D.39- NATIONAL STANDARDIZED SCHEDULER ONBOARDING- TRAINER GUIDE DEC 2022.pdf

VHA National Standardized Scheduler Onboarding

Trainer’s Guide Included in VHA Directive 1230, Outpatient Scheduling Management

VHA Office of Integrated Veteran Care Integrated Access, Optimization

December 2022

Attachment D.39 RFP 36C24224R0049

Contents

PURPOSE & AUTHORITY

RESPONSIBLE PARTIES

OVERVIEW

Objectives

Target Audience

Virtual Delivery

Adult Learning Principles

TRAINING TIMELINE MILESTONES

4 or More Weeks

3 Weeks

2 Weeks

1 Week

Week of Training

During Training

After Training

COURSE PREPARATION: IN-PERSON & VIRTUAL DELIVERY

Before Training: Facilitator Preparation Checklist

TMS Configuration

Technology Preparation

Resource Requirements

General Equipment/Software Specification

DAILY FACILITATOR TASKS

Attendance Taking

Post-Test Retake(s) & Remediation

DURING TRAINING: FACILITATOR TRAINING MANAGEMENT TIPS

Personal Management

Content Management

Classroom Management

Managing Difficult Behaviors

Teaching Blunders (NINCOMPOOP)

AFTER THE TRAINING SESSION

VIRTUAL TRAINING SESSIONS

Chat Interactions During Virtual Delivery

Attendance During Virtual Delivery

HAND-OFF TO DIRECT SUPERVISOR

LEARNER EXPECTATIONS

TRAINING CONTENT & REQUIREMENTS

SCHEDULING ACCESS MENUS & KEYS

TMS Course Assignments

TMS Admin

Tracking Completion: BISL/SAT Scheduling TMS Training Completion Reports

NATIONAL SCHEDULING AUDIT PROGRAM REQUIREMENTS

Audit Objectives

Audit Details

National Audit Measures

REFERENCES/RESOURCES

COMMUNICATION TEMPLATES

NATIONAL ONBOARDING SCHEDULING TRAINING SURVEY

5 STEPS TO A MORE ENGAGING PRESENTATION

PURPOSE & AUTHORITY

A. The purpose of this National Scheduler Onboarding Trainer’s Guide is to provide standardized processes & procedures regarding the mandatory National Scheduler Onboarding Training Implementation.

B. The National Scheduler Onboarding Training is required for all staff who require the ability to schedule appointments, including staff who schedule in HealthShare Referral Management System (HSRM), and their supervisors.

1. Schedulers should complete onboarding requirements upon hire and prior to staff performing tasks covered in the training. Scheduling access and/or keys will not be assigned if required onboarding training is incomplete.

C. Schedulers are required to complete an annual refresher training that will be developed and assigned nationally by the IVC Office (formerly Access Office, OVAC).

D. This guide sets forth mandatory procedures and processes to ensure compliance with: VHA Directive 1230, Outpatient Scheduling Management dated June 1, 2022; VHA Directive 1232, Consult Processes & Procedures dated December 14, 2021; and VHA Directive 1231, Outpatient Clinic Practice Management dated October 18, 2019.

RESPONSIBLE PARTIES

1. The processes & procedures outlined in this guide apply to the staffing roles & positions listed below:

A. VISN Scheduler Training Lead collaborates with the VA medical facility Scheduling Trainer to meet national and VISN measures and timelines for scheduling training to include the mandatory National Standardized Scheduling Onboarding Training and national annual Scheduler refresher training in accordance with the VHA National Standardized Scheduler Onboarding Trainer’s Guide.

B. VA Medical Facility Director has overall responsibility oversee processes for the initial and ongoing scheduling staff training and competency, including appointment of a designated VA medical facility Scheduling Trainer to oversee Scheduler training in accordance with the VHA National Standardized Scheduler Onboarding Trainer’s Guide.

C. VA Medical Facility Associate Director. The VA medical facility Associate Director is responsible for:

1) Ensuring that the VA medical facility Scheduling Business Owner maintains and conducts an annual review of the Master Scheduler List and validates that Schedulers have completed the required training as listed in paragraph 5 and further detailed in the VHA National Standardized Scheduler Onboarding Trainer’s Guide.

2) Ensuring that the VA medical facility Scheduling Business Owner assigns a New Enrollee Appointment Request (NEAR) Coordinator and a back-up who are responsible for managing the NEAR process in accordance with the NEAR Coordinator Manual.

D. VA Medical Facility Chief of Staff or Associate Director, Patient Care Services. The VA medical facility Chief of Staff or Associate Director, Patient Care Services is responsible for: (1) Ensuring that the VA medical facility Service Chief complies with the Clinic Profile Management Guidebook.

E. VA Medical Facility Service Chief. The VA medical facility Service Chief is responsible for:

1) Identifying which clinics are appropriate for PSDS as outlined in the PSDS SOP.

2) Ensuring that health care providers offer direct VA Online Scheduling (VAOS) in accordance with the VAOS SOP.

3) Advising the VA medical facility Clinic Profile Manager on appropriate clinic grid set up to reflect health care providers’ availability for scheduling and appropriate appointment slot lengths.

4) Collaborating with the VA medical facility Revenue Manager, VA medical facility Clinic Profile Manager, VA medical facility MCAO Manager, and VA medical facility Service Administrative Officer or VA medical facility Scheduling Supervisor to conduct an annual review of all active clinic profiles in accordance with the Clinic Profile Management Guidebook.

5) Activating contingency plans that impact scheduling practices, when necessary.

6) Complying with the Clinic Profile Management Guidebook.

F. VA Medical Facility Group Practice Manager. The VA medical facility GPM is responsible for:

1) Collaborating with the VA medical facility Scheduling Business Owner to sustain access initiatives and implement contingency plans that impact scheduling practices.

2) Consulting with the VA medical facility Service Chief or designee (e.g., Clinical Section Chief or Nurse Manager) and VA medical facility Clinic Profile Manager to ensure clinic grids are set up accurately to reflect providers’ availability and appropriate appointment slot lengths.

G. VA Medical Facility Scheduling Trainer. The VA medical facility Scheduling Trainer is responsible for:

1) Assigning, tracking, and documenting completion of the required scheduler trainings for all VA medical facility Schedulers in accordance with VHA Directive 1230, Outpatient Scheduling Management, June 1, 2022, and paragraph 5 of this VHA National Standardized Scheduler Onboarding Trainer’s Guide.

2) Conducting face-to-face National Standardized Onboarding Scheduler Training, re-training, and new trainings in accordance with the VHA National Standardized Scheduler Onboarding Trainer’s Guide.

3) Implementing mandatory national annual scheduler refresher training in accordance with the VHA National Standardized Scheduler Onboarding Trainer’s Guide.

4) Completing training competencies on all VA medical facility Schedulers after Schedulers complete training in accordance with the VHA National Standardized Scheduler Onboarding Trainer’s Guide.

5) Assisting the VA medical facility Scheduling Supervisor in completing annual Scheduler competency reviews, as needed.

6) Collaborating with the VA medical facility Scheduling Business Owner and VA medical facility Scheduling Audit Lead to identify supplemental Scheduler training requirements and implementing updates to Scheduler training based on VA medical facility scheduling needs and scheduling audit results and trends.

7) Collaborating with the VISN Scheduler Training Lead to implement changes in the National Standardized Scheduler Onboarding Training Program as provided by national updates.

8) Collaborating with the VISN Scheduler Training Lead to meet national and VISN measures and timelines for scheduling training to include the mandatory National Standardized Scheduling Onboarding Training and national annual Scheduler refresher training in accordance with the VHA National Standardized Scheduler Onboarding Trainer’s Guide.

OVERVIEW

Objectives Through prerequisites, pre-work, and in-class activities, this training will enable participants to complete the following objectives:

1. Identify duties and responsibilities of a scheduler at the facility.

a. Interpret & generate scheduling reports

b. Demonstrate scheduling of different types of appointments

c. Monitor secure messages utilizing My HealtheVet

2. Apply customer service skills to manage disruptive behavior and enhance Veteran Experience.

a. Apply customer service skills when communicating with Veterans

b. Manage Disruptive behavior

c. Demonstrate telephone etiquette

3. Apply guidance from the scheduling and consult directives for outpatient scheduling processes and procedures.

a. Manage patient appointments in VS GUI

b. Describe check in/check out process

c. Accurately determine the patient indicated date

d. Manage unscheduled/walk-in appointments

e. Manage cancellations (patient, clinic, reschedule, no-show)

f. Correct scheduling errors

4. Complete pre-registration tasks and update patient demographics.

5. Monitor recall reminder list in accordance with local and national policies and directives.

6. Manage consults in accordance with national policies.

7. Explain community care eligibility options in accordance with national policies

a. Determine community care eligibility based on wait & drive time standards

8. Apply eligibility for scheduling VA medical services.

a. Identify actions for patient flags.

9. Update patient profiles with insurance information utilizing respective systems

Target Audience You will be delivering training to newly hired schedulers assigned to multiple service lines that perform scheduling duties. To provide effective and efficient training, it is imperative to tailor the presentation of the material on the needs and knowledge base of your audience. When addressing schedulers, keep in mind the following:

• May have varied experience levels with the role of a scheduler

• May have varied experience with the software applications being used

• May have some policy familiarity

• May have limited spare time for additional duties

Virtual Delivery

• Your skill as a virtual trainer is vital to the learning process. Like face-to-face delivery you need a strong foundation in content, instruction, and assessment. You also need experience in other specific areas such as understanding the functionality of specific training tools.

• Virtual training is NOT simply a one-sided presentation of a PowerPoint slideshow, nor should it consist solely of reading an article or watching a video and answering questions.

• Virtual training sessions should be interactive and incorporate several engagement strategies designed to connect with participants (i.e., chat room, polls, word clouds, breakout rooms, etc.).

• Adult learning principles should be embedded into your virtual training session.

• Virtual trainers should be visible on camera or always sharing presentation content, you might use a timer that vibrates to remind you to stop and ask questions or to encourage participant discussion.

• Virtual learners should be visible on camera and participating by audio, text chats or both always.

• Be “in the classroom” to greet participants. Consider yourself as the teacher standing at the classroom door, greeting students as they enter. Just as this in person warm welcome helps students feel more engaged in class, so too, does an online welcome make a big difference in how the class flows.

• Be ready for the inevitable complications. Virtual training best practices should build in a back-up plan when Murphy’s law strikes.

• Ask for feedback after each session. This can be challenging to follow through with, but it is crucial to make sure your trainings are effective.

• Engage with participants. Consider your delivery and make sure that whatever activities you have will add value, make their jobs easier or add skill. Make the best possible use of your participant’s valuable time.

Adult Learning Principles

• Adults learn best when new information validates and builds on their prior knowledge and experience.

• Adults are more motivated to learn if they are active participants in the learning process and viewed as a partner with the trainer in the learning experience.

• Adults are concerned with actual practice and want to apply their learning to present/personal situations where opportunities for learning are rooted in a problem- solving context.

• Adults benefit from training designed to contribute to their self-esteem and personal as well as professional growth.

TRAINING TIMELINE MILESTONES

The following timeline is based on the planned date to deliver the training to the schedulers. The number of weeks represent how many weeks before the training the actions should be completed.

4 or More Weeks

• Complete Train-the-Trainer Learning activities

• Attend an orientation session for the training materials/shadow another trainer

• Reserve a training room

• Send the Training Awareness email to participants

• Add all required TMS to each participant’s account

3 Weeks

• Coordinate with local Education Service to ensure training materials and processes are available

• Ensure all required TMS that can be completed prior to class is done and if not send a reminder

• Ensure participants have all needed access for training and if not send a reminder

• Work with TMS administrator to configure local TMS offering

• Prepare and review material

2 Weeks

• Continue to prepare and review material

• Send the Training Reminder email

• Arrange for material printing per local Standard Operating Procedure (SOP) if needed

• Set up a paperless version of materials using OneNote/Shared drive

1 Week

• Ensure all materials are printed or in a paperless system and organized

• Visit the classroom to ensure everything is in good working order

• Finalize any customization of the instructor materials

• Continue to prepare and review material

Week of Training

• Complete applicable preparation items from the Preparedness Checklist

• Confirm all registered attendees have completed the pre-test and send the Pre-Test email to those who have not completed all required TMS

During Training

• Take attendance a few times a day during your session

• Have schedulers complete post-test and survey prior to departure

After Training

• Coordinate and discuss ongoing learning opportunities

• Ensure you remind the attendees to fill out the End of Course Survey

• Close out with any attendees that have questions that were not answered during training

• Discussion o Discuss Resources and Best Practice Sharing o Encourage discussion of follow-up sessions

• Conclusion o Ask if participants have any final questions or thoughts o Remind participants of future learning opportunities o Require students complete the post-test and survey before departing

COURSE PREPARATION: IN-PERSON & VIRTUAL DELIVERY

Before Training: Facilitator Preparation Checklist

• Be punctual. Arrive to the training room and/or log into to your virtual training platform at least 30 minutes prior to the scheduled start time.

• Review and become familiar with course materials including any pre-work and presentation information.

• Ensure that all presentations are open and ready for the day and have all materials for that day available.

• Internalize the content, and make sure not to simply read PowerPoint slides to participants. Look over the key points and discussion questions within this guide.

• Communicate your expectations for participating in training sessions to each participant prior to the training session (i.e., each attendee must participate for the full session, what to do if he/she gets logged out during the training session, etc.).

o For virtual delivery, ensure that you are familiar with and know how to use your distance learning platform effectively prior to initiating a virtual training session. Regardless of the platform you choose, ensure that you will be able to see all participants and that all participants can interact and ask questions throughout the session.

• For virtual delivery, the technology/system requirements for the training delivery system should be communicated to the participants prior to the training session.

• Conduct your pre-training meeting on the computer the participants will use for training.

• Participants that will be training virtually be sure to conduct your meeting with them from their virtual location and check for access.

• To allow for audience customization, compile your own personal stories and medical center examples. Consider inviting subject matter experts/guest speakers to attend and share their experiences.

• Book the training room for the days of class, with the following:

o Presenter computer o Projector o Display screen o Computers with internet connection for each participant o Whiteboard or flipchart

• Practice delivering presentations.

• Visit the training room to become familiar with the location, equipment, and layout of the room.

o Open presentation slides and/or course content on the presenter’s computer o Practice using Smart Board or screen projector o Ensure adequate space is available for class size

• Gather materials for class:

o Presentation slides o Supplies necessary to use either a whiteboard or a flipchart

• Large paper pads or poster boards

• Markers

• Post-Its o Writing utensils for instructor and participants o Sign-In Sheet o Print materials for class (with assistance from Employee Education System (EES) representative and/or Medical Media Services): (Try to create a paperless class if possible)

• Current training materials, as needed

• Sign-In Sheet

• Quick Reference Sheets (handouts for students)

• Exercise templates (could be paper or electronic)

• Compile electronic resource list with hyperlinks o Additional local resources (e.g., policies, SOPs, etc.)

• Learn about your audience’s “profile” prior to the class and prepare your examples accordingly (i.e., if your audience works primarily in a call center, you may need to develop appropriate examples).

• Become familiar with this Trainer’s Guide and the standardized curriculum.

• Be sure to include your contact information at the end of the presentation should any participants have any questions or comments about the training.

• Student Pre-work [As required by each Module]

• Communications (See Appendix B) o Training Awareness email o Training Reminder email o Pre-Test Reminder email

TMS Configuration

• Coordinate with the local TMS administrator to ensure a local offering of the course is available so students can register complete pre-test and post-test.

Technology Preparation

• Ensure the following technology items are prepared for training.

• Presenter computer should:

o Have internet connection o Be connected to projector or Smart Board o Have access to the necessary software and test accounts

• For a clean presentation, trainers should:

o Close Outlook o Change Teams status to Do Not Disturb o Open presentation in Slide Show/Presenter mode o Open & minimize open applications, web pages, references, or videos

Resource Requirements

• Scheduling Trainer Guide (this document)

• Attendance Sign-In Sheets

• Projector, Smart Board

• Markers

• Whiteboard/flipchart on easel

General Equipment/Software Specification

• Computer requirements for participants:

o Computers with access to:

• VS GUI

• CPRS

• VistA

• VSECS

• ICB-Web

• Virtual Care Manager

DAILY FACILITATOR TASKS

Incorporate these actions into every training day agenda.

Welcome upon arrival Attendance sign-In sheets (includes taking attendance for those attending virtually) Introductions & icebreaker (refer to the Trainers Guide Supplement).

Overview of previous day & what did you learn the previous day?

Review current day objectives Present standardized content Answer questions Incorporate activities, guest speakers, multiple modalities Keep a parking lot of open questions Take breaks (more may be needed when training virtually) Plan an energizer after lunch End of day summary – what did you learn today?

Attendance Taking

• An Attendance Sign-In Sheet should be used for each training course and submitted to the local TMS

Administrator as a record of completion.

• Any content missed due to scheduler being absent from onboarding, will need to be completed prior to assigning scheduling keys and release to their workstation.

• An attendee who has missed any days of onboarding training will need to restart the training with the next cohort of new schedulers. During the interim period, the attendee will not have access to schedule.

Post-Test Retake(s) & Remediation

• Post-tests included in the curriculum are a means of ensuring competency & understanding of training materials.

• Any TMS post-test included in scheduler onboarding training will allow for a total of three retakes.

• When a scheduler fails a post-test, the trainer will remediate with the scheduler and review the content.

• After remediation the scheduler will be allowed two additional retake attempts. If the scheduler fails on the third attempt (s)he should repeat the course content in its entirety.

• The trainer is responsible for communicating the results of the Post-tests and any remediation needs to the employee’s supervisor.

• Upon training completion, the trainer will provide feedback to the employee’s supervisor to assist with completing the employee’s Competency Assessment.

DURING TRAINING: FACILITATOR TRAINING

MANAGEMENT TIPS

• Keep lecture to the absolute minimum as this training is based on an interactive design. Think of yourself more as a workshop facilitator rather than a training instructor.

• Always work to engage the audience with the discussion questions and hit on key points throughout the module.

• Create an active learning environment by engaging every participant at various points of the module.

Do not get in the habit of always asking for volunteers or calling on the same people to answer questions.

• Try never to talk more than 15 minutes without doing something interactive. And saying, "Any questions?" does not count as interaction! Rather than yes or no questions, ask open- ended questions that drive discussion. The Trainers Guide Supplement. includes various checks for understanding and discussion questions to engage participants.

• Work together with your participants to set rules and expectations that will help create an active learning environment. For example, consider setting an expectation that cell phones should only be used for emergencies during the training.

• Validate participant answers and provide participants enough time to answer questions and/or engage with the learning activities.

• When possible, have the participants work through activities, create lists, and answers, before you begin to share specific information/provide answers. This will keep them engaged in learning.

• Find good times within the training for scheduled breaks (one in morning, one in afternoon, and lunch break).

Effective and engaging training uses a combination of three distinct but related skill sets:

Personal Management addresses how the instructor manages and presents themselves in front of the class.

• Body language is important. Non-verbal cues provide up to 50% of communication.

• Consider the following tips:

o Make eye contact with participants o Use hand movements to reinforce points and focus attention o Move around the space deliberately. Movement focuses the participants’ attention on you.

o Avoid passive or defensive gestures (slouching, crossing arms, etc.)

• Control your voice. How you say something is as important as what you say.

• Consider the following tips:

o Always speak a little louder than you think is necessary. Ensure participants can hear you.

o Always speak in the direction of the audience (do not talk to the slides) o Use inflection to emphasize important parts of sentences or dialog o When responding to a question, repeat the question to ensure clarity before responding o Avoid remaining monotone

• Build a positive rapport with your audience. Rapport creates trust between you and your class.

• Consider the following tips:

o Discuss shared experiences o Address participants by name o Address participants’ expectations about the training upfront o Encourage class discussion o Use humor positively and respectfully

Content Management addresses how the instructor manages the delivery of the training content. Consider the following tips:

• Practice delivering your materials until you are comfortable with the knowledge as well as the delivery of the information

• Connect the participants’ experiences with the training content

• Ask participants for real-world examples illustrating specific training points

• Highlight pieces of content that reflect participants’ real-world experience Trainer Tip: when using real-world experiences, remember patient confidentiality still applies even if the situation and all parties are known. Avoid using names and other personally identifiable information.

• Summarize and group details into larger categories when introducing topics

• Use connections between previous and subsequent topics to create transitions

• Review content for comprehension

Classroom Management addresses how the instructor manages the learning environment, including the classroom, participants, and equipment.

Consider the following tips:

• Think through how to handle difficult situations in class while practicing:

o How do you minimize, move past, and/or resolve it?

o Taking an unscheduled break will aid in resolving an elevating situation. Parties can temporarily remove themselves from the environment enabling all time to regroup so the session may continue.

• Ensure hardware in classroom is functioning properly

• Ensure seating is ideal for the best learning experiences

• Walk around the room during practical exercises and make yourself available for questions and comments

• Establish classroom rules and protocols upfront o Emphasize the cellphone policy. Phones should be turned off or set to silent. If a call must be taken, receiver must step out of the room as not to disrupt the other learners.

• Be clear about important times during class:

o Start o Break(s) o Returning from break(s) o Lunch o End

• Watch for signs of disengagement:

o Blank stares o Looking in a different direction than you or the screen o Using personal electronic devices o Lack of participation

Managing Difficult Behaviors

• Rambling off subject: Ask a question to the group, re-focus attention

• Shyness or Silence: Try a written exercise or call on someone in the group

• Knows Everything/Talkativeness: Acknowledge them, make eye contact, and talk to them or break in if needed

• Sharpshooting: Acknowledge joint learning- learn from each other

• Hacking/Arguing: Acknowledge and move on. Talk to them while on break

• Grandstanding: Acknowledge and re-direct

• Overt Hostility/Resistance: Keep your temper in check, hostility can breed fear

• Griping: Listen and talk to them privately

• Side Conversations: Ask one of them a question, walk toward them

• Sleepers: Walk toward them or ask a question

Teaching Blunders (NINCOMPOOP)

• N- Not Prepared

• I- Inadequate Content

• N- Not able to deliver the goods

• C- Constantly Boring

• 0 -Overload of Information

• M- Mis-reading the group

• P- Poor Pacing

• O- Omission of Practice

• O- ODD Visuals

• P- Poor Handling of Questions

Class Delivery Best Practices Good Prepare an agenda and stick to it.

Better Prepare & post the agenda. Have demonstration application windows open (minimized) and ready.

Print a copy of the agenda and have it in front of you with cues for demo, slides, or video.

Best All of ‘Better’ plus pretend you are a pilot. Run through your checklist to verify everything is where it should be and functioning. Do this at least 30 minutes before takeoff.

AFTER THE TRAINING SESSION

• Submit training attendance electronically for entry in TMS, if applicable. Be sure your list is complete before submitting. Attendees should not be added once the attendance sheet has been submitted.

• Encourage learners to complete the End of Course Survey

• Provide feedback to employee’s supervisor to assist with completing the employee’s Competency

Assessment.

VIRTUAL TRAINING SESSIONS

• Make sure the content you plan to deliver is relevant, organized, clear and to the point. You won’t have time to ‘page flip’ and look for what you need in a virtual training.

• Provide instructions for navigating the platform at the beginning of each session.

• Use icebreakers.

• Offer learning activities that engage and involve the learners and support active learning.

• Require that each attendee participate via the chat room, etc.

• Incorporate ways to monitor attendees’ understanding of content.

• Ensure that your environment is free from visual and auditory distractions (e.g., background action, noise, children, etc.).

Chat Interactions During Virtual Delivery

• Request that students respond to a question in a chat box or discussion board.

• The chat box also provides a record of the student’s participation in the meeting, regardless of when they log in or out. The trainer can even print out or save the chat log at the end of the meeting to create a concrete record of who was in the room.

• Individuals should not be permitted to participate solely via telephone (without access to webcam and chat rooms, etc.).

• Schedule a minimum of a 15-minute virtual “recess” between each training session when delivering consecutive training sessions.

Attendance During Virtual Delivery

• Verify attendance with multiple-point-in-time check ins.

o Require learners to check-in via the chat room with their Username and remain logged in for the entirety of the training.

o Instructors can also take a screen shot or save the attendee log at multiple points of time in a virtual meeting (generally at the beginning and the end). This helps make sure learners can connect and attend the lesson in its entirety. Otherwise, it may be possible for students to log off or lose their connection without the trainer noticing, especially in large groups.

• When virtual delivery is not possible due to technical or other issues, the trainer will set the expectation that the contingency is to attend training on site in a face-to-face, instructor-led environment.

HAND-OFF TO DIRECT SUPERVISOR

• The scheduling trainer should keep the line of communication open with the scheduler’s supervisor prior to handoff to the scheduler’s workstation.

• Any concerns observed in onboarding training should be communicated to the supervisor, including issues with attendance, professionalism and/or performance.

LEARNER EXPECTATIONS

Note to Trainer: Establish expectations. Share guidelines for participating in virtual training sessions (i.e., learners much check-in as required, be present for the entire duration of the training session, what to do if (s)he gets logged out during the training session, etc.).

• Be on time for each virtual session. As a best practice…be just a few minutes early!

• Minimize distractions. Consider your training area and eliminate any possible interruptions.

• Mute your line. Put yourself on mute to minimize background noise.

• Raise your hand. Use the “hand raise” interaction tool option throughout the session.

• Communicate professionally with others.

o Wait for others to finish speaking before you speak o Each time you speak, state your name so that others begin to recognize your voice o Build on others’ ideas and thoughts o Disagreeing is OK – but be respectful and courteous

• Participate! Participate actively in each session.

o Share experiences and best practices o Bring up challenges o Discuss successes o Share articles and other readings relevant to the classroom topic

• Keep us in the loop. Send a private chat message to the trainer to let them know if you need to take a break or step away. Keeping lines of communication open help ensure that the virtual session goes smoothly for everyone.

• To complete training requirements participants must:

o Be present for & participate in 100% of the course activities

If virtual attendance is not possible due to technical issues or other, participants are expected to attend onboarding training at the facility in a face-to-face, instructor-led environment.

o Complete any required web–based trainings o Complete the end of course post-test with a minimum score of 80% or greater, if you do not pass the first time you may retake the exam o Complete the after-course survey.

TRAINING CONTENT & REQUIREMENTS

• Demo & Practice. The delivery of each course should include an instructor-led demonstration with time for the learners to practice hands-on. It is recommended to invite guest speakers from the applicable services to assist in delivering the mandatory training content & other supplementary materials. The recommendations below are not all-inclusive and can be adapted by the local trainer.

• Invite SMEs as Guest Speakers. During the time allowed for learners to practice hands-on, utilize guest speaker, additional trainer, or volunteer expert scheduler and/or scheduling supervisor to assist in hands-on practice (i.e., walking around the room, answering questions, troubleshooting, etc.). In a virtual setting arrange for the same type of support online via breakout rooms.

• Trainer: Participant Ratio. Minimum of 1 trainer per 10 trainees. Training sessions with more than 10 trainees may require additional space and trainer support.

• Content must be delivered in its entirety. Trainers are allowed to add to existing standardized content but cannot remove content. The full curriculum must be covered. VHA Scheduling Trainers - Home (sharepoint.com)

• The minimum amount of time spent on onboarding training delivery is 7 business days. This allows for complete delivery of materials, incorporating hands-on demonstrations and practice, review and knowledge checks, group activities, role playing and supplemental interactive exercises.

https://dvagov.sharepoint.com/sites/VHASchedulingTrainer

SCHEDULING ACCESS MENUS & KEYS

Schedulers will not receive access and/or keys to schedule until all onboarding requirements are complete.

If a scheduler has been assigned access and/or keys but is deficient in any scheduling training requirements, the access and/or keys will be removed and not reassigned until training requirements are complete.

TMS Course Assignments

• Internal Scheduler Onboarding CURRICULUM VHA-152 o This curriculum includes all content to be delivered in onboarding for internal schedulers.

Upon assigning the CURR VHA-152, the individual learning items will be automatically added to the scheduler’s learning plan in TMS.

• Community Care Scheduler Onboarding CURRICULUM VHA-153 o This curriculum includes all content to be delivered in onboarding for Community Care schedulers. Upon assigning the CURR VHA-153, the individual learning items will be automatically added to the scheduler’s learning plan in TMS.

• For detailed course content please see VHA Scheduling Trainers - Home (sharepoint.com).

TMS Admin See the VHA Scheduling Trainers SharePoint site for various Job Aids for TMS Administrators, including (but not limited to):

• Adding / Removing Learning Items

• Run an Item Status Report

• Run a Curriculum Status Report

Tracking Completion: BISL/SAT Scheduling TMS Training Completion Reports The BISL/SAT site has two reports available to show TMS Training Completion for Schedulers.

1. Scheduling TMS Training Completion. This is a roll-up report showing course completion by VISN and Facility.

2. Scheduling TMS Training Completion Detail. This is report shows individual scheduler course completion within a selected Facility.

Report #1: The roll-up VISN & Facility report Scheduling TMS Training Completion. will show the following data:

TYPE COLUMN HEADERS BISL TMS REPORT: COMPLETION BASED ON THE FOLLOWING IN TMS

ALL # Appts Made past 30 days ALL # Staff Scheduling past 30 days VA # Staff Scheduling past 30 days VA # Schedulers Onboarding Incomplete VA #32449, MSA Onboarding Post-Test.

VA % Schedulers Onboarding Complete VA #32449, MSA Onboarding Post-Test.

VA % Schedulers VSE Complete VA #33395 VSE Training & Scenarios and VA #33382 VSE Post-Test VA % Schedulers All Training Complete VA #32449, MSA Onboarding Post-Test.VA #33395, VSE Training & Scenarios and VA #33382 VSE Post-Test

CC # Staff Scheduling past 30 days CC # Schedulers Training Complete VA #4570307, Community Care Onboarding Post-Test CC # Schedulers Training Incomplete VA #4570307, Community Care Onboarding Post-Test CC % Schedulers Training Complete VA #4570307, Community Care Onboarding Post-Test

CC & VA # Staff Scheduling past 30 days CC & VA # Schedulers CC Training Complete VA #4570307, Community Care Onboarding Post-Test CC & VA # Schedulers VA Training Complete VA #32449, MSA Onboarding Post-Test.VA #33395, VSE Training & Scenarios and VA #33382 VSE Post-Test CC & VA # Schedulers CC Training Incomplete VA #4570307, Community Care Onboarding Post-Test CC & VA # Schedulers VA Training Incomplete VA #32449, MSA Onboarding Post-Test.VA #33395, VSE Training & Scenarios and VA #33382 VSE Post-Test CC & VA % Schedulers

VA = Scheduler has made an appointment within the past 30 days in an internal VA clinic CC = Scheduler has made an appointment in a 669 stop-coded clinic within the past 30 days.

CC & VA = Scheduler has made an appointment in both internal VA clinic and a 669 stop-coded clinic within the past 30 days.

Report #2: The detail report Scheduling TMS Training Completion Detail will show the following data:

Field Definition TMS Requirement for Completion Scheduler Type VA = Scheduler has made an internal

VA appointment in the past 30 calendar days.

CC = Scheduler has made a Community Care appointment in the past 30 calendar days.

Both = Schedulers has made both internal VA and Community Care appointments in the past 30 calendar days.

ALL: #VA Appointments Made Past 30 Days ALL Schedulers # of internal VA appointments made in the past 30 calendar days.

ALL: #CC Appointments Made Past 30 Days ALL Schedulers # of Community Care appointments made in the past 30 calendar days.

VA: VA Onboarding Complete Yes or No. Has the scheduler completed onboarding course requirements?

#32449, MSA Onboarding Post-Test

VA: VSE Training Complete Yes or No. Has the scheduler completed both VSE required training courses?

#33395, VSE Training & Scenarios and #33382 VSE Post-Test

VA: All Training Complete Yes or No. Has the scheduler completed both onboarding and VSE required training courses?

#32449, MSA Onboarding Post-Test and #33395, VSE Training & Scenarios and #33382 VSE Post-Test

CC: Phase One 4571763 Completion Date Completion Date for TMS item. #4571763, CC Onboarding Phase 1 Certification of Completion

CC: 4552706 Completion Date Completion Date for TMS item. #4552706 CC: 4533180 Completion Date Completion Date for TMS item. #4533180 CC: 4552658 Completion Date Completion Date for TMS item. #4552658 CC: 4536160 Completion Date Completion Date for TMS item. #4536160 CC: 4552035 Completion Date Completion Date for TMS item. #4552035 CC: 4541952 Completion Date Completion Date for TMS item. #4541952 CC: Onboarding Post-Test 4570307 Completion Date

Completion Date for TMS item. #4570307, CC Onboarding Post-Test (all other onboarding courses must be completed prior to being able to access this post-test)

CC: All Training Complete Yes or No. Has the scheduler completed all CC Onboarding requirements?

#4570307, CC Onboarding Post-Test

NATIONAL SCHEDULING AUDIT PROGRAM

REQUIREMENTS

Scheduling trainers will collaborate with local scheduling auditors, to identify any unique facility training needs based on the results of audits.

Scheduling trainers will communicate audit requirements to schedulers during onboarding. Key areas of the audit will be stressed for importance during delivery, to ensure understanding of what is required.

Refer to the VHA National Standardized Scheduling Audit Guidebook, that can be found on the IVC Clinic Practice Management SharePoint site, Directives, Standard Operating Procedures (SOPs) & Guidebooks (sharepoint.com) for details & training materials.

Audit Objectives

• Ensure accuracy in appointment scheduling and meaningful wait time data.

• Standardized measures & process that will identify scheduling errors to provide remediation & offer constructive feedback to staff.

o Feedback to the scheduler must be delivered within 14 days of audit completion.

o Incremental audit feedback will be delivered over time.

o Serves as a feedback mechanism to launch local, regional, and national scheduling improvement programs.

Audit Details

• The fiscal year is split into two cycles (see below).

• A minimum of 10 audits per scheduler per cycle is required.

• Audits can be conducted throughout the cycle.

• A small sample can be audited each month.

National Audit Measures https://dvagov.sharepoint.com/sites/vhaovac/cpm/SitePages/AccessPolicyResources.aspx

REFERENCES/RESOURCES

Topic Item/Description Link VHA Directive:

Outpatient Scheduling

Department of Veterans Affairs Scheduling Directive 1230: Outpatient Scheduling Management https://dvagov.sharepoint.com/sites/vhaovac/cpm/SitePage s/AccessPolicyResources.aspx

VHA Directive: Consult Processes & Procedures

Department of Veterans Affairs Directive 1232: Consult Processes and Procedures

VHA Directive: Clinic Practice Management

Department of Veterans Affairs Directive 1231: Clinic Practice Management

Beneficiary Travel Veterans Transportation Program SharePoint

Veterans Transportation Program - BTSSS User Guide and Training Information - All Documents (sharepoint.com)

Community Care Field Guidebook Resource Online OCC FGB Landing Page (sharepoint.com)

Consult Management SharePoint VHA Consult Management - Home (sharepoint.com)

CPRS (Health Information Management)

SharePoint Health Information Management Home Page (sharepoint.com)

Decedent Affairs National Cemetery Administration Website

Frequently Asked Questions (FAQs) - National Cemetery Administration (va.gov))

Eligibility & Enrollment Eligibility Website Eligibility For VA Health Care | Veterans Affairs

Insurance Capture Buffer eRevenue Solutions SharePoint https://dvagov.sharepoint.com/sites/VHAeRevenueResourc es/Pages/ICBWeb.aspx

LEAF Community SharePoint LEAF Community - A Division of Technology and Platform Services - Home (sharepoint.com)

Schedulers Community of Practice

SharePoint VHA Scheduling Community of Practice - Home (sharepoint.com)

My HealtheVet / Secure Messaging

SharePoint Office of Connected Care (OCC) - Home (sharepoint.com)

Telehealth Intranet Site VHA Telehealth Services (va.gov)

VA Online Scheduling

(VAOS)

SharePoint VA Online Scheduling (VAOS) - Home (sharepoint.com)

VEText SharePoint Welcome to the VEText Program SharePoint Site

Virtual Care Manager Blackboard Community https://dvagov.sharepoint.com/sites/vhaovac/vhavirtualcare

VS GUI SharePoint VistA Scheduling Enhancements (VSE) - Home (sharepoint.com)

Connected Care Website https://vaots.blackboard.com/ https://dvagov.sharepoint.com/sites/vhaovac/cpm/SitePages/AccessPolicyResources.aspx https://dvagov.sharepoint.com/sites/vhaovac/cpm/SitePages/AccessPolicyResources.aspx https://dvagov.sharepoint.com/sites/vhaovac/cpm/SitePages/AccessPolicyResources.aspx https://dvagov.sharepoint.com/sites/vhaovac/cpm/SitePages/AccessPolicyResources.aspx https://dvagov.sharepoint.com/sites/vhaovac/cpm/SitePages/AccessPolicyResources.aspx https://dvagov.sharepoint.com/sites/VHAms/VTP/VTP%20RESOURCE%20CENTER/Forms/AllItems.aspx?RootFolder=%2Fsites%2FVHAms%2FVTP%2FVTP%20RESOURCE%20CENTER%2FBeneficiary%20Travel%20%28BT%29%2FBTSSS%2FBTSSS%20User%20Guide%20and%20Training%20Information&FolderCTID=0x012000946A96CB1B8D1E46930619B21C289A0A https://dvagov.sharepoint.com/sites/VHAms/VTP/VTP%20RESOURCE%20CENTER/Forms/AllItems.aspx?RootFolder=%2Fsites%2FVHAms%2FVTP%2FVTP%20RESOURCE%20CENTER%2FBeneficiary%20Travel%20%28BT%29%2FBTSSS%2FBTSSS%20User%20Guide%20and%20Training%20Information&FolderCTID=0x012000946A96CB1B8D1E46930619B21C289A0A https://dvagov.sharepoint.com/sites/VHAOCC/CNM/CI/OCCFGB/SitePages/FGB.aspx https://dvagov.sharepoint.com/sites/vhaconsults https://dvagov.sharepoint.com/sites/vhahealth-information-management/SitePages/Health-Information-Management-Home-Page.aspx https://dvagov.sharepoint.com/sites/vhahealth-information-management/SitePages/Health-Information-Management-Home-Page.aspx https://www.cem.va.gov/cem/faq.asp https://www.cem.va.gov/cem/faq.asp https://www.va.gov/health-care/eligibility/ https://dvagov.sharepoint.com/sites/VHAeRevenueResources/Pages/ICBWeb.aspx https://dvagov.sharepoint.com/sites/VHAeRevenueResources/Pages/ICBWeb.aspx https://dvagov.sharepoint.com/sites/vhaleaf https://dvagov.sharepoint.com/sites/vhaleaf https://dvagov.sharepoint.com/sites/vhaschedulingcommunity https://dvagov.sharepoint.com/sites/vhaschedulingcommunity https://dvagov.sharepoint.com/sites/VHACC/SitePages/my-healthevet.aspx https://vaww.telehealth.va.gov/ https://dvagov.sharepoint.com/sites/VHACCvamobileVAOS https://dvagov.sharepoint.com/sites/vhavetext/SitePages/VEText-Home-Page.aspx https://dvagov.sharepoint.com/sites/vhaovac/vhavirtualcare https://dvagov.sharepoint.com/sites/vhavista-scheduling-enhancements-vse https://dvagov.sharepoint.com/sites/vhavista-scheduling-enhancements-vse https://vaots.blackboard.com/

COMMUNICATION TEMPLATES

In the following templates, replace the placeholder brackets with the information for your site or the recipient. Refer to the Training Milestone Timeline for guidance on when to send these communications.

Training Awareness Email

Dear [insert Participant or Supervisor Name], As an important part of our ongoing effort to improve the efficiency and effectiveness of our Department, I will be hosting scheduler Onboarding/Orientation training. I am, [insert your name], your trainer, and I am looking forward to your employee’s participation as we complete the course together.

Our class will be held [insert Weekday, Month, Year] at [insert 00:00 am/pm] in [insert training room location].

To participate, schedulers should have completed the new employee orientation and have access to all pertinent systems:

[List of access required here]

I will be reaching out closer to the training date with more information.

Regards, [Insert Instructor’s Signature block]

Training Reminder Email

Dear [insert Participant or Supervisor Name], I am writing today to remind you about our scheduler Onboarding / Orientation training that will take place [insert Weekday, Month, Year] at [insert 00:00am/pm] in [insert training room location].

Please ensure you register for the course in TMS and complete the pre-test.

The course can be accessed in TMS using the Course # [insert course number and deep link]. I look forward to seeing you in class!

Regards, [Insert Instructor’s Signature block]

Pre-Test Reminder Email

Dear [Participant Name], I am writing today to remind you to complete the pre-test in TMS for our upcoming scheduler Onboarding/Orientation training.

The course can be accessed in TMS using the Course # [insert course number and deep link]. I look forward to seeing you in class!

Regards, [Insert Instructor’s Signature block]

NATIONAL ONBOARDING SCHEDULING TRAINING SURVEY

Survey Part 1: Indicate your level of agreement with the following statements with an (x) in the respective box of your answer.

Part 2: Please provide written comments in response to the following.

• What was the most effective part of this course?

• What are your suggestions, if any, for changes that would improve this course?

• Given all that you learned because of this course, what do you consider to be most important?

• Please note any additional comments or suggestions.

5 STEPS TO A MORE ENGAGING PRESENTATION

VHA National Standardized Scheduler Onboarding Trainer’s Guide Office of Integrated Veteran Care, Optimization

Amanda Fraize December 2022 VHA Directive 1230, Outpatient Scheduling Management