to accomplish this includes pushing the consistent message out through mentoring, direct supervision, newsletters, social media, and the need to be employed.

  • Applying Strategies to Improve and Measure Customer ExperienceChapter 4

    Quality improvement metrics and follow up with any changes that need to be made are key to having a satisfied client/patient. Patient care scenarios and case vignettes will be presented to illuminate the characteristics of creating good Customer Experience.

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Interdisciplinary Professional Teamwork for Better Outcomeskeyboard_arrow_down

Course
  • Looking at the Big Picture: Discharge Referral InformationChapter 1

    In the era of electronic discharge referrals, sometimes only the medically focused discharge information gets transmitted. As a result, the other areas of patient need are not discovered until the initial assessment. This chapter covers the critical areas of assessment and how to identify the other disciplines or services needed to meet the identified needs.

  • The Universe of VendorsChapter 2

    Clients and patients may not understand or may underestimate their needs until they or their families are overwhelmed or in crisis. Nurses and therapists are expected to holistically assess more than medical issues. This chapter covers practical ways of determining which professions, non-medical organizations, and benefit programs can address some of the identified areas of concern.

  • What’s the Difference Between Social Work, Discharge Case Management and Care Management?Chapter 3

    Due to the pressure to discharge rapidly, sometimes only medical issues may be addressed by the hospital case managers. Thus, efforts such as empowering the agency social work staff to be the focal point for interdisciplinary coordination becomes crucial in creating a total care plan that reduces the risk of rehospitalization. Geriatric care managers may also be involved in overall patient and client management. Coordinating with private duty providers who are reliable and share the referring organizations commitment to excellence brings a wider resource net for patients and families. Interacting with private duty or other resources may also pose problems, especially when collaborators are not managed or coordinated by clinical professionals.

  • One Big Happy Family: Working Together for SuccessChapter 4

    The positive effect of having a team that works and communicates well impacts clinical outcomes. When a bigger picture is presented and there is access to a wider range of trusted vendors, your interdisciplinary team grows. In this way your patients and clients receive improved coordinated care. The structure of the effective interdisciplinary team is also addressed.

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Section 4: Final Quiz and Additional Resources

9 Chapters

Final Quiz

Quiz

CDC Performance Management & Quality Improvement

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AHRQ Care Coordination

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AHRQ TeamStepps

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Staff Development and Training

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Mastering Soft Skills for Workplace Success

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Performance Management: Building a Collaborative Team Environment

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Performance Management: Model Leads to More Effective Teams

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Essentials of Success in PDGM

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Instructors
Kim Corral

RN, BSN, MA Ed, COS-C

Tina Marrelli

MSN, MA, RN, FAAN

Doris Mosocco

HCE, RN, BSN, MHA

CEU Approved

9 total hours* of accredited coursework.
MedBridge accredits each course individually so you can earn CEUs as you progress.

      Our clinic could not be happier with MedBridge.

Amy Lee, MPT, OCS
Physical Therapy Central

       MedBridge has allowed us to create a culture of learning that we were previously unable to attain with traditional coursework.

Zach Steele, PT, DPT, OCS
Outpatient Physical Therapy & Rehabilitation Services

    MedBridge has created a cost-effective and quality platform that is the future of online education.

Grant R. Koster, PT, ATC, FACHE
Vice President of Clinical Operations, Athletico Physical Therapy

Frequently Asked Questions

Do I get CEU credit?
Each course is individually accredited. Please check each course for your state and discipline. You can receive CEU credit after each course is completed.

When do I get my certificate?
You will receive accredited certificates of completion for each course as you complete them. Once you have completed the entire Certificate Program you will receive your certificate for the program.

*Accreditation Hours
Each course is individually accredited and exact hours will vary by state and discipline. Check each course for specific accreditation for your license.

Do I have to complete the courses in order?
It is not required that you complete the courses in order. Each Certificate Program's content is built to be completed sequentially but it is not forced to be completed this way.

How long do I have access to the Certificate Program?
You will have access to this Certificate Program for as long as you are a subscriber. Your initial subscription will last for one year from the date you purchase.

Sample Certificate

Sample Certificate

Complete this series to receive your certificate.

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Certificate Program
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