Care Transitions from Inpatient to Outpatient Settings: Applying Best Practices
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Availability
On-Demand
Expires on Jul 26, 2025
Cost
$0.00
Credit Offered
1.5 CME Credits
1.5 COP Credits

Available: 07/26/2022 - 07/26/2025

Pricing

FREE - $0

Funding for this initiative was made possible (in part) by Grant No. RS20201621-05 from the Suicide Prevention Resource Center (SPRC). The Suicide Prevention Resource Center is the sole owner of the activity content, including views expressed in written materials and by the speakers.

The risk of suicide after leaving inpatient behavioral health care is 200-300 times higher than for the general population and is highest within the first few days after discharge (Chung et al. 2019). This period of high risk lasts for up to three months after discharge (Olfson et al. 2016; Walter et al., 2019), and in the U.S. nearly 15% of people who died by suicide had contact with inpatient metnal health services in the year before death (Ahmedani et al., 2014). It is clear that the transition between inpatient and outpatient behavioral health care presents tremendous opportunity for closing a deadly gap in behavioral health care.  

Closing this gap requires inpatient and outpatient behavioral organizations to work together an align strategies to ensure the safety of individuals who are likely at extremely high risk of suicide. The National Action Alliance for Suicide Prevention developed Best Practices in Care Transitions for Individuals with Suicide Risk: Inpatient Care to Outpatient Care to guide both inpatient and outpatient systems in the pursuit and implementation of evidence-based and innovative strategies to improve care transitions. One of these strategies, family involvement, contributes to increasing connectedness with family and significant others which, after a suicide crisis, strengthens interventions and supports long-term recovery (Haselden et al., 2019; Olfson et al., 2000). Companion resources are now available to guide systems toward implementing care transitions best practices, including the Inpatient and Outpatient Health Care Self-Assessments, Inpatient and Outpatient Health Care Action Planning templates, and a family involvement educational handout. 

This webinar will focus on the implementation of best practices for inpatient psychiatric to outpatient behavioral health care transitions. Two exemplar organizations will highlight their care transitions initiatives, discuss the application of best practice recommendations, and share how implementation support tools were leveraged to improve care transitions practices. 

Format

Recorded webinar, non-interactive, self-paced distance learning activity.

This presentation was recorded on July 21, 2022.

Learning Objectives

  • Identify care transitions best practices for inpatient and outpatient settings that can be applied in your organization.  

  • Describe how care transitions best practice implementation tools can help inform practice improvement and training within your organization. 

  • Discuss the importance of family involvement in planning for care transitions. 

Target Audience

Psychiatrist, Psychologist, Physician (non-psychiatrist), Physician Assistant , Other mental health professionals     

Estimated Time to Complete

Estimated Duration: 1 hour and 30 minutes
Begin Date: July 26, 2022
End Date: July 26, 2025

How to Earn Credit

Participants who wish to earn AMA PRA Category 1 Credit ™ or a certificate of participation may do so by completing all sections of the course including the evaluation. After evaluating the program, course participants will be provided with an opportunity to claim hours of participation and print an official CME certificate (physicians) or certificate of participation (non-physicians) showing the completion date and hours earned. 

Continuing Education Credit

The American Psychiatric Association (APA) is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians. 

The APA designates this enduring CME activity for a maximum of 1.5 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Faculty and Planner Disclosures

The American Psychiatric Association adheres to the ACCME’s Standards for Integrity and Independence in Accredited Continuing Medical Education. Any individuals in a position to control the content of a CME activity — including faculty, planners, reviewers or others — are required to disclose all relevant financial relationships with ineligible entities (commercial interests). All relevant conflicts of interest have been mitigated prior to the commencement of the activity.    

Program Presenters

  • Julie Goldstein Grumet, PhD,  Director of Prevention and Practice at the Suicide Prevention Resource Center (SPRC). Dr. Goldstein Grumet provides strategic direction to improve the effectiveness of behavioral health, clinical care, and primary care providers to recognize and respond to suicide emergencies. She coordinates and leads a peer-based learning collaborative of state and health care leaders who are implementing systems-wide approaches to suicide prevention, primarily through a transformation in their delivery of health care to individuals at risk for suicide. Additionally, Dr. Goldstein Grumet works closely with SPRC staff who provide technical assistance and training to the Garrett Lee Smith state, tribal and college youth suicide prevention grantees funded by SAMHSA. Dr. Goldstein Grumet received her Ph.D. in clinical psychology from The George Washington University and completed a Postdoctoral Fellowship at The University of Maryland in school mental health. She received her B.A. from the University of Massachusetts at Amherst.Dr. Goldstein Grumet reports no financial relationships with commercial interest.  
  • Jack Gettelfinger, MBA, Director of Performance Improvement and Regulatory Compliance at The Ridge Behavioral Health System (The Ridge), a private, free-standing psychiatric hospital & outpatient system in Lexington, Kentucky that specializes in the treatment of psychiatric, substance use, and co-occurring disorders. Jack has overseen The Ridge’s quality assurance and performance improvement program since December of 2020. Prior to his current position, he worked in several other roles at The Ridge, including as a mental health technician, case manager, and Program Supervisor for the Adolescent Psychiatric Unit. He holds a bachelor’s degree in Psychology and a master’s degree in Business Administration, both of which were obtained from the University of Kentucky. Jack reports no financial relationships with commercial interest.  
  • Megan Williams, MA, Director of Suicide Prevention Services for Centerstone. Serving in this role since 2018, she oversees the organization’s suicide prevention efforts and leads two statewide grants providing outreach, education, and enhanced follow-up crisis services. She manages the agency-wide operations of the suicide prevention pathway throughout Centerstone’s locations in Tennessee. Megan first joined Centerstone in 2010 as a Crisis Counselor, going on to serve in Centerstone’s Supportive Services for Veteran Families. She was also previously the Program Manager of Centerstone's Metro Nashville Homeless Transition program. Megan holds a master’s degree in Counseling from Trevecca Nazarene University and a bachelor’s degree from Samford University. Megan reports no financial relationships with commercial interest. 

Program Planners

  • Ebony Harris, MS, Assistant Director of Online Learning, American Psychiatric Association. Reports no financial relationships with commercial interests.

Accessibility for Participants with Disabilities

The American Psychiatric Association is committed to ensuring accessibility of its website to people with disabilities. If you have trouble accessing any of APA’s online resources, please contact us at 202-559-3900 for assistance.

Technical Requirements

This internet-based CME activity is best experienced using any of the following:

  • The latest and 2nd latest public versions of Google Chrome, Mozilla Firefox, or Safari
  • Internet Explorer 11+

This Web site requires that JavaScript and session cookies be enabled. Certain activities may require additional software to view multimedia, presentation, or printable versions of the content. These activities will be marked as such and will provide links to the required software. That software may be: Adobe Acrobat Reader, Microsoft PowerPoint, and Windows Media Player.

Optimal System Configuration:

  • Browser: Google Chrome (latest and 2nd latest version), Safari (latest and 2nd latest version), Internet Explorer 11.0+, Firefox (latest and 2nd latest version), or Microsoft Edge (latest and 2nd latest version)
  • Operating System: Windows versions 8.1+, Mac OS X 10.5 (Leopard) +, Android (latest and 2nd latest version), or iOS/iPad OS (latest and 2nd latest version)
  • Internet Connection: 1 Mbps or higher

Minimum Requirements:

  • Windows PC: Windows 8.1 or higher; 1 GB (for 32-bit)/2 GB (for 64-bit) or higher RAM; Microsoft DirectX 9 graphics device with WDDM driver; audio playback with speakers for programs with video content
  • Macintosh: Mac OS X 10.5 or higher with latest updates installed; Intel, PowerPC G5, or PowerPC G4 (867MHz or faster) processor; 512 MB or higher RAM; audio playback with speakers for programs with video content

For assistance: Contact educme@psych.org for questions about this activity | Contact learningcenter@psych.org for technical assistance

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