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Thriving in Skilled Nursing: Part 1

Thriving in Skilled Nursing: Part 1
Renee Kinder, MS, CCC-SLP, RAC-CT
April 5, 2016

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This is Part 1 of Thriving in Skilled Nursing. We could spend a whole day speaking about the issues specific to the skilled nursing environment. My hope is to lay a strong foundation in regards to the regulatory background specific to the skilled nursing environment. Part 2 will delve more into interdisciplinary team practice and issues, restorative versus maintenance-based plans, goal writing and treatment plan development.

Providing skilled speech therapy services to the geriatric Medicare beneficiaries begins, of course, with having adequate understanding of the regulatory requirements specific to this population. This session will describe services that meet the criteria for reasonable and necessary services per the Medicare Benefit Policy Manual. We will clarify documentation requirements related to baseline versus prior level of function, and we will outline key differences between restorative versus maintenance-based interventions. We are going to describe the criteria that are outlined within the Medicare Benefit Policy Manual; specifically chapter 15, section 220. I am saying this because all of the regulations that guide the services we provide to Medicare beneficiaries are clearly outlined. The information is readily available to everyone to view. There is a lot misconception and misinformation in regards to Medicare regulations. Just to make everybody aware, they are always there for you to refer to if you ever have a specific question.

Learning Objectives

What are the objectives specifically for this course? We want to define reasonable and necessary care per the Medicare Benefit Policy Manual. We want to describe essential documentation requirements for documenting functional change between baseline and prior level of function. The reason I wanted to do this in Part 1 is because these ideas of “baseline” versus “prior level of function” can be pretty novel if clinicians are transferring from other settings into the skilled nursing facility (SNF) environment. I want to provide a good understanding of what that truly means. If your documentation ever went under medical review, what are reviewers specifically going to be looking for? Our third objective is to discuss the best practices for developing and documenting restorative and maintenance-based plans.

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renee kinder

Renee Kinder, MS, CCC-SLP, RAC-CT

Renee currently serves as Clinical Specialist for Evergreen Rehabilitation where she provides education and training programs for interdisciplinary team members related to Medicare regulations, documentation requirements, and evidenced based practice patterns. She is currently Vice President of Healthcare for the Kentucky Speech Language Hearing Association, acts as an Ambassador for the Alzheimer’s Association, has provided caregiver trainings for the Alzheimer’s Foundation of America, and is a member of community faculty for the University of Kentucky College of Medicine. She is a member of ASHA’s Healthcare and Economics Committee and maintains active membership in ASHA Special Interest Groups for Swallowing, Neurology and Gerontology where she is currently Editor of Perspectives on Gerontology.



Related Courses

Thriving in Skilled Nursing: Part 1
Presented by Renee Kinder, MS, CCC-SLP, RAC-CT
Video
Course: #75041 Hour
Providing skilled speech therapy services to geriatric Medicare beneficiaries begins with having an adequate understanding of regulatory requirements. This course will describe services which meet the criteria for reasonable and necessary services per the Medicare Benefit Policy Manual, clarify documentation requirements related to baseline versus prior level of function, and outline key differences between restorative versus maintenance-based interventions. (This course is Part 1 of a 2-part series.) This course is open captioned.

Thriving in Skilled Nursing: Part 2
Presented by Renee Kinder, MS, CCC-SLP, RAC-CT
Video
Course: #75051 Hour
Providing speech therapy services in skilled nursing facilities can be a daunting and rewarding experience. This session will describe the roles of key interdisciplinary team members, discuss medical complexities affecting clinical decision making, and provide guidance on creation of treatment plans and goal building to support reimbursement of services. (This is part 2 of a 2-part series.) This course is open captioned.

Documenting in Skilled Nursing Facilities - Part 1
Presented by Renee Kinder, MS, CCC-SLP, RAC-CT
Video
Course: #79011 Hour
This course is Part 1 of a two-part series. Providing quality documentation for skilled services provided to Medicare beneficiaries begins with having an adequate understanding of regulations in the Medicare Benefit Policy Manual and Local Coverage Determinations (LCDs). This course will provide guidance on documenting plan of care requirements to support skilled speech pathology needs to Medicare beneficiaries, including guidance for collecting baseline and prior level of function data and writing functional, measurable short-term objectives and long-term goals.

Documenting in Skilled Nursing Facilities - Part 2
Presented by Renee Kinder, MS, CCC-SLP, RAC-CT
Video
Course: #79141 Hour
This course is Part 2 of a two-part series. This course will describe best practices for documenting skilled levels of care provided by an SLP, including in-depth review of goal creation, daily note documentation, and progress report writing. In addition, case studies will be used in order to support documentation in real world settings.

Assessment of Patients with Low-Level Cognitive Function
Presented by Renee Kinder, MS, CCC-SLP, RAC-CT
Video
Course: #81061 Hour
This is Part 1 of a two-part series which will provide guidance on the assessment and treatment of adults who present with low level cognitive functioning. This course will examine methods for the speech-language pathologist on the evaluation of patients, including methods for collecting baseline data and creation of functional, measurable, and timely goal targets based on analysis of clinical findings. (Part 2: Course 8115)