Wellstar CPE Center - About Us - Organizational Chart PDF

[**SECTION 1: The Practices of the Center** 1](%5Cl) [Contents of the Practices of The Center 2](#ONEContentsofthPracticesofTheCenter) [Access to ACPE Standards and Commission Manuals](#ONEAccesstoACPEStandardsandCom) 51 []{#MissionVisionandValuesofWellstar.anchor}**MISSION, VISION, AND VALUES*...

[**SECTION 1: The Practices of the Center** 1](%5Cl) [Contents of the Practices of The Center 2](#ONEContentsofthPracticesofTheCenter) [Access to ACPE Standards and Commission Manuals](#ONEAccesstoACPEStandardsandCom) 51 []{#MissionVisionandValuesofWellstar.anchor}**MISSION, VISION, AND VALUES** ------------------------------------------------------------------------------ See the source image **Wellstar CPE Center** At Wellstar, people are at the center of everything we do, and we are focused on "**More than healthcare. PeopleCare**." Nationally ranked and locally recognized for our high-quality care, inclusive culture, and exceptional doctors and caregivers, Wellstar Health System is one of the largest and one of the most integrated healthcare systems in Georgia. Our state-of-the-art facilities include: 11 hospitals; 300+ medical office locations; 9 cancer centers; 55 rehabilitation centers; 3 hospice facilities; 1 retirement village; 21 imaging centers; 16 urgent care locations; and 5 health parks. Recently, we welcomed our newest members to the Wellstar family, Augusta University Medical Health System, now known as Wellstar MCG Health. Every day, our team of 24,000+ healthcare professionals provide personalized care for patients at every age and stage of life. **SYSTEM ORGANI**[]{#ONESystemOrganizationalChart.anchor}**ZATIONAL CHART** ------------------------------------------------------------------------------  **WELLSTAR HEALTH SYSTEM (ACPE Standard** 5.4**)** []{#ONEClientPopulationsandMinistry.anchor}**CLIENT POPULATIONS AND MINISTRY SPECIALTY AREAS** ------------------------------------------------------------------------------------------------- See the source image **ACPE Standard:** **Wellstar ACPE CPE Center** affords CPE students the opportunity to learn alongside specialized staff chaplains as well as to assume responsibility for spiritual health in specific patient care areas. Wellstar named, "Great Place To Work & Fortune 100 Best Companies To Work For", emphasizes a family-centered approach to care so that students have opportunities to understand family systems and their response to crisis and illness. Chaplains address bereavement care, end-of-life concerns, and support the spiritual well-being of patients and families. CPE students provide care throughout the entire hospital when serving on-duty at the hospital for day and weekend shifts. During the weekdays, they are assigned to the clinical units which best meet their learning goals. Staff care is an important part of their practice, with special emphasis directed toward staff when the acuity level is high. The chaplains serve people from around the world and from many faiths and cultures. In this academic setting, there is the opportunity to work with students from various healthcare disciplines. Interns have the option to work at a clinical site of their choosing. **[Clinical Placement Sites]** [**Wellstar Kennestone Hospital**](https://www.wellstar.org/locations/hospital/kennestone-hospital) 677 Church Street Marietta, GA 30060 **[Wellstar Douglas Hospital]** 8954 Hospital Dr, Douglasville, GA 30134 **[Wellstar North Fulton Hospital]** 3000 Hospital Blvd, Roswell, GA 30076 **[Wellstar West Georgia Hospital]** 1514 Vernon Rd, LaGrange, GA 30240 **[Wellstar Spalding Hospital]** 601 S 8th St, Griffin, GA 30224 **[Wellstar Cobb Hospital]** ​3950 Austell Road SW, Austell, GA 30106 **[Wellstar Atherton Place]** 111 Tower Rd, Marietta, GA 30060 **[Wellstar Infusion Center]** 340 Kennestone Hospital Blvd, Marietta, GA 30060 ***[Wellstar Paulding Medical Center]*** 2518 Jimmy Lee Smith Pkwy, Hiram, GA 30141 ***[Paulding Nursing Rehabilitation]*** 600 W. Memorial Dr. Dallas, GA 30141.    Services that are offered in our facilities include: - Family medicine, internal medicine general surgery, orthopedic surgery, advanced surgery, bariatric surgery, cardiology, neurology, oncology, orthopedics, rehabilitation services, a forensic unit, women's health, etc. - Full-Service Emergency Care - The fourth busiest Emergency Department in the U.S. - Second largest ED in the nation (166 beds) - Accredited Chest Pain Center with a dedicated Chest Pain Observation Unit - Fast Track Unit for minor emergencies - Senior living, independent living, personal care and memory care - Pediatric Emergency & Immediate Care Center - Outpatient oncology - LifeLink Partner - Level II-Level IV Trauma Centers - Level III Neonatal Intensive Care Unit - Burn Unit (Cobb Medical Center) - Behavioral Health Unit []{#ONEAuthorizationforMinistry.anchor}**AUTHORIZATION FOR MINISTRY** ------------------------------------------------------------------------  **ACPE Standards: 1.A, 5.1 & 6.3** The program at Wellstar has been created by the Wellstar CPE faculty and is clinically and financially supported by Wellstar. The program and its educator(s) report to administration through the Assistant Vice-President of Ethics, Advance Care Planning and Spiritual Health. The faculty relates to administration through the Executive Director of Chaplaincy and CPE, who reports to the Assistant Vice-President of Ethics, Advance Care Planning and Spiritual Health (see organizational chart on page 5). As stated above, the institution supports The Center clinically and financially. Financially, the educational resources provided by the institution for the program include the hiring of a Director of CPE to form and oversee the functioning of the program. Salaries for an additional educator and administrative support were included in the 2023-24 budget. Stipends for future residents have not been determined as of date. CEC positions are available as openings occur. Additional support of The Center's program is demonstrated by the provision of office space, a library and classroom spaces. In addition to these tangible forms of support, the system conveys support by authorizing CPE students to provide spiritual care to the patients, families and staff (client populations) served and assigning every student a preceptor/mentor to work alongside the student for developmental partnership. Clinically, the institution supports the students' educational learning by providing the clinical context for the students to integrate their theory and practice. Authorization for ministry includes permission for students, under supervision, to carry out ministry via spiritual care through the visitation of patients, families and staff. In carrying out this ministry, CPE students are expected at all times to abide by the policies and procedures of The Center and the particular institution to which he or she is assigned for purposes of engaging clinical work. This includes policies regarding ethical conduct and respecting the rights of patients. Through the educational resources provided, a learning milieu that encourages human growth and dignity is established. Regular reflection on actual ministry experiences, both in group and individual supervision, enable CPE students in learning the art and practice of spiritual care. Among a number of options, students may use this educational experience as: - A part of basic theological education - Continuing education for ministry or professional development - Training for institutional chaplaincy - Training for certification as an educator of clinical pastoral education - Training for other specialized ministries - Preparation for full-time positions as religious leaders +-----------------------------------------------------------------------+ | []{#MissionVisionandValuesofSH.anchor}**THE MISSION, VISION, AND | | VALUES OF** | | | | **WELLSTAR SPIRITUAL HEALTH DEPARTMENT** | +=======================================================================+ | See the source image | +-----------------------------------------------------------------------+ | **ACPE Standard:** | +-----------------------------------------------------------------------+ ### Wellstar Spiritual Health Mission and Commitment At Wellstar, we care for the whole person --- your mind, body and spirit. The Spiritual Health team is comprised of Wellstar chaplains, bereavement coordinators, Clinical Pastoral Education interns, and spiritual health volunteers who offer you spiritual care with hope and a compassionate presence. We provide skilled religious, spiritual and humanist care to all patients, families, team members and the community. We believe this best happens in partnership and mutual education. **Our Mission** - To enhance the spiritual health and well-being of every person we serve. **Our Vision** - To deliver world-class spiritual care to every person, every time. **Our Central Values** - Integrating professional and compassionate religious/spiritual/humanist (R/S/H) care - Refining and developing evidence-based, research-literate clinical practice - Partnering with diverse and global voices in health care and education - Embracing and teaming with local R/S/H community leaders - Honoring the past and building toward a healthier future #### Who are our Wellstar chaplains? Wellstar chaplains, who are theologically trained and clinically experienced, provide religious, spiritual and humanist care to all persons. Their primary goal is to provide a compassionate and supportive environment that allows patients, families and other caregivers to feel safe and respected. Our chaplains are involved in patient care and can be found: - Providing active and reflective listening - Offering non-judgmental emotional, religious and spiritual care - Participating in patient care meetings and developing care plans - Assisting with Advance Care Planning documents - Alongside Palliative Care practitioners, contributing to ethics consults - Responding to emergencies, traumas and catastrophic events - Providing bereavement support and end-of-life care - Celebrating good news - Sharing information and education, supporting Wellstar team members []{#CHAPLAINCYANDCPEORGCHART.anchor}**CHAPLAINCY & CPE ORGANIZATIONAL CHART** --------------------------------------------------------------------------------  **WELLSTAR CPE CENTER (ACPE Standard: 5.4)** []{#ONEMissionandValuesofACPECPE.anchor}**MISSION AND VALUES OF WELLSTAR CPE CENTER** ---------------------------------------------------------------------------------------- See the source image **ACPE Standard: 5.B** **The Mission** - To provide excellent clinical pastoral education using an action-reflection-action method of teaching and learning which combines spiritual health services to our constituents with reflection on our professional, spiritual, theological functioning. ======================================================================================================================================================================================================================================================== - To address the spiritual well-being of patients, families and staff within the Wellstar system. =============================================================================================== - To prepare persons for ministry and service to provide support for spiritual distress in a multi-faith/multi-cultural world. ============================================================================================================================ **The Values** The particular values of CPE at our campuses give expression to the unique mission of The Center. The collaboration and collegiality expressed by staff and students on our campuses contributes to a cost-effective program and an expression of stewardship in a new era of rapid change of the distribution and accessibility of healthcare resources. This collaborative effort is also an expression of an interfaith spirit within a pluralistic social context, unifying persons of diverse faith expressions in a common mission of healing and care. The Center's certified educators have elected to use a collegial style of administration, which serves as a learning model for partnership in professional staff relationships. The diversity of hospital cultures and client populations, the collaborative administrative structure, and the commitments of the institution to this community are Wellstar's unique contributions to the care and well-being of patients and their families within a model of family-centered care. []{#ONEHistoryofChildrensACPE.anchor}**HISTORY OF WELLSTAR CPE CENTER** --------------------------------------------------------------------------  **ACPE Standard:** **Movement to become a Stand-Alone ACPE CPE Center** **[History of the Atlanta Medical Center]** ***[The Building Years 1901-1952 ]*** The history of the Georgia Baptist Health Care System had its beginning in 1901 when Dr. Len G. Broughton, a medical doctor and minister, along with a group of women from the Tabernacle Baptist Church in Atlanta founded the Tabernacle Infirmary and Training School for Christian nurses. In 1913, The Georgia Baptist Convention assumed control of the infirmary and renamed it Georgia Baptist Hospital. In 1921 the hospital moved from its downtown location to its location on Boulevard. The surgical building, was completed in 1926, the East and North Winds in 1951, and the 10-story patient Tower was completed in 1974 providing for the care of 523 patients and 43 infants. ***[Clinical Pastoral Education at Atlanta Medical Center ]*** The clinical training of ministers in the Georgia Baptist Medical Center was pioneered by E.A. \"Gus\" Verdery, who served as director of the Department from 1952-1982. Gus was responsible for developing the administrative understanding and support for CPE at the Georgia Baptist Medical Center. In 1969, Donald H. Cabaniss joined the staff and became the Director of Training with responsibilities for the development and expansion of the CPE program. Over the course of many years, what is now the CPE program at Wellstar has changed many hands throughout its tenure. In addition to those previously mentioned, other notable CPE supervisors who make up the history of this center include Gene Locke, Franklin Duncan, Robin Booth, and Patricia Symonette-Gary. These and many others have served our communities through our many system changes, including Georgia Baptist Medical, Tenet Health Care, and now Wellstar Health System. From 2012-2017, what is now known as the Wellstar CPE program served as a placement site for Care and Counseling Center of Georgia (CCCG). In 2017, the contract with CCCG was terminated and the center began a new affiliation, functioning under the accreditation of the Training and Counseling Center at Saint Luke's (TACC). Wellstar AMC and AMC South became accredited satellites of TACC, and this achievement came through the tenacity and determination of all who have served as leaders in this CPE community. Important to note is that in 1985, Emmanuel Williams began his CPE training as an intern at Georgia Baptist. Williams went on to complete a two-year residency and later became a staff chaplain, serving until his retirement in 2002. Following his retirement, he returned to serve as a volunteer chaplain and a long-serving member of our Professional Advisory Group (PAG). Williams' 35-year-long career with Atlanta Medical Center is a testament to the quality of the teaching, development, and guidance that students have come to expect when training at Wellstar. Throughout and despite all the changes within the hospital system, we are proud to acknowledge that Patricia Symonette-Gary continues to serve as a CPE faculty member, as well as a Regional Director of Spiritual Health. On May 1, 2022, Wellstar converted the Atlanta Medical Center South location from a medical center to an Urgent Care Center, causing us to no longer be able to use that location as a clinical placement site. Then on November 1, 2022, Wellstar officially closed the doors of Atlanta Medical Center, causing it to no longer be an option for clinical placement for students, as well. ***[History of Wellstar Kennestone Hospital ]*** Chaplains have served at Wellstar Kennestone Hospital since its early days. Originally conceived as a community hospital serving the Marietta area, local pastors were often called upon to provide spiritual support to patients, their families, and staff. In the 1970's Rev. Cecil Fife was appointed the first professional Chaplain of Kennestone Hospital. He was followed by Rev. Phil Owen and then Rev. Renee Owen as Director of Pastoral Care. Under Phil and Renee the Chaplaincy department grew significantly, along with the hospital at large. Kennestone under the Wellstar system also grew significantly and began to serve as not only a community hospital, but as a regional Trauma Center as well. Kennestone now has the largest Emergency Department in Georgia and responds to multiple medical specialties.   In 2019, Kennestone became ACPE placement site for CPE interns through TACC. The Spiritual Health Department at Kennestone is led by Regional Director Rev. Sarah Murray who reports to the Executive Director of Spiritual Health at the System Level within Wellstar. For a greater overview of the reporting structure and relationship at Wellstar, refer to the Organization Chart in this manual.  In 2020, Kennestone requested and was granted satellite status with TACC. In November 2021, Wellstar hired Rosalynn Curry as the Director of CPE. One of her first tasks was to focus on getting the Wellstar CPE Center accredited. In May 2022, the Wellstar CPE Center requested that a portfolio review be completed by the ACPE Accreditation Commission. A few months later, on September 23, 2022, Wellstar CPE Center received pre-provisional accreditation. During the National Accreditation meeting, on November 17, 2022, the commission voted to provisionally accredit the Wellstar Center. In October 2022, Rev. Sunghee Han became our first CEC to complete the certified educator process under the Wellstar CPE Center. We are very proud that she is now an ACPE Certified Educator, and we were fortunate to hire her as the newest member of our faculty. After working for many years to become a standalone accredited center, on Friday, June 26, 2024, the Wellstar CPE Center was recommended by the National Site Team members of the ACPE Accreditation Commission to receive full accreditation as an ACPE CPE center. We are excited to have achieved such a distinction of becoming a fully accredited ACPE CPE Center. ***[Clinical Placement]*** Given the recent changes around placement sites within the Wellstar Health System, the faculty has decided to make the program more conveniently accessible to future students by offering them the option of completing their clinical hours at an authorized placement site of their choice. Currently, our authorized Wellstar placement sites include Douglas Medical Center, Spalding Medical Center, West Georgia Medical Center, North Fulton Medical Center, Cobb Medical Center, Kennestone Medical Center, Atherton Place, Wellstar Infusion Center, Paulding Medical Center, and Paulding Nursing Rehabilitation. []{#ONEAdministrationoftheProgram.anchor}**ADMINISTRATION OF THE PROGRAM** ----------------------------------------------------------------------------- See the source image **ACPE Standard: 2.C, 2.D, 4.C, & 5.D** The administrative oversight and operations of The Center, in compliance with ACPE Standards, are the responsibilities of the Director of CPE, the CPE faculty, and the Executive Director of Spiritual Health with the approval of the Assistant Vice-President of Ethics, Advance Care Planning, and Spiritual Health. These provide an arena for policy-making and implementation, coordination with the Spiritual Health department, and on-going program operations. 1. 2. **CPE FACULTY** ---------------------------------------------------------------------  **ACPE Standard: 1.5** **Rev. Dr. Rosalynn A. Curry, D. Min., ACPE CE (NF)** Director of Clinical Pastoral Education ***Rosalynn*** is an ACPE CPE certified educator, serving as the Director of Clinical Pastoral Education at Wellstar. Rosalynn recently joined the Wellstar staff in November 2021. She completed her training at Spiritual Health at Emory Healthcare in November 2014 after successfully meeting an ACPE certification committee. Rosalynn is an alumna of Luther Rice Seminary where she received her Master of Divinity degree, and Emory University where she received a dual bachelor's degree in psychology and religion. In May 2022 she completed her Doctor of Ministry degree at Candler School of Theology. Rosalynn is an ordained pastor at Free Gospel Interdenominational Church, Inc., Atlanta, and she has been granted ecclesiastical endorsement as a CPE educator by her faith organization. She is a native of Asheville, N.C., and her interests include contemplative prayer, process learning, African American history, systems theory, and grief and loss. Her hobbies are fishing, swimming, taking cruise ship vacations, amateur photography, singing and listening to music (especially gospel music).  **Rev. Dr. Patricia Symonette, D. Ed. Min., ACPE CE (NF)** Director of Spiritual Health Wellstar AMC ***Patricia*** is a native of Nassau Bahamas. She was active from childhood in her local church Ebenezer Baptist that was pastored by her father Bishop Elkin Symonette, Sr. She was ordained in 1995. She attended Atlantic College and Theological Seminary in the Bahamas, where she received a Bachelor's (B.A.) degree in Theology with a minor in Counseling. She came to Florida where she completed a Master's degree (M.Ed.) in Counseling in 2003. She completed a Masters of Divinity (M.Div.) equivalency in 2013. She completed the Doctor of Educational Ministry Degree (D.Ed. Min.) in May 2020 at Columbia Theological Seminary in Decatur, Georgia. Patricia is currently serving as an ACPE Certified Educator and the Regional Director of Spiritual Health at WellStar. **Rev. Sunghee Han, MA, MDiv, BCC** ACPE Certified Educator ***Sunghee*** was born into a Buddhist family in Jeju, South Korea. She converted her Buddhist heritage to Christianity at age 23 while attending a graduate school in Muncie, IN. Since becoming a Christian, she has been active in Korean Presbyterian Churches in Indiana and Georgia. In 2014, she became an ordained minister in the Presbyterian Church of the USA (PCUSA). She received a bachelor's degree from Kyung Hee University, Seoul, Korea, and graduated with a Dean of Honor. She came to Ball State University, Muncie, IN, and completed two master\'s degrees in Advanced Exercise Physiology and Physiology. In addition, she completed a Master of Divinity (M. Div) at Columbia Theological Seminary, Decatur, GA, and received the William Dudley Award for Evangelism and Church Growth in 2013. She is married to Michael and has two children, Rachel and Lucas. Sunghee is a Certified Educator (CE) in the Association of Clinical Pastoral Education (ACPE) at Wellstar Clinical Pastoral Education Center, Austell, GA. She has served as a member of the Committee of Preparation on Ministry for three years and has been a pulpit pastor since graduation. She has been a workshop planner, coordinator, and leader for the PCUSA Women and Seminarians of Color. She has been a member of the Dismantling Racism Committee since January 2022; meanwhile, she is developing a curriculum to lead parishioners and ministers within the PCUSA. She was a workshop leader for the 34th Pacific, Asian, and North American Asian Women in Theology and Ministry (PANAAWTM) in Decatur, GA, in March 2019 and a panelist during Pre-Conference for Scholars and Practitioners of Color, June 2023. Sunghee received a Boisen Award from the ACPE during the 2023 Annual Conference in New Orleans, LA. Sunghee actively leads and participates in various Communities of Practices within the ACPE to advocate for Anti-Bias task forces as a North American Korean immigrant clergywoman. Sunghee enjoys traveling around locally and globally with family. Her interests in self-care are scrapbooking, trailing, playing with newly adopted kittens, making jewelry, Netflixing, etc. []{#ONEProfessionalAdvisoryGroup.anchor}**PROFESSIONAL ADVISORY GROUP** --------------------------------------------------------------------------  **ACPE Standard: 1.4, 2.D, 5.C, 6.B, 6.C, 7.3** Wellstar's CPE Professional Advisory Group (PAG) is a functioning program committee of Spiritual Health, and serves as a source of consultation, evaluation, and envisioning for the Clinical Pastoral Education (CPE) training program. It is the primary advisory group between the CPE program (which includes students and educators) and Wellstar. The PAG membership includes: - John Betz, Chair, Executive Director of Spiritual Health - Jason Lesandrini, AVP, Ethics, Advance Care Planning, and Spiritual Health, Wellstar Health System - Emanuel Williams, Chaplain Volunteer and Community Clergy - Sarah Murray, Regional Director of Spiritual Health, Wellstar Kennestone - Patricia Symonette, Regional Director of Spiritual Health and ACPE Certified Educator - Rosalynn Curry, Director of Clinical Pastoral Education at Wellstar - Sunghee Han, ACPE Certified Educator - Doyle Hamilton, Community Clergy - Elizabeth Lovell Milford, Pastor Heritage Presbyterian Church - Marsha Kadner, Executive Director of Nursing -- Kennestone Medical Center - Renee Owen, CBF Director of Chaplaincy and Pastoral Counseling - Rabbi Judith Beiner, Community Chaplain, Jewish Family & Career Services - Dr. Janice Williams, Staff Chaplain, Northside Hospital - Yvette W. Etheridge, RN, MSN-Ed., PhD., Clinical Operational Risk Manager at Wellstar - Niyoka Nelson, Staff Chaplain, Bristol Hospice - Daina Salnitis, Staff Chaplain, Wellstar Health System The Professional Advisory Group (PAG) is made up of interdisciplinary professional resource persons who are knowledgeable about CPE. Students are invited to engage PAG members as educational resources for consultation, specialized instruction, and general support. The PAG meets at regular intervals to provide advice and consultation on Clinical Pastoral Education program planning, development, and program evaluation. The PAG functions in order to: - Support Wellstar's CPE students as they develop a new awareness of themselves as persons/ministers and of the needs of those they serve - Support Wellstar's CPE faculty in adhering to ACPE standards - Facilitate communication and cooperation between CPE students, faculty, and ministry settings - Provide Wellstar's students with opportunities for continuing education - Provide CPE program evaluation through conducting admission interviews, student consultations, and exit interviews - Serve as resource persons who lead didactic learning experiences and are available for student consultation in specific clinical areas - Serve as subcommittee members to hear and process student grievances and complaints When a student requests consultation about personal or professional issues related to their CPE experience and/or their vocational identity, the PAG offers such consultations. Any student wishing to access this committee can do so by expressing their interest, in writing, to their CPE Educator and to the Chair of the PAG (Jason Lesandrini), who will respond to the student. Periodically, students attend the PAG meeting to offer descriptions of their experience, to ask questions and offer constructive critique, as well as affirmations of their CPE experience. At the conclusion of each CPE unit, at least two members of the PAG will attend a final feedback session to hear about the students' experiences, the students' suggestions, and their affirmations. During these sessions, PAG members use "appreciative inquiry" as a format to elicit the student's response. This feedback from the debriefing session is used in creative ways to change the CPE program when needed and/or to enhance the current components. The PAG chair will give a quarterly report to the Director of CPE with discussion and consultation following the report. Additionally, members of the PAG will annually review all Program Evaluations, which are completed by students at the end of each unit, and report findings back to the PAG as an important source of information, evaluation, learning, and critique. The PAG will discuss and review with the Director of CPE the program evaluation findings, acquired from both, the program evaluation form that provides quantitative results, as well as the appreciative inquiry narrative with qualitative results. This committee meets as a whole three times a year and may be called (as needed) when there are major questions or issues, which are impacting the CPE program or if there is a need for consultation regarding a decision or direction. Otherwise, individual members of this committee meet as needed with the Director of CPE to consult about the continuing process of the CPE Center as a place of learning spiritual care and the relationship between the Center and its clinical sites. Members of this committee meet with the CPE Educator(s) to talk about the unit in progress, to generate creative ideas about how the training program could be enhanced and to evaluate and problem-solve around issues raised relating to how students are learning and how the various clinical areas are making use of the gifts for service and ministry that the students bring. **LETTER FROM THE PROFESSIONAL ADVISORY GROUP** ------------------------------------------------- See the source image **ACPE Standard: 1.4, 2.D, 5.C, 6.B, 6.C, 7.3** **Welcome Letter from the Professional Advisory Group** Welcome to CPE at Wellstar from the Professional Advisory Group (PAG). We are a group of people enlisted by the CPE Certified Educator(s)/Certified Educator Candidate(s) at this center to assist with the CPE program. We provide consultation, support, critique, and challenge to the CPE Certified Educator(s)/ Certified Educator Candidate(s). Occasionally, we are called upon to teach didactics and various other training events. In addition, we serve as facilitators in the CPE Complaint Procedure which is described in this handbook. As outlined in the ACPE standards, the grievance procedure encourages persons to work out concerns or grievances informally, face to face, and in a spirit of collegiality and mutual respect. If informal discussion and communications do not resolve differences, you may register a complaint individually or as a group in accordance with the Professional Ethics Commission Manual ([Code of Professional Ethics](https://www.manula.com/manuals/acpe/acpe-manuals/2016/en/topic/code-of-professional-ethics-accred-manual?q=Code+of+Professional+Ethics)), a copy of which is located in the Spiritual Care Department or can be downloaded from the ACPE website, [www.acpe.edu](http://www.acpe.edu). You may access additional local resources in your attempts to gain resolution to the issue or to get counsel for the ACPE Formal Resolution Process. Those resources are: - Your Certified Educator/Certified Educator Candidate (CEC) - CPE Professional Advisory Group members As we seek to further the excellence in the program, the CE/CEC has arranged a facilitated group feedback session at the end of each unit as well as individual exit interviews in which the CE/CEC is not present or involved. The PAG members who conduct these meetings are eager to hear your perspectives and to engage in conversations regarding global trends, your CPE experience, and your perspectives regarding CPE. Like all conversations within the CPE program, the PAG honors confidentiality. Our goal as the PAG is to support CPE students as we all work in collaboration with the Wellstar Hospital System. []{#ONEEnvironmentofLearning.anchor}**ENVIRONMENT FOR LEARNING** -------------------------------------------------------------------  **ACPE Standard: 1.2, 3.A, 3.B, 3.1, 5.C, 5.E, 7.E, & 7.8** The faculty of the Wellstar's CPE Center is committed to providing an environment for learning that honors all persons. Administrative personnel in the hospital sites, ACPE certified educators, and the spiritual health staff are accountable for ensuring that appropriate standards of ethical conduct and protection of the rights of students and the client populations served are maintained. Wellstar maintains accreditation by the Joint Commission. Just as the Joint Commission standards include those for the protection of patient rights and human resource management that protect the rights of employees, the CPE program, accredited by the ACPE, provides the highest quality CPE experience for spiritual care professionals of any faith and in any setting. Within this learning milieu, students have access to a grievance and complaint procedure, and a policy for disciplinary action. The grievance or complaint process for The Center is aligned with and in accordance with the [ACPE Standards](https://www.manula.com/manuals/acpe/acpe-manuals/2016/en/topic/acpe-accredited-program-standards) and the [policies and procedures of Wellstar](#TWOPoliciesandProcedures). The Wellstar CPE program is the responsibility of the Executive Director of Spiritual Health, the Director of CPE, CPE faculty, and the PAG whose membership is compiled of Wellstar employees and members of the community. This structure is designed to ensure an adequate flow of information, support, open communication, and to foster a collaborative spirit in the operation of the CPE program. Each campus has its own organizational culture, needs, and priorities for spiritual health. The administrative process provides adequate meeting time to develop an educational program that is responsive to each site's needs for services and is balanced with resources to meet students' educational needs. As the faculty continues to develop this CPE program, various educational and relational modalities are being utilized. One such modality is the [mentoring program](#FOURR3MentoringProgram). This relational model was developed to reflect with intentionality the support staff chaplains give to CPE students. In this program each student is paired with one of the staff chaplains. Currently, the mentors for the interns function as the "go to" person to assist the interns with their questions, provide direction regarding clinical areas, and to read and sign-off the intern's chart notes. Procedures for the mentor/mentee relationship for future residents will be determined once the center is budgeted to provide a residency program. Another aspect that is essential to providing a safe learning environment for students is to ensure service, clinical and educational boundaries are maintained. Every student of the department will attend a Boundary Training didactic. This helps to ensure that students and the learning environment are protected. It also helps to ensure that the students then protect the boundaries of the holding environment for their patients, families, and staff. []{#ONEEducationalPhilosophy.anchor}**EDUCATIONAL PHILOSOPHY** ---------------------------------------------------------------------------- See the source image **ACPE Standard: 1.A, 1.C, 2.A, 2.2, 3.B, 5.D, 7.A, 7.B, 7.1, 7.2, & 7.8** **Preface** At Wellstar, our educational philosophy centers around the following: Clinical Pastoral Education (CPE) is an educational modality that provides education for students of spiritual health. It is an interfaith professional theological education program designed to develop and prepare ministers of all faith traditions (imams, rabbis, priests, pastors, lay leaders, etc.) to work with persons in crises. The design of Wellstar's CPE program invites adult learners to explore their care giving habits, theological understandings, interpersonal skills, and attitudes about human suffering. Learners work closely with their educators to increase competence in the spiritual care role. The CPE learning experience is often quite intimate, and it can engender deep feelings of vulnerability. There are several reasons for this, including: 1) the small group size, 2) the one-on-one supervisory alliance, 3) the need for students to be introspective, and 4) the continuous reflective practices that cause one to explore one's many actions in spiritual health. The relationships between the learner and his/her care recipients are reported on and explored through verbatim, case studies, critical incident reports, and the student's participation in the group learning process. A major goal for the educator to achieve and maintain is to provide a safe context for the personal growth of the student as the student increases his/her/their self-awareness. Equipping students with the ability to offer spiritual care is a combination of art, skill, and the maturity and integration of the "self" of the spiritual caregiver. The goals of professional competence and growth are seen as inseparable. 1. a. **[Learning-in-Relationship]** -- Students learn at a profound level as they reflect on their external relationships found in the training environment. These relationships include those with supervisory authority (Director of CPE, the CPE faculty, and additional relationships, which include the Executive Director of Spiritual Health and the staff chaplains assigned as preceptors/mentors), care recipients (patients, families and staff), as well as those with administrative and ecclesiastical authority (the hospital leadership to which the faculty reports and the faculty's and student's ecclesiastical authority), and, of course, with one's self. This principle is conceptualized as a clinical rhombus by Eckstein and Wallerstein in *[The Teaching and Learning of Psychotherapy]*. The parallel process between what is happening in the student's environment, the student's own inner world, and the world of the patient is explored in all aspects of the educational program. Anton Boisen, one of the early founders of CPE stated, "We learn from the living human document." The structure of the program and the education process are intended to provide a safe learning environment supportive of the student's exploration of these relationships. b. **[Action-Reflection-Action Learning Process]** -- Reflection upon actual experiences of ministry, service and exploration of the unfolding emotional and spiritual dynamics of the student provides a methodology by which the student can learn from "here and now" insights. Once the "here and now insights" become cognitive thoughts and the student can reflect on them, then they can appropriately transfer these insights into ministry situations. The action-reflection-action approach to learning employs a "shared praxis" methodology, i.e. a "relational, reflective, experiential way of knowing in which, by critical reflection on lived experience, people discover and name their own story and vision" (Thomas Groome, Christian Religious Education p.149). This process of shared, critical theological reflection on lived experiences engages both rational and affective capacities of the learner (Groome, p. 187). c. **[Integrative Learning]** -- The program design is based on ACPE standards and the integration of: (a) theory and practice of ministry; (b) theological perspective, understandings of the human personality and self-awareness; and (c) the interrelationship of body, mind, and spirit. For example, in the intern and proposed residency curriculum, students are exposed to a variety of personality and spiritual care theorists as well as theologians. They write papers integrating their theology and personality theory with their own functioning in ministry, informed by their research in spiritual care literature and their clinical observations. Varieties of experiential educational methodologies are used, including body movement, music, art, and guided imagery. 2. []{#ONEProgramEvaluation.anchor}**PROGRAM EVALUATIONS** ----------------------------------------------------------  **ACPE Standard: 2.C, 2.D, 6.A, 6.C, 6.1, 7.3** In order to promote the continuous quality improvement of the educational program The Center will continuously be involved in evaluating the CPE program. Areas of the program to be evaluated will include, but not be limited to, (1) curriculum, (2) the student completion rate, (3) educational methods and educator-student learning alliance, (4) student-to-educator ratio, (5) individual learning contracts, and (6) students' use of CPE. This ongoing evaluation will be carried out through several means. 1. a. surveys provided to program alumni b. the work of the PAG 2. c. consultations by outside consultants d. residents' mid-year consultations e. using an AI process through which members of the PAG and/or administration will conduct [evaluations of the CPE intern and residency programs](#FOURG8PAG) i. each intern group will participate in such an evaluation process at the end of their unit ii. residents are invited to participate at mid-year and after their final unit iii. the faculty supervising the said specified groups will not be privy to the evaluation comments until after the educator's end of unit evaluations have been signed f. peer reviews of ACPE certified educators through the ACPE's peer review process g. informal dialogue with seminary and hospital institutional personnel 3. h. focus on future strategic planning and development i. short-term goals and objectives j. long-term goals and objectives 4. k. analysis of program needs, resources, goals and student outcomes l. sound educational philosophy m. program evaluation data n. goals 5. **\ ** []{#ONEAgreementforOrientation.anchor}**AGREEMENT FOR ORIENTATION** ---------------------------------------------------------------------- See the source image **ACPE Standard: 5.D** For individuals to reap the most benefit from their CPE experience and be equipped to give their best care to the patients at Wellstar, they must be extensively and carefully oriented and familiarized with the functioning of the hospital. This is done in three ways, the Wellstar system orientation, CPE Center orientation and site-specific orientation. In order to ensure that no vital information is overlooked, The Center has developed an addendum Agreement for Orientation and Education. This document asserts the student has received such orientation and been provided with written and/or digital copies of The Center/Student Handbook and the Site Specific Handbook. Before they can begin visiting patients in their clinical areas each student must sign the [Covenant for Orientation and Education](#FOURG1CovenantforOrientation), found in [Appendix G-2](#FOURG1CovenantforOrientation). []{#ONEScopeofService.anchor}**SCOPE OF SERVICE** ----------------------------------------------------  **ACPE Standard: 2.A, 2.B, & 7.C** The scope of service provided by CPE students as chaplains at Wellstar includes providing spiritual care to all patients, families, and staff who are open to receiving it as the chaplain participates in the patient's continuum of care. The spiritual needs are determined through an assessment which leads to the chaplain meeting those needs as completely as possible within the resources of Wellstar. This care is provided in collaboration with the patient's spiritual caregivers and resources in the community. The commitment to excellence in providing family-centered care creates a safe environment for learning spiritual care in a multi-faith setting. With the institutional support of Wellstar and the Spiritual Health department, the CPE chaplain intern or resident participates as a full-fledged member of the patient care team in a family-centered model of care. The chaplain attends interdisciplinary rounds, makes visits via his or her own case findings and through referrals from any team members, including the patient's healthcare team, and the Spiritual Health department. Documentation of care is through the electronic charting system known as EPIC. In addition, while serving as chaplains, CPE students provide after-hour spiritual care and have access to consultation from the house supervisor, the staff chaplain on-call and their own CPE educator. The CPE students function within the appropriate ACPE level outcomes in providing direct spiritual care as well as in developing creative spiritual care resources or learning experiences. Within the department, they attend regularly scheduled department meetings. Additionally, students participate in projects, such as participating in ethics consultations for their patients, providing multi-faith services, and leading special services on holy days and for memorial services. Students also attend deaths and traumas as part of their spiritual care. They have opportunities to learn ways of providing staff support. Learning also includes ways of communicating, collaborating, consulting, and offering compassion within a committed system. Whether the CPE students are here for a few months or a year, they are an integral part of the care and are respected as effective team members. They are valued members of the department. []{#ONECurriculumElements.anchor}**CURRICULAR FEATURES** ------------------------------------------------------------- See the source image **ACPE Standard: 1.A, 1. B, 1.C, 1.1, 2.E, 7.B 7.5, & 7.7** The Center is accredited for CPE Level I, II and Certified Educator CPE. The curriculum of the The Center is based on the objectives of Level I, Level II or CEC and incorporates the learning goals of each individual student reflected in the learning covenant and the objectives of Level I, Level II or CEC. The curriculum developed by the faculty of The Center takes into consideration the level at which the student is working as well as how many units the student has had.  Both the level and the amount of previous CPE experience can mean that students working with Level IA, Level 1B, Level 2A, and Level 2B outcomes and indicators may be functioning at very different educational and spiritual care levels.  The curriculum and the syllabi for each level takes into consideration this dynamic in the student's educational process. The guidelines for interns will give some delineation between the expectations and assignments of Level IA intern and a Level IB resident.  The individual educator for said student will provide any other needed instruction about differences in the expectations and assignments.  The curriculum developed for the residency program also takes into consideration at which level a student is working. All residents must participate in a mid-year consultation group before the beginning of the third unit.  Part of this consultation might be the student requesting to advance to Level IIA. If the educator is in agreement with this request, then the third unit will be enrolled and registered as Level IIA. The curriculum for Level II will take into account the student's learning needs. If, on the other hand, the educator believes it may be in the student's best interest for the student to continue developing at Level IB, no change in levels will occur at that time; however, the student may again request Level IIA by mid-unit of the third unit.  The curriculum is designed to help the students write to the BCCI competencies, if they have not already done so. The certified educator curriculum and guidelines generally follow the current ACPE national curriculum, with modifications dictated by the environment of this institution and the individual learning covenant, along with the educational plan developed by the CES and his or her educator. In order to fulfill both the expectations of the programs and the commitments made to the students the faculty has developed the curriculum utilizing the following elements. 1. a. The health care context, administrative support and liaison, and mission of the affiliated institution of The Center b. The "living human documents" (patients, clients, parishioners, family members, health care team members) in the student's clinical assignment or "parish" c. The particular strengths and limitations and the personal history of the student learning spiritual care d. The dynamic relationship with peers and educators, which provide an interpersonal context for reflection on action in ministry, as well as a small microcosm one hopes to relate in different arenas of society e. Theoretical materials, including readings, video and audio recordings of resource persons and programs, didactic presentations, and consultation with interdisciplinary team members, which enable students to develop a conceptual framework for the practice of spiritual care f. Learning activities and evaluation strategies that demonstrate the development and integration of intercultural/multi-faith competence g. An educational relationship that supports the formation of clinical and theological perspectives on the care of persons in the clinical setting. h. The curriculum for all levels of CPE is developed with the integration of one's personal self, with one's ministry, and one's theory of spiritual care. 2. 3. a. b. i. understanding better the spiritual care skills one uses and why ii. how to make a spiritual assessment and how that informs one's pastoral or spiritual care plan iii. how to work within systems and with an interdisciplinary team iv. a growing awareness of diversity in religion and culture v. the use of the behavioral sciences in the work of pastoral or spiritual care vi. an understanding of one's own power in relation to self and others within a ministry of pastoral or spiritual care vii. how one relates to authorities viii. how one handles the administrative functions of pastoral or spiritual care. c. 4. a. b. c. d. e. 5. **Methodology** a. b. c. d. e. f. g. h. i. i. ii. iii. iv. v. vi. j. k. []{#ONEStudentSupportServices.anchor}**STUDENT SUPPORT SERVICES** --------------------------------------------------------------------  **ACPE Standard: 3.A, 3.1, 5.C, 7.6** Wellstar approaches the care of the patients and families from a holistic and family-centered perspective. The concern is for their physical, emotional, psychological and mental well-being, and the system values an interdisciplinary approach to their care. Just as Wellstar is committed to a holistic family-centered approach to care for the patients and families of Wellstar, so The Center is committed to the students. There are a number of ways in which support is provided for the students in their professional, as well as personal life. 1\. **Orientation** 2\. **Office space, classroom space, and workspace** 2. 3. 4. 5. []{#ONEMaintenanceofStudentRecords.anchor}**MAINTENANCE OF STUDENT RECORDS** ------------------------------------------------------------------------------- See the source image **ACPE Standard: 4.B, 4.1.iv, & 4.1.vii** Just as The Center and Wellstar hold the students responsible for protecting the privacy of the patients and families in accordance with federal law, so the faculty and the administration are committed to protecting the students' privacy in like manner. To uphold that practice: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. ---------------------------------------------------------------------------  **ACPE Standard: 1.E, 1.6, 3.D, 4.1.i, 4.1.vii, 4.1.viii, 7.C, 7.D, 7.7** --------------------------------------------------------------------------- Both the faculty and the administrative leadership of The Center understand that having one's rights and responsibilities clearly defined is an essential first step in establishing a safe and trusting environment conducive to learning. To that end and in accordance with The Standards of ACPE and the educational philosophy of The Center the rights and responsibilities of every student are published below. **[Rights of CPE Students ]** Students are informed of the following rights during orientation to the CPE unit: 1\. This CPE unit is conducted in accordance with the ACPE Standards for the level of CPE in which the student is enrolled (CPE Level I, II, or certified educator student). 2\. The CPE Center does not discriminate against persons because of race, ethnicity, religious/spiritual tradition, sexual orientation, gender identity, gender expression, age, or disability. 3\. During orientation, each student is given information regarding a procedure for handling complaints which is consistent with the ACPE Standards and Wellstar policies. 4\. Each student's records are maintained in a confidential manner, in accordance with ACPE Standards, and the students are informed of this during orientation. 5\. The CPE faculty at The Center respects the integrity and protects the welfare of those served or supervised. The CPE faculty maintains those relationships on a professional basis, avoiding emotional, sexual, or any other form of exploitation of individuals or group. Sexual contact with those served or supervised, even if by consent, is considered a violation of this Standard. 6\. Educators will approach the religious convictions of students with respect and sensitivity and will not impose their theology on those supervised. 7\. Educators will not release any records, evaluations, or confidential letters pertaining to a student without the student's written permission. 8\. The Center will respond promptly to applications for admission, inform the applicant of the application process and indicate a date of acceptance or declination of the application. 10\. Educators will design CPE units that will give the student opportunities to learn from: a. Relationships with patients, families, peers, staff, and educators; b. Focusing on clinical pastoral issues which grow out of serving as chaplain in the hospital or community setting, and understanding how these are related to one's personhood and ministry c. The interrelatedness of theology, faith traditions and the behavioral sciences regarding persons in the clinical setting. 11. Students have the right to have a peer group of at least three persons. 12. Students have the right to individual supervision and consultation with their primary educator. **[Responsibilities of CPE Students]** 1. a. b. c. d. e. f. g. h. i. j. k. l. m. 2. **Administrative/Learning Responsibilities** a. b. c. d. e. f. [Video Conferencing:] When there is geographical distance between the CPE Certified Educator and students, electronic presence, i.e. video conferencing is allowed as an alternative to physical presence. I. If clinical placement sites are used, a written agreement (Standard 1.E) that specifies that the educator will conduct site visit(s) or use other means to verify the clinical placement site complies with ACPE Standards and the frequency for such visits or measures. II. If video conferencing occurs Wellstar will develop a plan to ensure access to technology and orientation to use of the technology for students and the ACPE Educator. Educational seminars interrupted by technological problems will not be counted toward the 100-hour requirement for a unit of ACPE CPE. III. When used, a process for evaluating the effectiveness will be used which addresses the outcomes and student learning goals. IV. When off-site clinical placements are used, an on-site preceptor/mentor will be assigned to each student and will communicate throughout the unit with the educator about the student's clinical work, work habits and investment in the CPE process. V. All individual and group supervision must be done through synchronous learning methods, i.e. video conference. Asynchronous formats, such as discussion forums or other on-line methods may be used for didactic or reading seminars. []{#ONEOpportunitiesforInterdisciplinaryCons.anchor}**OPPORTUNITIES FOR INTER-DISCIPLINARY CONSULTATION** ------------------------------------------------------------------------------------------------------------ See the source image **ACPE Standard: 3.B, 5.3, 7.2, 7.5** An essential element of the educational program of the Wellstar ACPE Center is the variety of opportunities for professional interchange, service, ministry and learning in multidisciplinary contexts. Among the available opportunities at the participating institutions are the following: 1. 2. 3. 4. **\ ** []{#ONELibraryandMultimedia.anchor}**LIBRARY AND MULTIMEDIA RESOURCES** --------------------------------------------------------------------------  **ACPE Standard: 2.2, 3.A, 3.C, 3.1** Library and multimedia resources are available to students and staff to support their on-going learning process. They may be accessed in the following manner: **ACPE Center Libraries** The Center maintains a library at the Mulkey Way campus. Key texts used in the program, journals specific to ACPE and training for ministry, and other books and reference materials are available for check-out from the library. The center's library is located at the center's office located at 3911 Mulkey Way, Austell, GA 30106. The library is open to students and staff, Monday through Friday. Resources are checked out through a sign-out method, i.e. QR code. ACPE manuals & standards are easily accessed at [www.acpe.edu](https://www.acpe.edu/). **Library/Resource Center of Area Institutions of Theological Education** The libraries of Columbia Theological Seminary, Candler School of Theology, the Interdenominational Theological Center, Beulah Heights University, and McAfee School of Theology are all located within thirty minutes of the ACPE Center. They are accessible to students enrolled in those institutions in accordance with the cooperative agreements maintained by the Atlanta Association of Theological Schools. ACPE students not enrolled in any of these institutions have generally been able to access the resources of these libraries available as they are to other members of the community and/or as alumni. []{#ONEEducatorsEndofUnitEval.anchor}**EDUCATOR'S END OF UNIT EVALUATION** ----------------------------------------------------------------------------- See the source image **ACPE Standard: 1.D & 6.F** When a student completes a unit of CPE, the primary educator will make the end of unit evaluation available to the student within 21 calendar days of the completion of that unit. CEC evaluations will be completed at least every six months based on competencies. In rare unusual circumstances, the certified educator may negotiate with the student an extension, and then the educator must inform their assigned accreditation commissioner to extend this deadline to a specifically defined date not to exceed 45 calendar days after the conclusion of the unit. The certified educator's evaluation will document this process. All evaluations written by a certified educator will be an assessment that reflects the educator's professional judgment about the student's work, abilities, strengths and weaknesses, and verify the completion of at least 400 total hours, which include clinical (300 based on a minimum of 250 hours of supervised clinical practice in spiritual care and 50 hours as best supports the program) and educational work (100). **Educational hours** will be the sum of hours spent in orientation, clinical and didactic seminars, individual supervision, hospital-based in-services, individual reading and reflection and evaluations. **Clinical hours** are calculated from the student's weekly established schedule (less the educational hours), hours spent "on duty", and interdisciplinary staff meetings and rounds. Epic visits are totaled for each student and reported to the student and educator on a monthly basis by the Executive Director of Spiritual Health. Duty and in-service time in interdisciplinary rounds and staff meetings are self-reported to the training educator. The evaluation will follow the outcomes associated with the level of CPE at which the student is working. Each individual educator has the choice of writing a final evaluation that is a completely separate document from the student's or creating a joint final evaluation by adding the educator's evaluation into the body of the student's document. Regardless of which approach the educator chooses the evaluation will be shared with the student within the 21-day limit. The student will be given the opportunity to discuss and comment on the educator's evaluation and may attach a written response to the educator's evaluation, which then becomes part of the student's record. When the unit is completed, the certified educator certifies and registers the unit or half-unit of CPE either at Level IA, IB, IIA, IIB or Certified Educator CPE. Student units must be registered in the ACPE database within 21 calendar days of the **end date** of the unit. Registration of student units in the database may be done independent of the [end of unit evaluation](https://www.manula.com/manuals/acpe/acpe-manuals/2016/en/topic/final-evaluations) process. []{#ONEAccesstoACPEStandardsandCom.anchor}**ACCESS TO ACPE STANDARDS AND COMMISION MANUALS** -----------------------------------------------------------------------------------------------  **ACPE Standard: 2B, 4.C, 4.1.x, 6.A, & 7.7** The Center's program is based on the standards of the ACPE, and the faculty takes seriously its responsibility to make sure that those standards are adequately met through the structure and curriculum of the program. One of those standards states the students must always have access to the Standards and Commissions Manuals. In keeping with both the responsibility of meeting that standard as well as facilitating the students' knowledge of those standards The Center will direct students to refer to the ACPE website for the most up-to-date manuals. In addition to providing the link to the ACPE Standards and Commission Manuals, each student will be given access to a digital copy of this Center Handbook, which includes the guidelines for their current level of CPE training, as well as the Site Specific Handbook for their assigned campus. The ACPE Standards and Commission Manuals are available in their entirety at.