GPS Roll-OutTherapeutic Nursing

Phyllis Dumas and Phyllis Johnson

January 20, 2009

Roll Call for ETC’s

We are about to get started…

Please MUTE your microphone

Plan for the DayIntroductionRationale behind pathway

Pathway developmentGeorgia EconomyGeorgia Center for Innovation

Employment OpportunitiesNursing trends, shortages

Courses in the pathwayStandards in each courseTeaching resources to include websitesSharing ideas

Assessment

Ng. rollout Plan

“Linking classroom learning to real-world earning opportunities

available in the state will help the state grow it’s own highly skilled

workforce , attract future economic development, and ensure that every

student is prepared to build a rewarding future right here in

Georgia.”

Kathy Cox, Georgia Superintendent of Schools

Partners in this mission:

Governor’s Office of Workforce DevelopmentState Workforce Investment Board

The State’s colleges and universitiesThe Governor’s Centers of InnovationThe Georgia Department of Labor,

and other groups

Georgia Centers of Innovationhttp://www.georgiainnovation.org/

Purpose of Innovation Centers To encourage new companies to invest and build in the state

Agriculture Innovation Center, TiftonLife Science Innovation Center, Augusta

http://lifesciences.georgiainnovation.org/about/usMiddle Georgia Innovation Center for Aircraft Lifecycle Support, Macon/Warner RobinsInformation and Technology Innovation Center, ColumbusMaritime Logistics Innovation Center, SavannahManufacturing Excellence Innovation Center, Gainesville

The Commission for a new Georgia - identified six Strategic Industries as critical to

Georgia’s economic well being:

AerospaceAgribusiness

Energy and EnvironmentHealthcare and Eldercare

Life SciencesLogistics and Transportation

Georgia Workforce Trends, an Analysis of Long-term Employment Projections to 2014

Georgia Dept. of Labor – Michael Thurmond, Commissioner Published by Workforce Information & Analysis Division

By the year 2014, health services will account for one in every twelve jobs in Georgia.

It is projected to increase by almost 100,000 jobs, placing its employment levels at more than 420,000 jobs by 2014

.

http://www.salary.com/

http://www.bls.gov/oco/

Industry Validation

http://www.nchste.org/national-standards/

Due to an effort to decrease cost, a shift will be seen to physician’s offices and nursing and residential care facilities.

More than 19,000 new positions will be created in the nursing and residential care facility segment of health

services due to the trend toward less expensive home health care and assisted living for the elderly continues

Registered nurses constitute the largest health care occupation, with 2.5 million jobs. About 59 percent of jobs

are in hospitals.

Registered nurses are projected to generate about 587,000 new jobs over the 2006-16 period, one of the

largest numbers among all occupations; overall job opportunities are expected to be excellent, but may vary by

employment setting.

Occupational Outlook Handbook, 2008-09 Edition

Employment change

Employment of registered nurses is expected to grow 23 percent from 2006 to 2016,

much faster than the average for all occupations. Growth will be driven by technological advances in

patient care, which permit a greater number of health problems to be treated, and by an increasing

emphasis on preventive care. In addition, the number of older people, who are much more likely than

younger people to need nursing care, is projected to grow rapidly.

Occupational Outlook Handbook, 2008-09 Edition

The Honor Society of Nursing, Sigma Theta Tau International recognizes the nursing shortage as a major

threat to the future of the world's health care system

According to the U.S. Department of Health and Human Services, Georgia will have a projected 48,000 registered

nurses by 2020, but the agency projects there will be a demand for 80,000 registered nurses.

http://www.gadoe.org/ci_cta.aspx?PageReq=CICTAPlanningNew

Helping students with career choices:

(FREE Career Keys at www.GAColege411.org to “Career Info”

And employment information: State and Regional at Georgia Labor Market Explorer at http://explorer.dol.state.ga.us/

Occupational Supply and Demand at www.occsupplydemand.org This site contains Georgia specific information regarding supply and demand and also identifies nontraditional occupations based on national data for Georgia

Career Pathways

Career pathways are state-approved career enhancement programs defined as a coherent, articulated sequence of

rigorous academic and career related courses usually commencing in the ninth grade and leading to an associate

degree, and/or an industry-recognized certificate or licensure, and/or a baccalaureate degree and beyond. Career, Technical and Agricultural Education (CTAE)

provides all Georgia students with the opportunity to select at least three sequenced electives in a career pathway, along with recommended academic course work, to prepare them to continue their education at any level or enter the world of

work.

Diagnostic Services Career Pathway Biotechnology Research and Development Career PathwayTherapeutic Services - Emergency Services Career PathwayTherapeutic Services - Medical Services Career PathwayHealthcare Informatics Career PathwayTherapeutic Services – Nursing

Introduction to Healthcare ScienceApplications of Therapeutic ServicesNursing EssentialsNursing Internship

Phase IV course – Roll out Spring 2010 – Physical Medicine

Healthcare Science

Correlation with National Healthcare Standards

http://www.georgiastandards.org/DMGetDocument.aspx/HSTE.National%20correlation.pdf?p=6CC6799F8C1371F6467A9E5C0EAB38A74C03D3F744CC2E2C04A3FF2904825110&Type=D

Pathway Selection

Selection of a pathway will be based on self- awareness and the investigation of occupations plus related educational levels aligned

with the pathway. Most high-demand, high-skilled, high-wage occupations in all concentrations still do require education beyond high school. Implementation of

career pathways is a collaborative effort between the local system, the

Technical College System of Georgia and the University System

of Georgia.

Course Description

http://www.gadoe.org/ci_cta.aspx?PageReq=CICTAEHS

http://

www.georgiastandards.org/career.aspx?PageReq=PhaseI

http://www.georgiactae.org/cs_theraserv_intro.html

Healthcare Standards

Georgia CTAE – Curriculum Units

http://georgiactae.org/cs_foundations.html

CTAE Foundation Skills

CNA

Georgia Medical Care Foundation – Train the Trainer – Kathie HoffNurse Aide Training Program www.ghp.ga.gov (click provider information tab, go to Medicaid Provider Manuals and click on View Full List, scroll down to choose NATP Manual (Nurse Aide Training Manual).

Post Secondary - Dual Enrollment with articulation - http://www.gadoe.org/ci_cta.aspx?PageReq=CICTASeam

Integration of Academics

HOSAhttp://www.hosa.org/index.html

http://www.georgiahosa.org/

“

“Assessment should provide “feedback” or it is not truly

assessment. Any assessment should supply the ‘performer’

– the student – with usable information about how the

performance fared, and how performance might be improved.”

-Grant Wiggins

http://webquest.sdsu.edu/rubrics/weblessons.htm

The Rubric is an authentic assessment tool which is particularly useful in assessing criteria which are complex and

subjective. Authentic assessment is geared toward assessment methods which correspond as closely as possible

to real world experience.

It is a formative type of assessment because it becomes an ongoing part of the whole teaching and learning process.

Students themselves are involved in the assessment process through both peer and self-assessment. As students become

familiar with rubrics, they can assist in the rubric design process. This involvement empowers the students and as a

result, their learning becomes more focused and self-directed. Authentic assessment, therefore, blurs the lines between

teaching, learning, and assessment.

The advantages of using rubrics in assessment are that they:

allow assessment to be more objective and consistent focus the teacher to clarify his/her criteria in specific

terms clearly show the student how their work will be evaluated

and what is expected promote student awareness of about the criteria to use in

assessing peer performance provide useful feedback regarding the effectiveness of

the instruction provide benchmarks against which to measure and document progress

Rubric for Timeline Project

4 3 2 1

Completeness Includes all 13 time

periods

Includes 10-12 time

periods

Includes 8-10 time

periods

Includes less than 8

time periods

Life Expectancy Includes life

expectancy for all time

periods

Includes life

expectancy for 10-12

time periods

Includes life

expectancy for 8-10

time periods

Includes life

expectancy for less

than 8 time periods

Requirements for

beliefs/events

Meets all

requirements

Missing 1-2

requirements

Missing 3-4

requirements

Missing more than 4

requirements

Accurateness All events are

accurate and in

correct order

1 mistake noted 2-3 mistakes noted 4 or more mistakes

noted

Illustrations Contains illustrations

for each time

period/belief/event

Missing 1 illustration Missing 2-3

illustrations

Missing 4 or more

illustrations

Quality Demonstrates

outstanding effort,

timeline is neat and

attractive

Timeline is

acceptable, somewhat

neat and attractive

Timeline appears

rushed, somewhat

sloppy

Timeline is

unorganized, sloppy

and difficult to follow

Rubrics can be created in a variety of forms and levels of complexity, however, they all contain common features which:

focus on measuring a stated objective (performance, behavior, or quality) use a range to rate performance contain specific performance characteristics

arranged in levels indicating the degree to which a standard has been met

Thanks to some special people

Kathy Hoff – GA Medical Care Foundation

Sarah Heath – Program Specialist DOE

Phyllis Dumas – Healthcare Science Teacher, Dekalb School System and Therapeutic Services Nursing Curriculum Team

Facilitator.