ECHO Initiative Events
Next OAE Training
Web Class:
Four Sessions
:
April 22nd, 25th,
29th, and May 2nd, 2019
2-3 p.m. Eastern
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Additional Training Opportunities:
Link to Previous
Recorded Webinars:
Our most recent
recorded ECHO Initiative webinar from
February 19, 2019:
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If you've missed any of
our other previous webinars,
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I
f your program is new to OAE screening, or if you have added new staff who need instruction on OAE screening practices,
where staff can view instructional video modules
and access the
corresponding resources.
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Quick Links
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|  Find more helpful hints from previous issues of Probes and Tips and many other
resources at: www.kidshearing.org |
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Staff Turnover and Screening
Program Sustainability
Spring is often a good time for staff members involved in hearing screening to sit down together to assess program quality indicators, and to discuss related issues. As a part of that, a written outline of which staff members are responsible for each aspect of screening, and a plan for how other individuals could be trained to fill these roles, should be reviewed and revised.
Turnover is
a reality in early c
are and education programs,
and can occur unexpectedly. A little advance planning can help new
staff
members to seamlessly assume
screening res
ponsib
ilities, while minimizing disruption of services to children. Failu
re to plan for staff transition can result in a multitude of frustrations, wasted time "recreating the wheel," and a decline in program quality.
Here are some quick ideas of how to keep turnover from becoming turbulent:
- Label hearing screening equipment and document related elements of equipment use. Don't assume that a naïve staff person will know what the equipment is for. Clearly label it as "Hearing Screening Equipment" (Otoacoustic Emissions or Pure Tone). Include contact information for the vendor, when the equipment was most recently calibrated and when it will need it again. (Spring is often a a good time of the year to have this done because most screenings have been completed.) If the equipment is shared by several screeners, outline how that process is managed, so that the equipment is available when needed, how disposable supplies are ordered and kept available, etc.
- Outline the tasks associated with hearing screening and who completes them. Think carefully about all of the activities carried out, such as communicating with parents and teachers, conducting the screening, adding outcome data to a tracking system, conducting follow-up screening as indicated by the protocol, helping parents to make and keep appointments with health care providers or audiologists, and then finding out the evaluation results so they are added to the child's record.
- Recap how screener training is carried out and the resources used to do that. That might include relevant website links to ECHO training modules and tools, contact information for a local audiologist or skilled screener who can help with hands-on training, along with a copy of the screening protocol and the timeline that screeners are expected to follow.
- Summarize program quality indicators. Describe typical initial pass/refer rates and what steps are taken to improve screener capacity if pass rates drop below an acceptable level. Describe the process used to ensure that no children "fall through the cracks"
after the initial screening.
When you've completed this process, create a copy for each member of the team and an additional printed copy that is stored with the equipment. This increases the likelihood that the individuals who are most likely to need the information in order to sustain program efforts. . . can find it!
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Have any other tips about making sure that staff turnover doesn't have a negative impact on hearing screening program quality?
Let us know at:
And, as always, share
www.KidsHearing.org
with anyone you think would benefit from our resources.
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2615 Old Main Hill
Logan, UT 84322
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