Initiatives to Enhance the Education of the Healthcare Workforce of TomorrowCarole A. Stacy, RN, MA, MSN

Director, Michigan Center for Nursing

Michigan Health Council

-ConnectEd: The California Center for College and Careers--National Consortium on Health Science and Technology Education--National Academy Foundation-

The DemandHealthcare as the largest industry in 2004, provided

13.5 million jobs8 out of 20 occupations projected to grow the fastest

are in healthcareMore new jobs-19% or 3.6 million created between

2004 and 2014 will be in healthcare, more than any other industry

US Bureau of Labor Statistics

The Demand

Bureau of Labor Statistics-AHA Requested

Healthcare Employment vs. Employment inOther Industries (in thousands) 2003

0

500

1,000

1,500

2,000

2,500

3,000

3,500

4,000

4,500

Full-servicerestaurants

Generalmedical &surgicalhospitals

Limited-service

eating places

Employmentservices

Grocerystores

Offices ofphysicians

Buildingequipmentcontractors

Departmentstores

In T

ho

usa

nd

s

The Demand Vacancy rates for selected hospital personnel

8.4%

7.0% 6.8% 6.6% 6.5%

4.3%

Registerednurses

LPNs Pharmacists Imagingtechnicians

Nursingassistants

Laboratorytechnicians

2004 AHA Survey of Hospital Leaders

The DemandPercent of hospitals reporting recruitment difficulty

8%

9%

10%

16%

25%

33%

36%

44%

47%

IT technologists

Housekeeping/maintenance

Nursing assistants

LPNs

Billing/coders

Laboratory technicians

Pharmacists

Registered nurses

Imaging technicians

2004 Survey of Hospital Leaders

The SupplyUS Census Bureau

0

5

10

15

20

25

30

35

1940-50 1950-60 1960-70 1970-80 1980-90 1990-00

US Population Increase by Decade

The Supply2004-05 High School Enrollment by The SupplyCluster:Agriculture Ed 768,396 Hospitality & Tourism 237,951Arch & Const 597,146 Human Services 1,129,846Auto & Tech 467,888 Info Tech 862,145Bus & Mgmt 1,516,333 Law & Safety 94,725Ed & Training 231,599 Manufacturing 325,364Finance Services 117,724 Marketing 359,602Gov & Pub Ad 43,518 Engineering 547,353Health Sciences 361,259 Transportation 353,463 Total Enrollment 8,014,320

US Department of Education

The Supply Projected Public High School Enrollments 2004-2014 for Grades 9-12:

Grade

9

2004

4,309

2005

4,335

2006

4,313

2007

4,281

2008

4,242

2009

4,198

2010

4,170

2014

4,144

10 3,744 3,839 3,861 3,842 3,814 4,198 3,740 3,641

11 3,321 3,400 3,487 3,507 3,489 3,779 3,432 3,281

12 3,029 3,090 3,164 3,245 3,263 3,247 3,223 3,074

National Center for Education Statistics-Numbers in Thousands

The ProgramBuild a nationally recognized and endorsed, sequenced secondary program of study with an emphasis on the health sciences that will:Introduce students to healthcare systems, practices

and proceduresEnhance the content of academic coursesInvolve students in challenging programs of study

through problem-based integrated projects

Health Science and Biomedical Program of Study

Program of StudyWhat we’ve learned:

A consistent advantage (is) experienced by students completing rigorous high school curriculum

Variables to successful college completion include; family background, access to rigorous curriculum, socioeconomic status, parent’s education attainment, race/ethnicity & economic status of HS student body

Taken together, the results suggest that completing a rigorous curriculum may help students overcome (variables noted)

NCES Statistical Analysis Report 2001-163

Goals of the Health Science and Biomedical Program of Study

Goals of the overall curriculum development effort:To prepare high school students for success in

further education and careersIncrease the numbers of students who are interested

and well prepared to succeed in health science and biomedical careers

Increase the diversity of the professional and technical health science and biomedical workforce

Components of the Health Science and Biomedical Program of Study

Integrated, interdisciplinary curriculum units for all secondary core academic courses

Work-based learning experiences linked to academic and health sciences courses

A health science sequence of courses Elective advanced academic and health science

career specialization courses related to specific career pathway interests

Interdisciplinary, Integrated, Problem-based Learning Design

A form of contextualized learningEnhances student engagementSupports diverse learning stylesDevelops key skills for success in postsecondary

education and employmentIncorporates work-based learning strategies

HPN’s RoleContent experts for the classroom

Clinical visitations for teachers and students

Audience and evaluator for culminating activities

Resources to implement the unit

ACE (Alliance for Clinical Education) Systems Clinical Passport (ACE-PASS) &Clinical Placement (ACE-PLACE)

Michigan Health Council

Michigan Center for Health Professions

Michigan Center for NursingCarole Stacy cstacy@mhc.org

ACE- PASS(Clinical Passport System)

This system will provide a student with a passport indicating that they have passed certain requirements prior to the start of their clinical rotation.

ACE- PASS will be good for one year (either academic or calendar).

ACE- PASS will be accepted for all clinical training sites to meet their requirements for training.

ACE- PASS Initially the Passport will include certification for:

HIPPAOSHA (Safety)Standard precautions (blood borne pathogens)

Modules will be added in the future based on the needs of the provider and educational institutions and the students. Some additions which have been discussed are: Criminal background checksTB complianceSexual harassmentRight to knowNational Patient Safety GoalsCultural competency Medication or Math test.

ACE- PASSStart up of ACE-PASS, along with ACE-PLACE, has been

initially funded by the Six SE Michigan Health Systems and funds obtained through Federal DSH.

On an ongoing basis, ACE-PASS will be funded by a student fee of $50 per year for each student having a clinical rotation in that year.

Each participating university/college and provider will have an annual participation fee of $1,000 or $2,000, depending on the size of clinical rotation program(s).

Any revenues in excess of expenses for this program will be used to support other initiatives to increase or enhance the healthcare workforce in the state of Michigan.

ACE- PLACE(Clinical Placement System)

This system will provide SE Michigan

healthcare systems and educational institutions an automated clinical placement system which will serve as a clearing house for all clinical placements for students.

ACE- PLACEThe goals of this system will be to:

Increase utilization of clinical sites by having available information about all unused rotational slots;

Increase number of clinical training sites and slots; Create a master schedule for clinical experiences; Create one point of contact for clinical rotation sites

and slots;Contain scheduling conflicts/overlaps;Save significant hours of scheduling time and

paperwork for both educational institutions and employers.

ACE- PLACEACE- PLACE will be operated by the Michigan

Health Council on behalf of the providers and educational institutions throughout Michigan.

ACE-PLACE will utilize the “Oregon Student Maxx” platform which is being used by 9 states.

Oregon has been using this system for 4 years and has experienced a 35% increase in clinical capacity;

Tennessee has been operational for only one year and has already experienced a 28% increase in clinical sites and 21% increase in capacity.

ACE- PLACEOn an ongoing basis, ACE-PLACE will be funded by

an annual participation fee for each participating university/college and provider which will range from $2,000 to $5,000 per year depending on the number of program(s) and size of program(s) at each school or institution.

Any revenues in excess of expenses for this program will be used to support other initiatives which increases the healthcare workforce in the state of Michigan.