NC-PHCAST – The
Community College
Connection
Margaret Roberton, NC Community
Colleges
Kathy Turner, NC Division of Health
Service Regulation
Statistics and Projections

In the next 20 years the number of persons 65 and
older will almost double from 1.3 million to 2.3
million

North Carolina is 10th nationally in size of total
population, we are 9th in those 60 and older.

By 2025, 86 of the NC’s 100 counties are projected to
have more people over age 60 than age 17 and under
Statistics and Projections

In 2025, one in four North Carolinians will be 60 and
older

Over the next two decades, the 75-84 age group will
be the fastest growing of those ages 65 and older

The number age 85 and older will grow fastest
beginning in 2030,when the oldest of our 2.4 million
baby boomers near their 85 birthday
Demographics

Status of North Carolinians 65 and older:






Living alone
Veterans
Have a disability
Median household income
Income below poverty level
Income is between 100-199%
of the federal poverty level
29%
22%
38%
27%
10% ($10,778)
25%
Statistics and Projections

NC currently has more than 17,000 older adults with
Alzheimer’s or other types of dementia most of
whom are being cared for at home or by family and
friends. By 2030, the total number is projected to
rise to nearly 300,000.

For those age 75 and older, 13% live below the
federal poverty level and 30% live at or between 100199% of the FPL
Key Concepts of NC PHCAST

Builds on prior Direct Care
Worker Initiatives

Creates 4-phased framework
for training and competency
to better prepare new and
incumbent workers


Increasing demand for direct
care workers

Personal Care Aides and
Home Care Aides are the
fastest growing occupations

Plus, Nurse Aides are in the
top 11 jobs in terms of
largest job growth

Trained, competent workers
are essential to quality care
Training Venues:


Community Colleges
High Schools

Create a “Gold Standard”
for minimum training
Overview of NC’s 4-Phase
Approach

Phase I – Introduction to Direct Care Work

Phase II – Direct Care Basics (pre-Nurse Aide level)

Phase III – Nurse Aide I

Phase IV – Advanced NA training/competency




Home Care Nurse Aide
Geriatric Nurse Aide
Medication Aide
Option for in-service use across settings
Community College
Pilot Sites
Community
College
Phase I Phase II
Asheville-Buncombe
Central Carolina
Phase
III
*
*
*
*
Central Piedmont
Coastal Carolina
*
*
*
Forsyth Technical
Mitchell
Phase
IV
*
*
*
*
Roanoke-Chowan
*
*
*
Sandhills
*
*
Southeastern
*
*
Stanley
*
*
*
Tri-County
*
*
*
Wake Technical
*
*
*
Includes both pilot years
*
*
Excludes Halifax CC & Cape Fear CC/Elder House
499 Pilot Participants

Phase I – 203

Phase III - 57

Phase II – 262

Phase IV – 160
Key Impacts




Better matching/redirecting
of prospective workers to
job-more focused
recruitment
Competency based –
certificate or credential at
each phase
New and incumbent workers
can enter at various points
Expands state recognized
career path options; supports
workers; responds to
employer need

Enhanced career paths,
employability and responds
to employer need (4-phase
approach – specialties)

Integration with other
training & QI initiatives

Builds on prior direct care
initiatives in NC
Removes some barriers to
training

Phase I- Sample Comments (student)







This course has started me on the path to reaching my career
goals. (88% agree)
I know about career options that I did not know about before
the completing this course. (95% agree)
This course has put me further along in reaching my
education goals. (89% agree)
I am considering career options that I was not considering
before the course. (95% agree)
This course has made me more satisfied with my direct care
job than I was before. (89% agree)
This course has made me a better direct care worker.
(94% agree)
I would recommend this course to my coworkers.
(94% agree)
N = 18
Phase IV- Sample Comments (student)







This course has started me on the path to reaching my career goals.
(100% agree)
I know about career options that I did not know about before the
completing this course. (93% agree)
This course has put me further along in reaching my education
goals. (89% agree)
I am considering career options that I was not considering before
the course. (72% agree)
This course has made me more satisfied with my direct care job than
I was before. (92% agree)
This course has made me a better direct care worker.
(100% agree)
I would recommend this course to my coworkers.
(96% agree)
N=29
Research Questions for
Graduates/Instructors/Employers
1.
2.
3.
What were the barriers to effective PHCAST
implementation?
In what ways did partners leverage resources
to implement and/or sustain the training
program in local communities?
What aspects of the PHCAST curriculum
were the most valuable to each stakeholder
group (e.g., students, educators, employers)?
Barriers
• Administrators: Marketing and
Recruiting
• Instructors: Scripted curricula, content
redundancy, instructor guide book
Resources
• Goodwill
• Public Housing Authority
• CCRC
What aspects of the PHCAST curriculum were
the most valuable?
Students – problem solving, adapting to difficult
situations, understanding grief and dementia,
applying person-centered care
 Instructors – seeing students get jobs, new
alliances within our school
 Employers – reports were more pertinent, client
compliments increased, (documentation)

2010 – 2013, What’s Next?
Implementation
Phase




Curricula
Evaluation
Test banks
Other
Human Resource Development
Governance

SBCC Code – HRD Program Continuation
Each college shall operate a Human Resources Development (HRD)
program to provide assessment services, employability training, and
career development counseling to unemployed and underemployed
individuals. FTE shall be generated from HRD programs. Each college
shall provide HRD instruction and support necessary for unemployed and
dislocated workers to be served within the college service areas.

Vision and Mission Statement
HRD is a dynamic and vital workforce development program with proven
economic, social, and educational success. The purpose of the HRD
program is to educate and train unemployed and underemployed
individuals for success in the workplace.
HRD Program Goals

Provide program outreach and student recruitment
activities to targeted populations

Assist students in accessing meaningful training
and/or employment opportunities


Enhance and develop the student’s employability
skills
Develop and promote the student’s ability to move
towards economic self-sufficiency
1D SBCCC 300.3
Program Classifications
Human Resources Development

Core Services



Skill assessment services
Employability skills training
Career development
counseling

Core Components

Assessment of an
individual’s assets and
limitations

Development of



Target Groups



Unemployed adults
Underemployed adults


a positive self-concept
employability skills
communication skills
problem-solving skills
Awareness of the impact of
Information Technology in
the workplace
HRD Fee Waiver Guidelines

Eligibility Requirements

HRD courses are not free… Fees are waived

Waiver is based on the individual’s income

Unemployed

Underemployed*

Notification of pending lay-off
HRD Eligibility

For HRD purposes, underemployed is defined as
individuals…

working and is eligible for the Federal Earned Income Tax
Credit (FEIT); or

working and earning wages at or below two hundred
percent (200%) of the federal poverty guidelines.
PHCAST Needs Aligned
to HRD Core Services

Assessment

Ability to appropriately identify individuals prepared to
enter healthcare fields



Introduce occupational requirements to maximize success of
students progressing into Nurse Aide I
Introduce workplace realities of personal/home care
environments vs. residential/institutional settings
Outline pathway alternatives for health care fields

Personal Home Care Aide

Recognized & standardized curriculum
PHCAST Needs Aligned
to HRD Core Services

Employability Skills

Concepts contextualized for
healthcare field


Communication, listening skills,
teamwork, and time/stress
management
Career Development


Ability to problem solve
independently
Decision-making and management
skills
Specific HRD PHCAST Courses

Phase I – Introduction to Direct Care Work
(Focus on job readiness skills, literacy, numeracy,
keyboarding, and realistic job previewing)

Career Exploration

Self-Assessment

General soft skill requirements

CPR (lay person)
Specific HRD PHCAST Courses

Phase II – Direct Care Basics
(Focus on non-nurse aide personal care tasks and soft skill
development; 3) expanded nurse aide (NA-1) skills)

Introduction to base skills

Introduction to functional concepts within role

Enhanced soft skills training

Career counseling
Importance of PHCAST to
Employers & Personal Care Clients

Growing need for Continuum of Care

Rising cost of care & shortage of trained workers

Greater efficiency in healthcare delivery (lowering
cost while improving delivery)

Promote quality care for increasing numbers of older
adults and persons with disabilities
Recruitment / Marketing:
Getting Their Attention

Program Outreach

External Agencies

Internal Resources

Community
Recruitment / Marketing:
Getting Their Attention

Program Outreach

External Agencies




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JobLink Career Centers
Division of Workforce Solutions (ESC)
Social Services
US Committee for Refugees and Immigrants
Shelters
National Guard/Family Employee Assistant Center
Community-based Organizations
Recruitment / Marketing:
Getting Their Attention

Program Outreach

Internal Resources

HRD classes





Introduction to Healthcare Occupations
HRD Strategies for Success
CE Healthcare classes
Back-to-Work intake sessions
Basic Skills Plus
Recruitment / Marketing:
Getting Their Attention

Program Outreach

Community





Flyers and brochures
College catalogues
College website
Social Media
Email



Past HRD students (Phase I and Phase II)
Current and Past NA I students (Phase IV)
Local home care facilities
Recruitment / Marketing:
Challenges

Communication of value

Home care agencies



Benefit of contextualized training
Benefit of advanced standardized training (Phase IV)
Participants



Benefit of credential for hiring
Benefit of commitment to entire pathway
Program schedule/mix
Audience Experiences
Want to Know More?
Margaret Roberton
robertonm@nccommunitycolleges.edu
Kathy Turner
Kathy.turner@dhhs.nc.gov