INSTRUCTOR

GUIDE

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This workforce solution was funded by a grant awarded by the U.S. Department of Labor's

Employment and Training Administration. The solution was created by the grantee and does

not necessarily reflect the official position of the U.S. Department of Labor. The Department

of Labor makes no guarantees, warranties, or assurances of any kind, express or implied,

with respect to such information, including any information on linked sites and including, but

not limited to, accuracy of the information or its completeness, timeliness, usefulness,

adequacy, continued availability, or ownership. This solution is copyrighted by North Seattle

Community College and H-CAP. Internal use by an organization and/or personal use by an

individual for non-commercial purposes is permissible. All other uses require the prior

authorization of the copyright owners.

The Sustainability in Healthcare national certificate course was developed by North Seattle

Community College with support from Healthcare Career Advancement Program (H-CAP)

and is intended for use by colleges working regionally with labor and employer partners.

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Acknowledgements and gratitude are extended to Laura Chenven, Director of H-CAP, Nancy

DellaMattera, H-CAP National Project Coordinator, Esther Ramirios, H-CAP National Education

Coordinator, John Ebers, Associate Director of Sustainability Education and Training at Practice

Greenhealth, Steve Miller, Executive Dean of Career and Workforce Education, North Seattle

Community College, and Jane Lister-Reis, Curriculum Developer and Instructor, North Seattle

Community College, Megan Nilsson-Doster, ESL instructor, from SEIU Healthcare 1199NW

Multi Employer Training and Education Fund (Training Fund), and Amy Erdman, tutor, from the

Training Fund. Thank you to the Labor/Management collaborations and project managers from

different labor/management training funds and organizations in Seattle, New York, Baltimore

and Los Angeles, along with the national industry feedback from healthcare facilities involved in

this U.S. Department of Labor funded project. Thank you all for your work and leadership.

A large dose of gratitude is also due to the frontline workers at Swedish Medical Center and

Northwest Hospital & Medical Center/UW Medicine in Seattle for being the first students to ―try

out‖ this curriculum and provide critical feedback. And finally to frontline workers in healthcare

settings around the country who bring local and regional life to this grant and curriculum, thank

you for all that you do to make your healthcare environment more sustainable.

About H-CAP

H-CAP is a national partnership of the Service Employees International Union (SEIU) locals and

healthcare employers including Kaiser Permanente, the League of Voluntary Hospitals and

Homes of New York, Swedish Medical Center, Kaleida Health, Steward Health Care System,

Dimensions Healthcare System, HealthPartners Minnesota, Allegheny Medical Center, and the

Los Angeles County Department of Health Services. While working with unions and their

employer partners to meet personnel needs in demand occupations, H-CAP is building a

national collaboration of employers, unions, and educators for innovation and quality in

healthcare career education. As new hospitals/healthcare environments and unions join, the

strength of their labor/management partnership also grows. H-CAP is working to transform

healthcare professional education so it better meets the need for quality care and personnel in a

rapidly changing industry.

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TABLE OF CONTENTS Course Overview

Course Focus

Getting Started

About Adult Learning – Basics & Motivation

Teaching English Language Learners

Understanding Problem-Based Learning

About the Course

An Integrated Instructional Model

A Partnership Model:

o Teaching Students that Work in a Labor-Management Environment

o Integrating the Stakeholders into the Class Planning and Content

Training Fund

Healthcare Employers

Labor Union

Workers

Course Learning Objectives, Core Competencies and Course Website

Pre-Course Orientation Packet (Sample Welcome Letter, Handout and Assessment)

Course Content (based on five instructional hours per week- i.e. quarter system)

Module 1: Why Sustainability in Healthcare ?

Module 2: What might we do from our "Sphere of Influence"?

Module 3: How do you choose a project?

Module 4: How do we evaluate what is a good project? (Part 1) What might a project

look like and what are the components?

Module 5: How do we evaluate a good project? (Part 2) – The issue of the 5 buckets

Module 6: How do we select our “green” project? Learning to communicate the impact

on the triple bottom line with others (supervisors, managers, co-workers)

Module 7: How do we work together? The value of collaborative relationships.

Module 8: Communicating about your project to others in the hospital

Module 9: Preparing and practicing for first group presentations

Module 10: Preparing and practicing for final group presentations

Module 11: Green EVS Conference: Showcasing the projects (capstone presentations

and celebration)

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DEFINING “GREEN” AND “SUSTAINABILITY”

For the purpose of this course, green refers to products, processes and practices used in a healthcare environment that do the least harm to the environment and do not adversely affect workers‘ or patients‘ health and safety.

Sustainability in healthcare refers to green strategies or intiatives that support human well-being, are compatible with sustaining environmental systems, and either do not negatively impact the institution‘s fiscal resources or positively support the institution‘s bottom line.

COURSE OVERVIEW

Sustainability in Healthcare is designed as a credit bearing certificate course that uses problem-posing and problem-solving learning as the central learning lens through which incumbent healthcare workers learn how to apply the various concepts and competencies outlined below. In some cases, the successful completion of the certificate course leads to the opportunity to compete for a newly-negotiated green lead/green trainer position(s) (title may vary depending on the employer) in hospitals/healthcare environments. Course components include: Problem Identification: Identification of a green issue, challenge or opportunity that currently exists in a hospital/healthcare environment that an incumbent worker can play a leadership role in helping to implement and that will positively affect the triple bottom line (planet, people and profit/ cost savings). Course Core Competencies:

1. Problem Posing and Problem Identification

2. Communication

3. Leadership in Project Development

4. Sustainability Knowledge

5. Metrics and Measurements

6. Organizational Knowledge

Core Competencies Defined:

1. Problem Identification: ability to identify and analyze (using a SWOT analysis and other

project analysis tools) a green challenge or issue in one‘s healthcare environment that could

have a positive effect on the hospital‘s triple bottom line

2.Communication:

Interpersonal Communication – including active listening, questioning, writing, interviewing, providing critical feedback and effectively communicating with others in the healthcare setting about a green project

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Multicultural Competency – including understanding of the different cultures within the healthcare sector, assumptions that create stereotypes, and learning to interact with people in different roles within the healthcare facility

Presentational Skills – including delivering an oral and visual capstone presentation with technological components (Powerpoint and Excel - depending on specific job definition in the healthcare facility)

3. Leadership in Project Development: including principles of implementing, supporting and

leading a green project within a healthcare environment; developing a SMART goal within a

group context; working collaboratively across and within departmental boundaries; working

effectively as part of a green team; building relationships with staff, and familiarity with basic

problem identification and problem solving skills

4. Sustainability Knowledge: core and basic concepts of sustainability including 3 R‘s (reduce,

reuse, recycle); triple bottom line (planet, people, profit); best practices in healthcare industry‘s

efforts to reduce waste, conserve energy and water (through recent case studies), and

regulatory laws and policies (CDC, EPA, etc.)

5. Metrics and Measurements: including basic math (i.e. measurement of data through

observing, tracking, estimating, averaging, summarizing and reporting) both quantitative and

qualitative, and developing Specific, Measurable, Attainable, Repeatable and Timely (SMART)

green goals

6. Organizational Knowledge – including understanding the healthcare institution‘s

organizational structure in order to work effectively across departmental boundaries and one‘s

sphere of influence

Course Learning Objectives: At the end of this course, students should be able to:

1. Participate as an effective and collaborative leader or member of their department‘s efforts to help their healthcare organization become more environmentally sustainable. a. Leadership Skills (collaborative leader and team member, basic project management and implementation skills, multicultural awareness, active listener, and basic interpersonal conflict resolution skills) b. Organizational Knowledge (understands workers‘ sphere of influence within

organizational and departmental structures and basic problem posing, problem identification

and decision making processes)

Assessment: Case Studies/Rubrics/Capstone Project

2. Understand basic sustainability concepts related to the national effort to reduce the environmental impact of the healthcare industry, the vocabulary, concepts and regulations related to this effort and be able to apply this knowledge to one‘s own healthcare setting: including the reduction of waste, non-toxic chemicals, and energy and water conservation. Assessment: Case Studies/Research/Rubrics/Capstone Project

3. Gather, organize, analyze and report data to supervisor, labor/management committee, and the healthcare facility‘s green leadership team.

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a. Quantitative Literacy (monitoring, tracking, measuring, estimating, averaging, summarizing and reporting) b. Qualitative Literacy (basic information gathering skills that include observations, interviews, new product information, regulations and policies affecting the healthcare industry related to waste reduction, energy and water conservation, non-toxic chemicals, health and safety of workers and patients) Assessment: Rubrics/Capstone Project

4. Effectively synthesize data and articulate and/or present a message that bridges, professional, hierarchical, cultural, departmental boundaries in interpersonal conversations, departmental/public meetings and peer trainings. a. Oral Presentation Skills b. Basic Technology Competencies (PowerPoint and Excel- depending on institution‘s job description) c. Multicultural Awareness (Cultural Sensitivity, Awareness of stereotypes and personal

assumptions)

d. Interpersonal Communication Skills (Active Listening, Strategic Questioning)

Assessment: Rubrics adapted for specific learning activities/Capstone Project

5. Support a strategic and systematic approach to implement conservation or cost saving measures in the areas of waste reduction, environmental pollutants, water and energy conversation and patient/worker health and safety. a. Problem Posing and Problem Solving Skills Assessment: Rubric adapted for specific learning activities/Capstone Project

Methods of Assessment:

Student work will be assessed through assignment-specific rubrics created by the instructor to

provide students with a clear understanding of the expected competency level. Final grades are

assigned according to published grading standards for the course at the particular college

institution where this course will be offered.

Required Text(s) and Supplemental Materials:

Text used in class by students is determined by instructor. Instructor should refer to the

suggested readings in the Supplemental Packet that has been provided as part of this

curriculum. The following document titles are provided in pdf format.

10 Ways to Reduced Regulated Medical Waste

Cleaning in Healthcare Facilities: Reducing Human Health Effects and Environmental

Impact

Addressing Climate Change in the Health Care Setting: Opportunities for Action

Environmentally Preferable Purchasing How To Guide

Guide to Choosing Safer Products and Chemicals

Hospital for a Healthier Environment Self-Assessment Guide

Healthy Hospitals, Healthy Planet, Healthy People: Addressing Climate Change in

Health Care Settings

Healthier Hospitals Agenda

Sustainability How To Guide

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Learning Circle

National Writing Project: Writing for a Change

Becoming a Skillful Teacher

In addition, the instructor should purchase the following textbook for his/her reference and use

in Module 6.

Facilitation at a Glance!: A Pocket Guide of Tools and Techniques for Effective Meeting Facilitation- 2nd Edition by Ingrid M. Bens, Dan Picard, Carol Tornatore and Mary House (Feb 13, 2008). ISBN-10: 1576811042. Estimated cost: $14.95.

Pre-Course Purchases: INSTRUCTOR’S NOTE: Please discuss with the local Training Fund to identify the most appropriate person(s) and means by which to purchase the following items.

Supplies for Students:

Computer Flash Drive for each student

3-ring binder for each student (for handouts and homework)

5 or 6 Calculators (one per table)

Notebook for Organized Notebook (due at the end of the course)

Course Requirements (Expectations of Students):

1. Students will be expected to demonstrate the ability to perform specific competencies listed

under ―Course Outcomes/Learning Objectives‖.

2. Students will be expected to attend all classes.

3. Students will be expected to complete all class assignments according to published

requirements.

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COURSE FOCUS ON NEW GREEN JOB

This certificate course is designed specifically to support a newly negotiated environmental

services (EVS) green position in healthcare (title varies depending on the employer) and also to

support workers with aspirations to move along an emerging career ladder in environmental

sustainability in the healthcare industry. The new position is being developed for the

environmental service departments (housekeeping) in participating hospitals and has been

designed in such a way that similar positions could emerge in other departments as well. Its

function is to support communication and collaboration across departments to implement green

practices and/or projects and/or conduct education and training around green issues. The

descriptions below are taken directly from the collective conversations and labor/management

negotiations currently being held by the participating employers and unions.

INSTRUCTOR’S NOTE: Contact your local training fund partner (on the grant) to find out

whether a new EVS green job has been successfully negotiated between the employer and

labor union. If it has, ask for a copy of the job description and begin to tailor the course

competencies, activities, and examples around those new job requirements. If the new EVS

green job has not been completely negotiated, or is being negotiated as this course

commences, please discuss with your local training fund partner which of the following core

functions could possibly align with the new EVS green job. Then begin to tailor the course as

above.

SAMPLE CORE FUNCTIONS

Core Functions of this New EVS Green Job:

Purpose: Support implementation of EVS-led greening efforts and provide technical and other assistance on environmental sustainability in the healthcare setting

Core Function: Under supervision of EVS Supervisors/Managers, work with EVS workers and supervisors to coordinate EVS Green projects, and projects in other departments that impact environmental sustainability and the EVS function; provide coordination and leadership in training and education and communication across the facility on environmental sustainability

SAMPLE ACTIVITIES

Coordinate and lead training and education programs, helping ensure logistics for training

o Train, mentor and coach peers o Training new entrants o Working to ensure training happens – assisting with coordination and logistics o Assist with Identifying opportunities for trainings

Assist supervisors and coordinate EVS-led green projects (such as monitoring excess water and energy use throughout areas cleaned by EVS, implementation of green and recycling signage)

o Provide subject matter expertise o Support implementation o Support testing and evaluation of new projects and products o Examples of tasks within this activity area

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Data collection Assisting with project plan development and timeline tracking Assist with development of materials and tools for EVS workers to use,

such as monitoring worksheets

Participate in committees related to EVS Green efforts, such as a green team, a health and safety team, etc.

Assist with data collection, monitoring and tracking o Collection of data and reports from peers on observations or other forms of

monitoring o Supporting cost saving justification for greening programs o Example tasks in this activity area

Chemical use monitoring Review of red bag waste containers and compliance Collecting monitoring sheets from other workers

Communication o Within department on environmental sustainability o Across departments o Collection of feedback on projects o Examples of tasks in this activity area

Find areas to improve signage or initiate signage Work with different department to gage interest and commitment to

recycling Communicate health and safety implications of green initiatives

Support process improvement/support quality outcomes o Serve on labor/management committees where appropriate o Identify areas where training and communication should be implemented and

increased o Support evaluation of projects to find areas for improvement

Serve on cross departmental committees including Green teams, health and safety

Job Structure: Conceived as a full-time position, but one that could start part time, perhaps focused in one area such as training or coordinating a specific project, and expand as the work is developed.

National Certificate

At institutions where the new job has been negotiated, the certificate course will serve as a

qualification for consideration for the new EVS green position. The certificate program will be

offered through community colleges in four different regions in the United States: Los Angeles,

Seattle, Baltimore/DC, and New York. The national grant will fund a limited number of

participants from each participating facility over the life of the grant to attend this course. The

national certificate meets the Department of Labor‘s criteria for certificate development:

There are 4 requirements for a certificate:

attainment of technical or occupational skills;

must be connected to a new job or promotion opportunity;

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technical or occupational skills must be endorsed by employers; and

must be awarded by a qualifying agency.

The Sustainability in Healthcare certificate course meets these requirements by doing the

following:

students gain knowledge and practice skills directly related to responsibilities

negotiated in the new EVS green job (measurement, timeline, presentation/speaking,

SMART goals, communication, etc.) -- these are considered both technical and

occupational skills and are measured via a capstone project;

this class is a pre-requisite to apply to the new EVS green job;

the technical and occupational skills are endorsed by 11 national employers who

developed and provided information on the 5 areas of competency during a meeting

in Los Angeles in February 2011; and

each regional college will receive job descriptions for the new job that can be

customized into the course locally to reinforce specific job-related skills.

Course credit will be awarded by a higher education institution in each region (CA, DC/MD, NY,

WA)

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ADULT LEARNING: THE BASICS Adult learning is different than teaching younger people. The following are some needs of adult learners: Adults want to feel independent. Involve adult participants in the learning process. Adult learners want to be responsible for their own knowledge rather than being supplied them with facts. Adults already have a strong base of life experience and professional knowledge that may include work-related activities, family responsibilities, and previous education. In adult learning, the goal is to connect learning to this prior knowledge and experience by drawing out participants' experience and/or opinions related to the topic being discussed. Adults are goal-oriented. They usually know what they hope to get out of a course. Having them articulate their goals and being able to show participants how this class will help them reach their goals should be done early in course. Adults ask why and how. While the course will provide new vocabulary and information, adult learners will want to know why and how it relates to their job, their life, or experience. They want see a reason for learning something. Adults are practical. They focus on the parts of a learning activity most useful to them. Adults like to know that they bring value to the class. Workers/Students bring a variety of experiences and expertise to the classroom. These adults should be encouraged and allowed to voice their opinions freely in class.

___________________________________________________

Adapted from Lieb, Stephen. Arizona Department of Health Services 1991 and the Canadian Labour

Congress

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MOTIVATING THE ADULT LEARNER

Adults can be motivated to learn by: Social relationships: Training and education are ways to meet new people and get to know acquaintances in a different way. The Instructor can use activities and discussions to motivate relationship building. Social welfare: to improve the ability to serve the community and participate in community work. The Instructor can reinforce that “greening” the healthcare environment also has a positive impact on the workers, patients, and community at large. Personal or job advancement: to achieve higher status in a job, secure professional advancement, and stay current on job related information. The Instructor can reinforce to the students that the successful completion of this course allows them to apply for the new “green” job (where it exists). Stimulation: to provide a break in the routine of home or work. The Instructor can use the interactive group activities to create excitement around a topic. Brain Exercise: to learn something new in an area of interest. The Instructor can encourage workers to explore their interests outside of the training. Even something simple like seeing their work environment and duties in a new way can generate ideas.

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WORKING WITH ENGLISH LANGUAGE LEARNERS Incumbent workers/students may be challenged in reading, speaking and writing literacy. Listed are some basic techniques for working with non-native speakers:

Keep lectures to a minimum – people learn better when they are interactive with the content.

Insert comprehension checks after presenting a couple of main points, (such as: ―” Are there any questions?” Or “Would you like me to go over anything again?”) Then add on new information.

Keep slang and ―big words to a minimum – unless directly needed for the job.

Be aware of cultural references or idiomatic expressions, for example, “A day late and a dollar short.”

Encourage discussion and questions.

Pause after asking a question – non-native speakers often need an extra moment or two to process the information.

Provide hands-on activities.

Repeat instruction and assignments in different ways – in writing, orally and by demonstration.

Show examples of what your expectations are.

Speak slowly and clearly.

Make sure everyone feels comfortable and welcomed.

It can be helpful if the instructor speaks the native language of some of the workers in the class but is not required.

It can be helpful if students with more English ability can translate for those with less. Create discussion groups to allow this process.

Allow discussions to occur in other languages besides English and ask groups to share their discussions across language groups.

Allow translation to occur in pairs or small groups if needed. Research suggests that learners produce longer sentences and create their own interpretation of concepts more often in pairs and in small groups rather than during a mini-lecture or trainer-fronted instruction.

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Introduce job-related vocabulary (e.g. green vocabulary) with pictures and some translation so that it is easier for workers to understand the concept.

Print on the white board using large letters when writing out the words and use clear space between words.

Speak clearly (but not loudly).

Slow down the pace of delivery. Allow for pauses in between sentences. Do not rush the material or explanation.

Find opportunities to repeat new vocabulary words and point to the word on the board or flip chart.

Learning a new language is hard work, and people may feel embarrassed and sensitive about how they communicate. Try to be sensitive as they learn a new language.

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Small Group

Problem Based

Student Centered

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Problem-based learning (PBL) challenges students (incumbent workers) to learn by engaging in a problem posing and problem solving response process. Through PBL, they are able to engage in ―real-world‖ analysis of current practices in their healthcare setting that could benefit from going ―green‖, increase their problem solving abilities, learn new relevant knowledge and obtain practice in applying this new knowledge and skills.

As a student-centered theory of learning, PBL shifts from a focus on teaching to a focus on learning with the teacher‘s role changing from the ―sage on the stage‖ to becoming the ―guide on the side.‖ PBL uses their workplace and the ―green‖ challenges or opportunities students can identify as was to engage and enhance their learning and motivation.

PBL approach contains several unique aspects:

Learning takes place within the contexts of authentic tasks, issues, and problems aligned with real-world concerns.

Students and the instructor work together to adjust the curriculum and learning process continually adapt to support students‘ inquiry and problem-solving skills.

The PBL approach is grounded in solid academic research on learning and on the best practices that promote it.

PBL fosters collaboration among students, stresses the development of problem solving skills within the context of collaborative leadership, promotes effective reasoning and self-directed learning, and is aimed at increasing motivation for life-long learning.

Establishing an Open Climate for PBL:

Establishing an open and supportive classroom climate is essential for problem-based learning. Every student should feel encouraged and empowered to speak without fear of judgment or criticism.

An indicator of ―intellectual safety‖ in a problem-based learning class is the ability for both the instructor and student to be able to say, ―I don‘t know.‖ In a PBL course, learning is everyone‘s responsibility, including the instructor‘s.

PBL Assessment Philosophy:

Assessment: The Latin origin of assessment, assidere, means to sit down beside. With PBL, assessment is not separate from instruction, but rather is integral to learning. The focus and purpose of assessment is on learning, on how it is done, and how it can be better.

The instructor‘s role is primarily to model, guide, and coach students through the learning and assessment process.

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How Does PBL Work in This Course?

In this course, three aspects are used to support the problem-based learning process:

1. Supporting What Students Currently Observe and Already Know Students are asked to keep record their observations in a weekly journal. These observations support what students already know about various ―green‖ challenges or opportunities and coupled with students‘ interests will ultimately help them formulate a ―green‖ project for the course. 2. Providing New Knowledge and Skills to Support their Green Project Work This aspect of the course includes providing students with the various concepts and skills that will help them complete their ―green‖ project. Students learn how to define, analyze and implement a ―green‖ project by:

• developing an understanding of basic environmental science concepts • determining their initial measurements • gathering data (both qualitative and quantitative) • summarizing and reporting their data • creating a SMART goal for their project • developing a communication plan that will help disseminate the information throughout

the healthcare environment, • creating a project timeline • analyzing their project through the Triple Bottom Line (people, planet, and profit)

3. Capstone Presentation

The capstone presentation at the end of the course creates an opportunity to practice the skills of presenting their information in a public way that mirrors what might be expected of them in the new EVS green position.

Development of a Green Project

Students will identify a green theme (e.g. waste reduction) and develop a project plan that could

be implemented at their institutions. Project and project steps are discussed in further detail in

module 2.

INSTRUCTOR’S NOTE: Please review the insert titled ―Teaching Students that Work in a Labor-Management Environment‖ for more information about how to frame learning activities, exercises, homework, and lead discussions in a classroom that could include unionized workers and their management partners (supervisors or managers). Ensure that discussions are balanced and inclusive as well as reflect the direct experience and reality of entry level hospital workers.

_________________________________________________ Information about Problem-Based Learning adapted from: http://userwww.sfsu.edu/~rpurser/revised/pages/problem.htm

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AN INTEGRATED INSTRUCTIONAL MODEL

This certificate course is designed as an integrated instructional model following the model of

Integrated Basic Education and Skills Training (I-BEST) initiative developed by the Washington

State Board of Community and Technical Colleges (SBCTC) to help underserved populations

achieve a livable wage.

With integrated instructional programming, basic skills students get the added benefit of support from both a content and basic skills instructor while earning credit toward a certificate or degree.

For an integrated model to be effective, the content and ESL/ABE instructors work together in the classroom to support students‘ learning.

For more information about I-BEST or an integrated instruction model, refer to Highline Community College‘s I-BEST resource website: http://flightline.highline.edu/ibest/

Possible Instructional Models for This Course

OPTION 1: The certificate course is co-instructed (e.g. I-BEST).

In this option, one instructor might be a content person and the second an ESL/ABE or writing instructor who assists with preparing the lesson plans to reinforce and build writing skills. Both instructors are present at each class to support students and share the class preparation responsibilities.

OPTION 2: The certificate course is instructed by 1 instructor with a Teaching Assistant.

In this option, one college instructor (or college approved instructor) is responsible for both the content and ESL/ABE and language/writing support. If using this model, please consider securing a Teaching Assistant for the class with specific experience working with ESL/ABE students and/or who could support the writing process. The Teaching Assistant will be helpful as a resource to monitor the student groups and interactions in class.

_______________________________________________________________________

Adapted from Highline Community College‘s I-BEST resource website: http://flightline.highline.edu/ibest/

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A NATIONAL, REGIONAL AND LOCAL PARTNERSHIP MODEL

This certificate course is also designed to take advantage of the union, training fund, and employer relationships that have been developed across the country. There are three opportunities designed in the course to include the partners actively in the class – the initial welcome to students, the skill building

exercise of interviewing, and at the conclusion of the course when students showcase their green projects.

College

Em-ployer

Union

Train-ing

Fund

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This course makes available for possible use the Association of American Colleges &

Universities VALUE (Valid Assessment of Learning in Undergraduate Education) rubric project.

The VALUE Project is part of AAC&U‘s Liberal Education and America‘s Promise (LEAP)

initiative. The project was created as a national dialogue on assessment of college-level student

learning from 2007-2010. Each of the rubrics developed were tested by college faculty from

across the country.

For the purposes of this course, the following VALUE rubrics have been adapted, and in some

cases substantially revised, to meet the learning needs of an ABE/ESL student population. The

following rubrics are found in the Supplemental Packet of this curriculum.

Core Competency AAC&U VALUE Rubric

Problem Posing & Identification Problem Solving

Communication Writing & Oral Communication

Leadership Teamwork

Metrics & Measurements Inquiry/Analysis

Organizational Knowledge Critical Thinking

Final Reflection Foundations and Skills for Lifelong Learning

An important design feature of this course is to familiarize new-to-college learners with the

concept of scoring rubrics and to help them develop the ability to comfortably use the rubrics

throughout the course to track and assess the development of their own learning and growth as

a learner.

For more information about the VALUE rubric project, http://www.aacu.org/value/index.cfm

Rubrics are reprinted [or excerpted] with permission from Assessing Outcomes and Improving Achievement: Tips and tools for Using Rubrics, edited by Terrel L. Rhodes. Copyright 2010 by the Association of American Colleges and Universities.

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SAMPLE PRE-COURSE ORIENTATION PACKET &

STUDENT ASSESSMENT (“SCORING GUIDE”)

The following documents include a sample course marketing flyer and a course packet that was

distributed during the pilot course.

The course packet includes a cover sheet and student information sheet which are to be

completed by the student and brought back to an on-site orientation meeting where students

can learn more about the course and have an opportunity to talk with both the training fund

representatives and instructors about the course.

Besides the orientation packet, there is also a ―scoring guide‖ that can be used as a student

―assessment‖ tool. The assessment design calls for a ―pairing up‖ (for example, the content

instructor with the Project Coordinator or the ESL/ABE instructor with the Case Manager), to

norm a student‘s literacy level and academic readiness. Using the scoring guide, the

assessment team can easily determine if a student is ready for this course or not. If a student is

deemed to be below the literacy level of ESL 4, the local training fund staff are present at the

orientation and are able to recommend a College Prep class (e.g. computer, English, math) in

time to prepare the student for the course or recommend more appropriate support for the

student‘s goals.

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A New “Green” College Certificate Course!

“Sustainability in Healthcare” Starting in May, 2011, North Seattle Community College will offer a new 5-credit certificate course, “Sustainability in Healthcare”. The new certificate course is part of a two-year, national Department of Labor grant “From Entry Level Jobs to Green Careers” with Northwest Hospital & Medical Center/UW Medicine, Swedish Medical Center, H-CAP (Healthcare Career Advancement Programs), SEIU 1199NW and North Seattle Community College as partners. This exciting new course, co-taught by instructors from the college and Training Fund and offered on-site at North Seattle Community College, is especially targeted to EVS workers who are currently enrolled in the “green” training at both hospitals, although all staff are welcome. When and where will classes be held? Classes will start May 2, 2011 and run through July 11th, 2011 on Monday and Wednesday evenings from 6-8:30 pm and will be held at North Seattle Community College. How much will it cost? All tuition, fees and book costs are paid for by the Training Fund and H-CAP grant. Am I eligible? This new course is open to all staff at NW Hospital and Swedish Medical Center, but we want to especially encourage EVS workers, dietary and facilities staff to enroll. How do I get more information? If you are interested please contact Julia Ramos, Case Manager, to schedule an appointment. Email and phone # provided.

Veterans are encouraged to apply to this certificate program.

This workforce solution was funded by a grant awarded by the U.S. Department of Labor's Employment and Training Administration.

The solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The

Department of Labor makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such

information, including any information on linked sites and including, but not limited to, accuracy of the information or its

completeness, timeliness, usefulness, adequacy, continued availability, or ownership. This solution is copyrighted by the institution

that created it. Internal use by an organization and/or personal use by an individual for non-commercial purposes is permissible. All

other uses require the prior authorization of the copyright owner.

INTRO 23

REGIONAL Community College PARTNER NAME HERE

SUSTAINABILITY IN HEALTHCARE

A New “Green” Course for EVS Workers!

Introduction to the Course

This X (number of)-credit Sustainability in Healthcare course offered by XXXXXX is

designed as a ―Problem-Based Learning‖ course which means that you will have an

opportunity to develop a ―green‖ project for your healthcare institution. Over the length

of the course, you will work with other students on your sample green project in small

groups (called Green Project Teams), learn new skills and related knowledge that will

help you develop your project, and finally present your ―green‖ project to the class at the

end of the course.

Your central task in the course will be to: Identify a Green Problem or Issue that

currently exists at your healthcare institution that can help your institution in continuing

its efforts to go green.

For example, you might identify a green project that addresses:

Reducing Waste (a recycling project) – because your healthcare institution

has started a waste reduction program, but it needs to be further developed.

Green Cleaning (changing cleaning products and practices that are safer for

workers and better for the environment) – because you know that the healthcare

institution has been interested in doing this, but just hasn‘t gotten to it yet.

Communication Issues (for example, talking with other departments about red

bag waste) – because you see that ―going green‖ at your hospital requires more

communication with other departments.

Other ideas – what do you see that could be done to help your hospital go

greener?

To help you in determining a possible green project, consider the following

questions:

What would you change, create, or do differently in the department/ hospital that

would help the hospital be more sustainable?

How would you do it?

INTRO 24

What You Need to Do Next:

Attend an orientation meeting at your hospital to learn more about this new

course that will be offered on-site at your hospital. Veterans are encouraged to

apply to this certificate program.

Complete the attached Student Information Sheet and bring it with you to the

orientation session.

Enroll and start learning!

INTRO 25

SUSTAINABILITY IN HEALTHCARE Student Information Sheet

Please use an additional sheet if necessary.

1. Your Full Name:

2. Do you have a nickname that you would like us to use?

3. Name of the healthcare institution where you work:

4. Where were you born?

5. If you were born outside of the United States, how many years have you lived in the U.S.?

6. What is your US veteran status? Not a veteran Undisabled Veteran Disabled Veteran

Retired Veteran

7. What are your long-term career goals?

8. Why do you want to take this certificate course? How do you think it will help you achieve your career goals?

9. What is the highest level of education you have had (either in your home country or here in the U.S.)?

10. What initial ideas do you have for a possible “green” project at your hospital that you’d like to work on? What are you most motivated to change in your hospital about current “green” practices?

INTRO 26

11. What questions and/or concerns do you have about this course?

12. How confident do you feel as a reader, speaker, and writer? What is easiest for you?

13. How confident are you with your math skills?

14. What do you think might be your greatest challenge in this course?

15. What additional support could we provide you that would help you be successful in this course?

16. Do you have a computer at home? (yes/no)

17. Does your computer have access to the Internet? (yes/no)

Thank You! 谢谢 Maraming salamat Muchas Gracias Yekanyeley

Please complete this sheet and bring it with you to the Orientation Meeting where you

will have a chance to talk with the instructor, have any questions answered, and learn

more about this new certificate course offered by XXXXXXX. We look forward to

meeting you!

INTRO 27

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SSuussttaaiinnaabbiilliittyy iinn HHeeaalltthhccaarree

AAlliiggnniinngg wwiitthh EESSLL SSkkiillllss LLeevveell 44

((CCAASSAASS 221111--222200))

Worker Name: Hospital:

Levels of Competency Ratings: 1= Beginning 2 = Emerging 3= Established (meeting or exceeding expectations) 4 = Mastery

Rater 1:

Rater 2:

In response to the pre-assignment, the student was able to:

Read with Understanding

R.1 Correctly understand the requirements of the sample assignment and the ―problem-based‖ aspect of the course.

1 2 3 4 1 2 3 4

R.2 Able to analyze and reflect upon the value of a ―problem-based course‖ and what might be needed to complete a ―problem-based‖ project.

1 2 3 4 1 2 3 4

R.3 Able to integrate the assignment with prior knowledge and understanding as an incumbent healthcare worker.

1 2 3 4 1 2 3 4

Convey Ideas in Writing

W.1 Able to organize and present information in a clear and focused manner.

1 2 3 4 1 2 3 4

W.2 Use the different conventions in the English language usage, including grammar, spelling, and sentence structure, to minimize reader‘s comprehension barriers.

1 2 3 4 1 2 3 4

Speak So Others Can Understand

S.1 Able to communicate effectively (ask questions, share concerns, etc.) about the course. This includes word choices, pacing, and gestures, in ways that minimize barriers to listener‘s comprehension.

1 2 3 4 1 2 3 4

Listen Actively

L.1 Use listening strategies that allowed for comprehension. 1 2 3 4 1 2 3 4

L.2 Integrate information from listening with prior knowledge to ask questions about the requirements of the course.

1 2 3 4 1 2 3 4

INTRO 28

Rater 1’s Notes and Observations: Summary: 1. Based on all of the information received, I (would or would not) state that this person is currently ready to enroll in the course. 2. If not, what educational strategies are in place to support this student’s enrollment at a later date? Recommended Classes and Site:

Rater 2’s Notes and Observations: Summary: 1. Based on all of the information received, I (would or would not) state that this person is currently ready to enroll in the course. 2. If not, what educational strategies are in place to support this student’s enrollment at a later date? Recommended Classes and Site:

Observer 1’s Score ____/24 points Notes and Observations (on back page): Observer 2’s Score ____/24 points Notes and Observations (on back page): Rater 1’s Name: Rater 2’s Name:

MODULE 1

1

Module Structure (for each week)

DESCRIPTIONS:

1. Reflection: Opportunity to activate prior learning and discuss students‘ experience during their fieldwork or in the previous class. 2. Anchoring Questions/ Vocabulary: brings in students‘ experience and anchors their experience in the new concepts and vocabulary (―green‖ language) and prepares students to actively participate in module activities, discussions, and exercises. 3. Mini Lesson/ Activity: Several cycles throughout the module provide students will hands-on, experiential learning activities. Content in science, math, writing and other subjects is introduced and connected to student‘s work experience and to their class project. 4. Review/ Assessment: Opportunity for students to connect new knowledge with what they know. Students discuss applicability to current work environment. Instructor has an opportunity to assess that learning took place. 5. Homework: Instructor reviews the homework; demonstrates how to complete it; helps to access resources for students and sets expectations. 6. Journal: Students are provided writing prompts and reflective questions about their fieldwork (observations, measurements, investigations, ideas, etc.). Journal activities become part of a final portfolio that students submit about what they have learned and how they have applied it. The portfolio will include a self-evaluation of their progress in the class as well.

Reflection

Anchoring Question/ Vocabulary

Mini Lesson/Activity

Review/Assessment

Homework

Journal

Several cycles of mini lessons will be found throughout each module providing an opportunity to: know, do, say and apply. Writing instruction will be layered into the modules as well.

2

College Certificate Course:

Sustainability in Healthcare

Curriculum Outline

(MODULE 1: CONTROLLING IDEA (Overarching Class Objective): Why sustainability in healthcare? This question will be the theme throughout the module as well as frames the course and makes it applicable and relatable. Take-away: Students will understand and articulate about the global and local impact of climate change and the opportunities that healthcare institutions, and in particular, EVS workers (and in some cases dietary or other workers), have in reducing waste, conserving energy and water, and using non-toxic chemicals for cleaning (where appropriate). Introductions: Provide an opening exercise where students and instructor/s introduce themselves. Sample questions could include: What is your name? How long have you worked at your healthcare facility? What is one thing about yourself that you think your peers don‘t know about you? Encourage students to make a faceplate with their names so that by the end of the first week everyone is familiar with each other‘s names.

Opening Reflection: In this course, students will be engaging in data collection activities. They will learn how to evaluate data. Putting on ―green glasses‖ is an exercise that easily allows students to see that there are multiple ways of viewing (student, worker, staff, green issues or challenges, etc.). This critical thinking skill is reinforced and practiced throughout the course and in the assignments. Included in the Reduction of Waste training module provided by H-CAP as part of this grant, many students may have already talked about what it would be like if there weren‘t any EVS workers in the hospital for a week. Ask students to practice ―putting on green glasses‖ (seeing from another perspective) in order to explore the following questions:

No EVS workers? What happens in the department?

What happens with the department supervisors or mangers?

What happens with the nurses, doctors, technicians, etc.?

What happens to the patients and community at large?

What does this activity say about EVS workers‘ role as ―green champions‖ in helping their healthcare institution become more sustainable?

Preparation: Instructor to have the appropriate copies of the course syllabus to review student expectations during the course. This is an opportunity to discuss the different role of the student and the experience of the worker –as well as how to integrate both into this course through the discussions, demonstrations, fieldwork, and writing. (Sample syllabus provided.)

3

Activity: Distribute copies of the syllabus to the students. As a class review the first few items (times, location, how to contact the instructor, etc.). Instructor provides some background about himself/herself. Discussion: Take a poll and ask whether students have participated in a college course before (in this country or their native country). Possible questions for discussion:

When? Where? Class type (Humanities, Science, Math, etc.)

What was the experience like?

If no student has a previous college experience, ask about what they think or hope the experience will be like.

Continue to review the syllabus allowing for discussion and question and answer. Point out that the class culminates with a presentation of a group green project and that the first few weeks will involve how to identify and select a green project.

Learning Activity: How do you learn best? – Instructor provides interactive handout that allows students to determine their learning style; instructor discusses briefly and connects this knowledge and way of learning to students‘ success in class. (Handout provided.)

Vocabulary: Introduce vocabulary word list (Handout provided. Vocabulary words and green concepts relate to the National Geographic video watched later in this module.) ESL/ABE instructor puts the words on the board. Students are invited to write down words from the board. Discussion follows.

This mini lesson takes students from the larger picture to the local picture and finds opportunities to integrate their experiences (from work, Train-the-Trainer, or the previous incumbent worker training at their facility).

Global Impact Activity: Divide students into small groups. Ask each group to discuss the following:

o What do you know about the weather patterns where you live? Does it rain more or less? What about floods, hurricanes, tornadoes in your area or in other areas of the country?

o What have you noticed? o What‘s changed around you over time? o What do you remember from your training about this?

Hands-On Demonstration: CO2 Experiment. Instructor reviews C02. How does it affect the environment? Why is it important to know about C02 when learning about environmental sustainability? (Handout provided.)

4

Instructor Note: Instructor prepares materials and supplies, divides students into groups and provides instructions for performing the exercise. Debrief with questions about what workers did, what they observed, and what they think it means. Video: How is climate change affecting our earth? National Geographic video on catastrophic climate change (10 minutes), http://www.youtube.com/watch?v=-MY-i_kdwe0 Discussion: How does climate change affect your hospital, your family, your community? What can you do as an individual? Activity: Instructor introduces the Wing Spread Principles (WSP) website. This exercise

provides an easy review of basic computer literacy by allowing students to work in small pairs

and visit the Wing Spread Principles (WSP) website:

http://summits.ncat.org/energy_climate/statement.php

NOTE: The WSP is a response to climate change by many activists and leaders in the US and Canada. Instructor runs an exercise that allows students to practice opening and closing a browser, typing the website address, and scrolling through the website. Instructor monitors students and provides assistance as needed. Debrief the experience around the computer use and what they found on the website (video, pictures, information, etc.)

Bridge to next exercise and framing question: What are hospitals starting to do to address climate change and global warming?

VIDEO – Healthcare Without Harm ―Leading the Healthcare System to Sustainability‖

(11 minutes) http://www.youtube.com/watch?v=vY4ohVzrMkg

o Reinforce vocabulary for this module in context by pre-teaching concepts before

showing the video and discuss as a class.

o If there‘s time, support computer literacy by having students practice accessing

the three websites mentioned in the video:

Practice Greenhealth: http://www.practicegreenhealth.org/,

Healthcare Without Harm: http://www.noharm.org/

Healthier Hospitals Initiative: http://www.healthierhospitals.org/

ACTIVITY: Fact Sheet from Healthier Hospitals (Handout provided.)

o In small groups, students discuss the hospital‘s use of natural resources and the impact on the community. Instructor can divide up the handout and assign a

section to each group to discuss. A selected speaker for the group reports out their discussion to the rest of the class.

5

Activity: Have students write a letter to future generations or future EVS workers (pick one). Instructor will incorporate writing structure example and visual organizers for individual brainstorming. (Reinforce the zooming out technique by encouraging students to look at the future from different perspectives). Ask students to pull in new concepts, ideas and vocabulary words into their writing.

Field work: Questions for students: When you submitted an application for this course, you submitted a green idea for your hospital. Go back and look at this idea. Does what you learned today change the way you see or think about your idea? Why or why not? Do you have some new green ideas for your hospital? (Handout for Field Work and Journal provided.)

Writing Time: ESL/ABE instructor pre-teaches journal writing with samples.

WRITE: Make a list of things that you would like to see happen at home and at work as a result of learning more about sustainability in healthcare. Optional for ESL students: the lists can be written first in native language then translated.

CLASS ENDS WITH A LEARNING CIRCLE Instructions: Students move their chairs into a large circle. Instructor begins by informing students that this is a first and foremost a listening activity. Inform students that there are to be no interruptions or comments, but rather everyone is encouraged to practice their listening skills. Students may choose to pass if they want to. Each person is given a chance to answer the following two questions:

What did you learn this week about sustainability in healthcare that was important to you for your job?

What did you learn that was important to you personally?

INSTRUCTOR NOTE: Identify and prepare appropriate rubrics for evaluation of work during this module. Sample rubrics can be found in the Supplemental Packet.

OPTIONAL READING:

―What is global warming? National Geographic:

http://environment.nationalgeographic.com/environment/global-warming/gw-overview.html

Healthier Hospitals Agenda

http://www.healthierhospitals.org/announce/lib/downloads/HHI_Agenda.pdf

6

WHAT IS YOUR LEARNING STYLE?

Directions: Answer the following questions. These questions will help tell how you like to

learn. There is no right or wrong answer.

1. I like to draw or trace things. (Tactile-Kinesthetic or Hands-On Learner)

Yes No Sometimes

2. I learn best when I listen to other people speak. (Auditory Learner)

Yes No Sometimes

3. I remember best the things I read. (Visual Learner)

Yes No Sometimes

4. I really enjoy science experiments. (Tactile-Kinesthetic or Hands-On Learner)

Yes No Sometimes

5. I learn best when I say it to myself. (Auditory Learner)

Yes No Sometimes

6. I understand better when I see videos/films. (Visual Learner)

Yes No Sometimes

7. I like to make or build things about what I am learning. (Tactile-Kinesthetic or Hands-On

Learner)

Yes No Sometimes

8. I remember best the things I hear. (Auditory Learner)

Yes No Sometimes

9. I like to use charts and graphs. (Visual Learner)

Yes No Sometimes

STUDENT

HANDOUT _____

7

SUSTAINABILITY IN HEALTHCARE Certificate Course

Your Instructors: Name/s and Contact Information

We are available outside of class to assist you. Please make an appointment with us and we will do our best to meet with you either before or after class.

Class Hours:

Class Dates: Classroom Location: Education Building 0840C, North Seattle Community College

Location:

Course Description

Sustainability in Healthcare is a X (number)-credit survey certificate course in sustainability in

the healthcare environment including: communication, leadership, environmental sustainability,

systems and processes and organizational knowledge. This course is of particular relevance to

those interested in Environmental Services, Building Services, Waste Management, Hospital

Facilities, and/or Dietary Services. Instructor permission required prior to registration.

Course Goals

The goal of this certificate course is for frontline hospital employees, in particular Environmental

Service Workers, Building Services, Waste Management, Hospital Facilities and Dietary

Services, to have a deeper understanding of the importance of a more sustainable healthcare

environment and to develop competency in the knowledge and skills related to greening the

healthcare environment including communication, leadership, environmental sustainability,

metrics and measurements and organizational knowledge.

Course Core Competencies

1. Problem Posing and Problem Identification

2. Communication

3. Leadership in Project Management

4. Sustainability Knowledge

5. Metrics and Measurements

6. Organizational Knowledge

STUDENT

HANDOUT _____

8

Learning Objectives

At the end of this course, you should be able to:

Communicate effectively (interpersonally, inter-culturally and publically) including orienting

workers in green practices, speaking with co-workers and staff about green projects, and

presenting about sustainability at various departmental meetings within the healthcare

facility;

Work effectively with diverse teams and across departments to support and help achieve

commonly identified sustainability goals;

Become knowledgeable and discuss the sustainability challenges and opportunities facing

the healthcare industry today including conserving water, waste, and energy, and reducing

the use of toxic chemicals;

Gather, analyze , interpret and report data to inform departments of the development and

progress of green initiatives that frontline workers play a part in; and

Become knowledgeable and discuss the healthcare environment‘s organizational structure in order to effectively communicate and interact among its structures.

Texts

A Course Reader will be provided as a ―green‖ resource including:

o Articles about ―green‖ practices in healthcare

o Generalize healthcare site visit reports

o Customized training material from H-CAP

Supplies Computer Flash Drive

A 3-ring binder (for handouts and homework)

Pens/pencils/eraser – students should bring their own

Please bring all supplies to class.

Course Expectations Come to class on time

Be prepared and complete your class work, homework and assignments on time

Participate as a learner

Have fun and enjoy the new learning experience!

Because this class is student-centered, your attendance and participation are very important.

Please let your instructors know in advance if you will not be in class so we can make

arrangements for you to make up your assignments. This can be in person or by email.

9

Course requirements and grading You will receive points for all of your work. Your final grade will be determined by attendance,

class participation, completed assignments, an organized notebook, and a final ―green‖

presentation:

Aspects of the Course Points Attendance: 15% of final course grade

On time

Attends all classes

5 points per week for 10 weeks or 50 points

Class Participation: 15% of final course grade Student contributes to the class by:

sharing insights

asking questions

stimulating discussion

helping peers

5 points per week for 10 weeks or 50 points

Weekly Homework Assignments: 40% of the final course grade (includes a weekly journal observations)

15 points per week for 10 weeks or 150 points

Final Project: 30% of the final course grade and includes:

Final Presentation–shared by your Team - 50 points

Organized Portfolio (includes weekly observations) - 50 points

Grading sheets will be provided for both the final presentation and Organized Portfolio.

100 points

TOTAL POINTS 350 points

At the end of the course, your final points are converted to a final numerical grade used in the community college system.

315 – 350 points/90 - 100% A” range (3.5-4.0)

280-314 points/ 80 – 89% ―B” range (2.5 – 3.4)

245-279 points/70 - 79% ―C” range (1.5-2.4)

210-244 points/60 – 69% ―D” range (0.7-1.4)

209 points or below/59% & below

―F‖ range (0.0)

Organizing Material

Use the notebook provided in this class to organize the handouts and material for this

course. Keep every handout and every piece of work until the class is over. Don‘t throw

anything away.

10

Standard Format for Assignments

Your journals can be handwritten (please write clearly). Some assignments may need to be typed on a computer. If you don‘t have a computer at

home, you can use the computer at the college library or in the computer lab. Put your name on each assignment turned in.

Academic Honesty

It is the practice within all colleges and universities in the United States that students must do

their own work and use their own ideas. When you don‘t, it is called ―academic dishonesty‖ or

―plagiarism‖ which means taking the words or ideas of someone else and presenting them as

your own.

Examples of plagiarism include the following:

Including into your own writing, without proper acknowledgement, the words, sentences, or paragraphs from another written source;

Paraphrasing or restating so closely from a source that the sentences and ideas really belong to the original writer;

Submitting as your own something written by someone else; and Receiving so much help from another person that the work is not honestly your own.

A teacher who believes plagiarism has taken place may require that a piece of writing be

revised to eliminate the plagiarism, or deny credit for a piece of writing that is not original. In

addition, a formal report may be filed with the college which could ultimately result in academic

probation. Committing plagiarism does tremendous harm to your education. If you are having

trouble with an assignment, please talk to your teacher(s) so we can find a solution.

Remember, we want to support you in having your own voice in this class whether your voice is

spoken or written!

Support for Your Learning

Once you are enrolled in this class, you may access the support for community college students

which include:

Individual Tutoring - Tutors from the Training Fund (if applicable)

A Tutoring Center

Computers

Computer Lab

Withdrawal, No Credit, or Incomplete Grades

If something happens and you can‘t complete the class, please talk with your instructors. Don‘t

just disappear or stop coming to class.

11

INSTRUCTOR’S NOTE: Please insert a course calendar with specific dates and topics that will

be covered in your specific class and in your determined timeline.

OUR COMMITMENT TO YOU

As your teachers, we want to help you to succeed.

We are available to meet to discuss any issues or problems that come

up, before they overwhelm you – or us. We can usually help you work

out a solution and help identify resources to support you.

Let‘s work together to create the best learning experience we can

for everyone!

12

“Green” Vocabulary Words

International Panel on Climate Change (IPCC)

The United Nations formed a group of scientists called the International Panel on Climate Change, or IPCC. The IPCC meets every few years to review the latest scientific findings and write a report summarizing all that is known about global warming.

Fossil Fuels Fossil fuels began as carbon that was fixed by photosynthesis in ancient swamps millions of years ago then locked deep underground as coal, oil and natural gas. These three fossil fuels provide more than 85% of all the energy used in the United States. They are also used to create nearly two-thirds of our electricity and almost all of our transportation fuels.

Carbon Emissions

According to the U.S. Environmental Protection Agency (EPA), Carbon Dioxide Emissions, or ―Carbon Emissions‖ or simply ―CO2,‖ are generated in a number of ways. Carbon Dioxide Emissions are produced naturally through the carbon cycle and through human activities like the burning of fossil fuels.

Climate change/global warming

Tracking change in weather patterns over time.

Ecosystem

A particular living environment that includes all of the creatures (non-human and human) who live in it and interact with the air, soil, water and sunlight.

Biodiversity loss

Change in the number of life forms that exist – during this time of climate change, many species are disappearing.

Pollution

The introduction of substances into a natural environment that causes harm to the ecosystem.

Photosynthesis

The process by which green plants and some other organisms use sunlight to synthesize foods from carbon dioxide and water.

Greenhouse Gases

Gases that trap heat in the atmosphere are often called greenhouse gases. The principal greenhouse gases that enter the atmosphere because of human activities are: Carbon Dioxide (CO2), methane (CH4), Nitrous Oxide (N20), and Fluorinated Gases.

STUDENT

HANDOUT _____

13

Btus

The British thermal unit (Btu) is a traditional unit of energy equal to about 1,055 joules. It is approximately the amount of energy needed to heat 1 pound of water from 39 to 40 ° F (3.8 to 4.4° C). The unit is most often used in the power, steam generation, heating and air conditioning industries.

Compostable

Something that can be composted or recycled as a fertilizer or soil enhancer. Compost is rich in nutrients so it is effective in gardens, landscaping and agriculture.

14

WHAT IS CARBON DIOXIDE?

CARBON DIOXIDE:

1. Start this exercise by asking students what they already know about CO2 so to connect this experiment to their prior knowledge of CO2.

2. Inform students that they are going to do a small experiment to learn more about carbon dioxide. Distribute the lab experiment handout #51.

3. Distribute the small metal bowls (one per table) along with the materials.

4. Ask students to place the candle in the bottom of the bowl. Measure three teaspoons of

baking soda and place it in the bowl around the candle.

5. Ask students to light the candle and using the dropper, add a drop of vinegar to the baking soda in the bowl.

Observation Questions:

1. Is there any evidence of a chemical reaction when the baking soda and vinegar are mixed?

2. What happened? ________________________________________________

(There will be bubbling and foaming as the baking soda and vinegar mix.) 3. Did anything happen to the candle flame? __________________________

(After a few seconds, the flame should flicker and go out, as the oxygen is displaced by the CO2 gas released by the chemical reaction)

4. Once the questions have been answered and discussed, ask for three volunteers to read

the three questions about carbon dioxide.

INSTRUCTOR SHEET

15

Carbon Dioxide (C02) Experiment

(one molecule of carbon and two molecules of oxygen)

1. Place a candle in the bottom of your metal bowl. 2. Measure three teaspoons of baking soda and place it in the bowl around the candle.

3. Light the candle. 4. Using the dropper, add a drop of vinegar to the baking soda in the bowl. 5. Observation Questions:

Is there any evidence of a chemical reaction when the baking soda and vinegar are mixed?

What happened? ________________________________________________ Did anything happen to the candle flame? _____________________________

Safety Precautions

Proper ventilation is required due to the odors of vinegar.

Take care using the matches and candle

Disposal The solutions can be poured into the sink and followed with water. Solid residues may be placed in the trash can.

Green Notes:

Baking soda is a chemical called sodium bicarbonate.

Vinegar is a dilute solution of acetic acid in water.

When mixed together, there is a chemical reaction in which carbon dioxide gas is formed and released into the air. The bubbling and foaming you see as soon as you mix baking soda and vinegar together is the carbon dioxide gas.

The carbon dioxide gas is heavier than the air so it stays the bottom of the bowl. As the reaction continues, more and more carbon dioxide gas is produced which begins to slowly fill up the bowl. When the level of carbon dioxide has risen to the level of the flame, the flame will go out from lack of oxygen as it displaces the air.

STUDENT

HANDOUT _____

16

Green Discussion Question #1: Can carbon dioxide be hazardous to you? Answer: Yes, in high concentrations Carbon dioxide is a colorless, odorless gas that exists as a very small amount of the air in our atmosphere which we usually don‘t notice. But if the amount of CO2 in the air you are breathing increases, it can be dangerous for example, from a leaking compressed gas cylinder of carbon dioxide gas or from a chemical spill. Carbon dioxide gas is a hazard to humans in cases like this because it is an asphyxiant. Breathing in high concentrations may cause headache, sweating, rapid breathing, increased heartbeat, shortness of breath and dizziness depending on the concentration of carbon dioxide and the length of time you are breathing it. Breathing in very high concentrations can cause you to pass out or to die.

Green Question #2: Is carbon dioxide hazardous to our planet? Answer: No…and Yes. Carbon dioxide occurs normally in our atmosphere. Green plants must get carbon dioxide from the atmosphere to live and grow. Humans and animals release carbon dioxide gas when they breathe out. Carbon dioxide is also created by the burning of any substance that contains carbon, such coal, gasoline, and wood. Carbon dioxide is a greenhouse gas – that is a gas that traps heat in the earth‘s atmosphere. The greenhouse effect occurs as a result of greenhouse gases trapping the sun‘s heat and keeping it close to the earth. This warming effect refers to how gases in the earth‘s atmosphere naturally keep the earth warm. Too much carbon dioxide causes global temperatures to rise and our climate and weather patterns to change.

Many elements of human society and the environment are sensitive to climate variability and

change. Human health, agriculture, natural ecosystems, coastal areas, and heating and cooling

requirements are examples of climate-sensitive systems.

Green Question #3: How do human beings add carbon dioxide to the atmosphere? Some human activities lead to the emission (sources) and removal (sinks) of carbon dioxide (CO2):

The largest source of CO2 emissions globally is the combustion of fossil fuels such as coal, oil and gas in power plants, automobiles, industrial facilities and other sources.

A number of specialized industrial production processes and product uses such as mineral production, metal production and the use of petroleum-based products can also lead to CO2 emissions.

In healthcare institutions, carbon dioxide is used as medical gases, as a refrigerant (dry ice is solid CO2), in beverage carbonation, and in fire extinguishers. These uses are only a small part of how the healthcare industry adds carbon dioxide to the atmosphere. As a 24/7 institution, healthcare facilities create CO2 emissions from their use of heating, cooling, lighting, and waste production.

STUDENT

HANDOUT _____

17

Wingspread Principles on the U.S. Response to Global Warming

Great nations rise to great challenges. Today, no challenge is more critical than global climate change. It reaches to the core of humanity's relationship with the Earth. It tests our capacity to make intelligent changes in our economy, policies and behaviors in the interest of all people and all generations.

We, the undersigned organizations and individuals, believe that the United States must take immediate, comprehensive action against global warming, guided by these principles:

Urgency: Global warming is real and it is happening now. Every year that we delay action to reduce emissions makes the problem more painful and more expensive - and makes the unavoidable consequences more severe. Leaders in government, business, labor, religion and the other elements of civil society must rally the American people to action.

Effective Action: The U.S. must set enforceable limits on greenhouse gas (GHG) emissions to significantly reduce them within the next 10 years, and should work with other nations to achieve a global reduction in absolute GHG emissions of 60 - 80% below 1990 levels by midcentury. Experience proves that voluntary measures alone cannot solve the problem. Aggressive government action, including mandates based on sound science, is imperative and must be implemented now.

Consistency and Continuity of Purpose: Climate stabilization requires sustained action over several decades to achieve deep cuts in greenhouse gas emissions throughout the economy. With its frequent changes of leadership and priorities, however, the American political system does not lend itself to long term commitments. Leaders in both government and civil society must shape policies and institutions that ensure sustained climate protection.

Opportunity: Mitigating and adapting to global warming offer the opportunity to create a new energy economy that is cleaner, cheaper, healthier and more secure. We must awaken America‘s entrepreneurial spirit to capture this opportunity.

Predictability: Measures that signal investors, corporate decision makers and consumers of the certainty of future reductions are essential to change the economy.

Flexibility: Deep cuts in greenhouse gas emissions demand and will drive innovation. Our economy will innovate most efficiently if it is given the flexibility to achieve ambitious goals through a variety of means, including market-based incentives and/or trading.

STUDENT

HANDOUT _____

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Everyone Plays: Measures to stabilize the climate must change the behaviors of business, industry, agriculture, government, workers and consumers. All sectors and the public must be engaged in changing both infrastructure and social norms.

Multiple Benefits: Actions to stabilize, mitigate or adapt to global warming should be considered alongside other environmental, economic and social imperatives that can act synergistically to produce multiple benefits - for example, "smart growth" practices that conserve forests and farmland while reducing the use of transportation fuels. Many actions to stabilize climate offer local, regional and national, as well as global, benefits.

Accurate Market Signals: The true and full societal costs of greenhouse gas emissions, now often externalized, should be reflected in the price of goods and services to help consumers make more informed choices and to drive business innovation. Policymakers should eliminate perverse incentives that distort market signals and exacerbate global warming.

Prudent Preparation: Mounting climatic changes already are adversely affecting public health and safety as well as America's forests, water resources, and fish and wildlife habitat. As the nation works to prevent the most extreme impacts of global warming, we also must adapt to the changes already underway and prepare for more.

International Solutions: U.S. government and civil society must act now to reduce their own greenhouse gas emissions, regardless of the actions of other nations. Because greenhouse gas emissions and the effects of climate change are global, however, the ultimate solutions also must be global. The U.S. must reengage constructively in the international process.

Fairness: We must strive for solutions that are fair among people, nations and generations.

DO WE WANT TO ADD YOUR SIGNATURE?

http://summits.ncat.org/energy_climate/statement.php

http://summits.ncat.org/energy_climate/question.php

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DID YOU KNOW? HEALTHCARE FACTS AND SUSTAINABILITY OVERVIEW

Health/Wellness The U.S. Government estimates that managing chronic diseases in the U.S. population

consumes approximately 75 percent1 of all health care expenditures. Chronic illnesses cost the U.S. 1.3 trillion a year2.

• The US spends $147 billion3 each year to treat obesity, $116 billion4 more to treat direct costs of diabetes, and hundreds of billions more to treat cardiovascular disease and cancer that many suspect are related to the Western diet. • Globally, livestock for meat and dairy production is estimated to contribute approximately 18 percent5 of total greenhouse gas emissions, and runoff from animal farms and fertilized fields are polluting waters.

Energy Hospitals are the second most energy intensive commercial buildings in the United States,

using 836 trillion Btus of energy annually6 and generating significant greenhouse gas emissions.

• The healthcare sector spends about $6.5 billion7 on energy each year, and that number is increasing.

Hospitals have more than 2.5 times the energy intensity and CO2 emissions of commercial office buildings, producing more than 30 lbs. of CO2 emissions per square foot.8

A 2006 survey published in Health Facilities Management identified the top factors that stop energy efficiency improvements:

• Lack of funds • Other priorities • Long payback periods • Underfunded Operations & Maintenance (O&M) budgets • Lack of senior management commitment and support

91 percent of hospitals reported higher energy costs over the previous year, and more than half cited an increase of more than 10 percent (ASHE survey, Health Facilities Management, June 2006)

Water • Hospitals use an average of 139,214 gallons of water per day.

STUDENT

HANDOUT _____

20

A water use study published in 2002 showed a range of water use from 68,750 to 298,013 gallons9 per year per bed for hospitals in the size range of 133 to 510 beds.

System‐wide conservation practices have been shown to cut water use by 20 to 30 percent10— which can mean a savings of up to $100,000 a year for some facilities.

Water is finite; it cannot be created or manufactured. What is available on the planet is all there is. Only 3 percent is fresh water, and only a fraction of that is available for our water consumption needs. Water conservation has two main categories: (1) using less waste through better technologies in systems and fixtures and (2) capturing rainwater and other ―used‖ water for other purposes. (IFMA Water Sustainability Guide)

Healthcare facilities are also significant water consumers and create 6,600 tons11 of waste per day.

Purchasing • The combined purchasing volume for healthcare group purchasing organizations in

2010 was estimated at $110 billion, a 31% increase over 2009.12 • In 2002, health care spent over $106 billion in direct purchases of chemicals and chemical products, more than double the amount spent by the second largest consuming industry sector. 13

Waste • The nation‘s hospitals generate approximately 6,600 tons14of waste per day. With

waste disposal costs up to $68 per ton15, and an estimated annual health care cost of solid waste disposal at approximately $15 billion annually, disposal of solid waste greatly adds to the hospital operating budget (may be as high as 40 to 70 percent). • Burning of medical waste generates a number of hazardous gases and compounds, including hydrochloric acid, dioxin/furan, and the toxic metals lead, cadmium, and mercury. The disposal of solid waste produces greenhouse gas emissions, including methane, a greenhouse gas 21 times more potent than carbon dioxide. By reducing waste, hospitals not only avoid disposal costs and environmental hazards, they reduce the amount of raw materials, energy, and processing needed to replace the used products. 16

General Waste

A small but significant amount of that waste, about 15–20 percent, is highly regulated by multiple regulatory agencies including EPA, OSHA, DOT, Joint Commission, DEA and others. Items like regulated medical waste, pharmaceutical and hazardous chemical waste, radiological waste, sharps and others are expensive to manage—up to 10–100 times more than solid waste or recycling.

The non-regulated waste, the other 80+ percent, is no different from that generated by a hotel, up to 60 percent of which is either recyclable or compostable.

Landfill facts: In the early 1970s, about 20,000 landfills, most of which were actually unlined dumps, were being used. Today, as a result of the regulations, the dumps are closed and

21

slightly more than 1,700 municipal solid waste (MSW) landfills are in use. New landfills are difficult to site and build due to community pressure (not in my backyard) and the cost of the required technology. The strategy today is to extend the operating life of a landfill by recycling and reusing materials that don‘t need to be land-filled.

Methane gas: When waste is land-filled, methane gas is created by organic materials decomposing in an oxygen poor environment. Methane, a powerful greenhouse gas (GHG), is 8 times more potent as a GHG than CO2. The strategy for improvement is an integrated waste management plan that includes reuse and recycling, and composting programs to remove organic materials. Also ensuring your landfill has mitigation strategies for capturing the methane gas as an energy source or at least burning it off to reduce methane emissions.

Recycling Waste

Cardboard alone makes up almost 15-20 percent of the waste stream of a typical hospital.

Cardboard is used to ship 90 percent of all products in the United States.

Recycled cardboard (sometimes called old corrugated containers—OCC) only takes 75 percent of the energy needed to make new cardboard and lessens the emission of sulfur dioxide that is produced when making pulp from wood trees.

Recycling 1 ton of cardboard saves 9 cubic yards of landfill space and 46 gallons of oil.

While OCC is very recyclable, finding opportunities to reduce it is a priority—like implementing a reusable tote program.

Beverage containers (glass, plastic, aluminum containers) make a combined rate of about 6-10 percent of healthcare waste. (Practice Greenhealth)

Blue sterilization wrap accounts for up to 19 percent of waste generated in the Operating Room (www.premierinc.com/quality-safety/tools-services/safety/green-link/green-corner/Harbor_Blue_Wrap_MDH2E.pdf).

A standard recycling program in a hospital consists of cardboard, confidential paper collection (HIPAA), mixed fibers (magazines, newspapers, non-confidential mixed office paper, boxboard), beverage containers, metal, recyclable construction/building materials, some non-traditional mixed plastics. This level of program can reduce waste by 30–40 percent.

Pharmaceuticals • Today, pharmaceutical waste can be found in trace amounts in soil and groundwater

throughout the world. This waste comes from a variety of sources, including

hospitals, whose pharmacies stock between 2,000 and 4,000 different items.17

22

Handout Reference 28

Adapted from http://www.healthierhospitals.org/announce/lib/downloads/HHI_Health_Care_Facts.pdf

Handout Sources: Adapted from: http://www.sustainabilityroadmap.org/resources/index.shtml#back01 1 http://www.healtheducationadvocate.org/factsheets/chronic_disease_factsheet_2009.pdf

2 http://www.cbsnews.com/stories/2007/10/03/health/webmd/main3324881.shtml

3 July 27, 2009, teleconference with: Thomas R. Frieden, M.D., M.P.H. director, U.S. Centers for

Disease Control and Prevention; Eric Finkelstein, Ph.D., director, RTI Public Health Economics Program, Research Triangle Park, NC; William H. Dietz, M.D., Ph.D., director, Division of Nutrition, Physical Activity, and Obesity, U.S. Centers for Disease Control and Prevention; July 27, 2009, Health Affairs, online. (http://abcnews.go.com/Health/Healthday/story?id=8184975&page=1) 4 US Centers for Disease Control and Prevention (2007) http://www.cdc.gov/diabetes/faq/research.htm

5 UN Food and Agriculture Organization, Livestock’s Long Shadow, 2006

(http://www.fao.org/docrep/010/a0701e/a0701e00.HTM)

6 Wilson, M., ―Green Chemistry in California: A Framework for Leadership in Chemicals Policy and

Innovation,‖ California Policy Research Center, University of California, 2006, http://coeh.berkeley.edu/FINALgreenchemistryrpt.pdf

7 Energy Star, Health Care: An Overview of Energy Use and Energy Efficiency Opportunities

(www.energystar.gov) 8 U.S. Healthcare Costs - www.kaiseredu.org/topics_im.asp?imID=1&parentID=61&id=358

9 Practice Greenhealth Green Guide for Health Care Series – Water Conservation Strategies

10

Practice Greenhealth Member Case Studies, 2009. 11

http://cms.h2e‐online.org/ee/waste‐reduction/ 12

http://peasnerhealthcare.com/GPO2010Outlook.html 13

Department of Energy, US Energy Information Administration (EIA) Commercial Buildings Energy Consumption Survey 14

http://cms.h2e‐online.org/ee/waste‐reduction/ 15

2000, Joint Commission on the Accreditation of Health Care Organizations,

http://cms.h2eonline.Org/ee/waste‐reduction/

16 http://epa.gov/climatechange/wycd/waste/generalinfo.html

23

HOMEWORK FOR MODULE 1: OBSERVATIONS

Name:_______________

Healthcare Facility:_______________

Date:_______________

GREEN FIELD WORK

When you wrote your application for this course, you submitted a green idea for

your hospital or healthcare facility. Go back and look at this idea. Does what you

learned today change the way you see or think about your idea? Why or why

not? Do you have some new green ideas for your hospital?

JOURNAL ACTIVITY

With your ―green glasses‖ on, record your observations in your journal as you

go about your daily work. For example, you might write about energy waste

or conservation ideas that you see. Or, you might write about any

conversations you had this week with your co-workers about helping to green

your hospital or healthcare facility.

STUDENT

HANDOUT _____

24

MODULE 2

25

College Certificate Course:

Sustainability in Healthcare

Curriculum Outline

MODULE 2:

INSTRUCTOR PREP FOR MODULE 2: 5 buckets labeled as:

Waste

Water

Energy

Cleaning/HAI‘s

Health & safety

CONTROLLING IDEA (Overarching Class Objective): What might we do from our sphere of

influence (workers and supervisors, if they are part of class)?

Framing: What is my initial interest in terms of a possible green project? What power do I have

at my hospital/healthcare institution? Whom do I speak with on a regular basis? How do I talk

and interact with others at work, home, community, etc.? How does my role vary in different

environments?

Take-Aways:

Students are clear about frontline workers‘ role (―sphere of influence‖) within the larger

healthcare system and the positive impact they have on patients and co-workers.

Students understand the concepts of organizational literacy and cultural diversity and

are able to use this knowledge to help them as ―green‖ champions in their hospitals.

Students can differentiate between a green project and a single task and understand the

various steps and stages a project undergoes before it is completed.

Sharing from the Journal exercise: Ask students to discuss in pairs what were some of the

things they observed this week in their hospital and what were some of the things they listed

that they would like to see happen at home or at work as a result of learning more about

sustainability in healthcare. [If additional reading homework was included from the Module 1,

ask students to also discuss the concepts and ideas that interested them from these readings.]

26

Prior Learning Assessment from Module 1: Ask students to share what they know and understand about the local and global impact of climate change and the opportunities for healthcare workers, and in particular, EVS workers have in reducing waste, conserving energy and water, and using non-toxic chemicals for cleaning (where appropriate). Write responses on the board. Reinforce important concepts from Module 1. Assess students‘ learning. Adjust and reinforce learning as needed.

Vocabulary: Introduce vocabulary word list in the appropriate context for the topics below.

Give individual vocabulary words to tables or groups of students. Give students a few minutes

to collaboratively create definitions. ESL/ABE instructor puts the words on the board. Student

tables are invited to write their definition of their table‘s word on the board. Discussion follows.

Ecosystem

Interconnection

Niche

Culture

Organizational Literacy

Sphere of Influence

Project

Sustainability

ACTIVITY: What does your healthcare institution look like from where you stand? Re-

emphasize the concepts of ―organizational literacy‖ and ―sphere of influence‖.

INSTRUCTOR NOTE: This is a way to begin talking about how the hospital/healthcare

institution is structured and how students interact within it. This is a drawing and discussion

exercise where students begin by creating a visual map of their healthcare organization as they

understand it on large easel-sized paper. Students work in hospital-specific groups, discuss,

chart, display and report out their maps. [Handout provided – Organizational Literacy and

Sphere of Influence]

FOR DISCUSSION:

What did we learn from this charting exercise? What do we see?

What did we learn about EVS‘ sphere of influence?

How important are relationships between these different spheres (or influence and

responsibility)? What are the dynamics?

How can EVS‘ spheres of influence be used to support or implement a green project?

Let‘s look again at the spheres of influence by thinking about your hospital or healthcare

institution as having its own culture or even a dominant culture with smaller subcultures.

27

Does the EVS Department have its own culture?

What about the nurses? Doctors? Administrators?

How do EVS workers move among and through these different cultural groups?

What have you observed about these different cultures? What are those

differences?

What are some unwritten rules you observe?

What are a few suggestions or ideas you‘ve learned to successfully work among

these different cultural groups?

BRIDGE to next concept and application: ―How does green fit into an organizational map?‖

(Green transcends boundaries but can also be implemented within different departments).

MINI LESSON: Nature has its own organizational system –called an ecological system or

ecosystem. Just like the previous exercise when you mapped your organization and discussed

the different cultures within it, we also can learn about the relationship and interactions between

all living and non-living factors in a natural environment.

Human beings can affect ecosystems in different ways both positively and negatively when we

interact with them. Possible discussion questions include:

What could happen to an ecosystem that causes it change?

What happens to an ecosystem, if it changes?

What are the impacts to the area around it?

INSTRUCTOR NOTE: (for debriefing) Thinking of your healthcare institution like an ecosystem,

what might cause it to change? Who or what might cause change within the healthcare

institution? What is the impact of any change on the workers, the EVS department, the patients,

the healthcare institution as a whole, and/or the community? Elicit examples from students.

GROUP ACTIVITY: Returning to students‘ organizational maps, this activity

introduces the concept of EVS workers‘ sphere of Influence and is connected to

understanding the 5 areas of possible class projects (buckets) i.e. waste, water,

energy, cleaning, HAIs. [Handout provided – Sphere of Influence]

QUESTIONS: What could EVS workers do that supervisors couldn‘t do (or might

find it more difficult to do)? What‘s the unique role that EVS workers play within a

diverse system? What could supervisors do that EVS workers couldn‘t do (or find

difficult to do)? What might workers and supervisors do together?

28

BRIDGE to next concept and application: Choosing Your ―Green Bucket‖

GROUP ACTIVITY: Place 5 labeled buckets in the front of the room (waste, water,

energy, cleaning/HAI‘s, health & safety). Ask students to write their name on a small

sheet of paper and place their paper in the bucket they are interested in at this point

in terms of a possible green project. Inform students that they will have time this

week and next to define their project idea, but at this point they are to just select a

green bucket as a theme or green area they are interested in. Ask students to gather

into bucket groups. Students also have the option of switching green buckets in the

next module if they determine a different interest. In their groups, they each take

turns talking about their green ideas or why they are interested in their particular

bucket. Groups select one person to write down the list of ideas (on a blank sheet of

paper) and keep for the next activity.

BRIDGE to next concept and application: What is a project? What are the steps to complete a

project?

MINI LESSON: Instructor writes the words ―project‖ and ―task‖ on the board and asks

students to think of examples of what they think of as a project and what they think of as

a task. Students provide examples (―helping plan my daughter‘s wedding‖ versus ―going

to the grocery store‖). After students have provided some examples of these two

concepts, ask students to see if they can identify the qualities for each concept. What

are their differences? [Students should begin to understand that a project has multiple

steps, is more complex, and has an ongoing timeline versus something that can be

accomplished as a single action.]

Distribute the Project Stages Handout to students. Review with them. Ask them to use

this handout as a way to frame their next group discussion about a possible green

project. [This activity lays the foundation for students to begin to understand what they

will need to accomplish in this course as a final deliverable.]

Bucket groups should complete the following:

Find the similarities in everyone‘s ideas/interest by discussing them.

List each similarity and why it is important to address it as an EVS worker.

Bucket groups are asked to report out on their initial thinking regarding the similarities in

possible green projects. [INSTRUCTOR: Expect ideas to be very broad and general.

Specificity will come when students learn about SMART goal development.]

BRIDGE to next concept and application: How to practice working together in groups to achieve

a common goal. What do we need to learn first about to help us talk and think about project

ideas?

29

As a class review the handout on ―Group Roles‖ and the responsibilities of each role. Ask

students if they have played similar roles or different depending on their experience as a union

delegate, steward, committee member, or other family or community involvement. Reinforce

that these are all leadership skills that can be built upon.

GROUP ACTIVITY: In the bucket groups, ask students to select group members to play a

specific role. If there are less students in the group than there are roles, ask group members to

take on more than one role. For example facilitator and note-taker might be roles that the same

person can play, if the group is smaller than 6 people.

Allow time for students to select roles. Ask students to write on the handout the

name of each group member playing each role.

Let students know that in the next modules, and future group activities involving the

bucket group, each group member will be responsible for playing their assigned role,

so it is important that they select one that they feel comfortable with.

After all roles have been determined, ask each group to create a name for their

bucket group. The name can be creative, funny, simple, etc., as long as it is agreed

upon by all members of the group.

Once groups select their group names, have each share it with the class.

Field work: Students provided with a structured form for recording responses and info

gathering. [Handout provided.] Instructor can decide whether to divide up the observation topics

based on the formation of the bucket groups and their initial ideas for a project or to assign

everyone all topics.

Be a green cultural detective.

o What do you see and hear about the different areas or cultures within the

hospital?

Observe your hospital environment. Pay close attention to your area of interest or areas

around energy and water conservation, reduction of waste and HAIs, and health and

safety.

o What do you notice?

o What don‘t you see? (Could there be signs that might help people be green?)

o What does it tell you about green and the hospital‘s culture?

Do you see a green problem or opportunity?

INSTRUCTOR NOTE: Select a question related to the content introduced in this module and

how the student could apply it to prepare a green project for class within a labor and

management environment.

30

ASSESSMENT: One-Minute Paper assessment distributed. [Handout provided.]

INSTRUCTOR'S NOTE: Identify and prepare appropriate rubrics for evaluation of work during

this module. Sample rubrics are included in the Supplemental Packet.

CLASS ENDS WEEK WITH A LEARNING CIRCLE

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CONCEPT: ORGANIZATIONAL LITERACY

What is Organizational Literacy? Having knowledge of the social and

organizational patterns in your hospital or healthcare organization

Directions: Get into hospital-specific groups

Step #1: Imagine that someone comes to you and asks you to draw a

visual map of how your hospital is organized from the EVS workers view.

Start at one end of your paper and put a Post-It note with the name EVS on

it. If you know the name of the EVS supervisor/manager, add it to the Post-

It note.

Step 2: What‘s next? Use Post-It Notes to create visual boxes of other

departments you know. Put the supervisor‘s name on the Post-It note if you

know it. Use a pen to make a line connecting EVS department with this

next department.

Step #3: Put Post-It Notes for as many departments as you know.

EVS DEPT.

EVS DEPT Emergency Room

STUDENT

HANDOUT ______

32

CONCEPT: SPHERE OF INFLUENCE What is EVS’ Sphere of Influence: Having unique access to different areas in the hospital that creates a unique opportunity for leadership

Step #1: Circle those areas in the hospital that EVS workers touch. What do you see? What is the unique role that EVS workers play within an organizational system?

Step #2: Thinking about the 5 buckets (waste, water, energy, cleaning, HAIs), what could EVS workers do that supervisors couldn‘t do (or find more difficult to do?)

Hospital CEO

Dept Name

Dept Name

Dept Name

EVS dept

Dept Name

Dept Name

Dept

Dept

Dept

EVS

You are here!

What is the unique

sphere of influence that

EVS workers have in

the hospital?

STUDENT

HANDOUT ______

33

Step #3: What could supervisors do that EVS workers can‘t?

Step #4: What might EVS workers and supervisors do together?

STUDENT

HANDOUT ______

34

PROJECT STAGES

1. Choose Green Bucket

Theme

3. Using data to select project

idea.

5. Analyze through Triple

Bottom Line

2. Clarify project idea

(Summary) and gather data

6. Develop Communication

Plan

7. Write up Recommendation

& Findings

7. SHARE RESULTS OF THE PROJECT

STAR

T

STUDENT

HANDOUT ______

4. Begin measurement &

metrics

35

SIX “GREEN” GROUP ROLES

FACILITATOR

NAME:______________

A facilitator‘s job is to empower others by:

Ensuring that everyone participates

Guiding the group discussion to keep the group on track

Managing conflicts

Setting a positive tone

Helping the group make decisions that take all members‘ voices and perspectives into account

NOTE TAKER

NAME:______________

The Note Taker writes up the ideas discussed to be shared with the larger class

ENCOURAGER

NAME:______________

The Encourager notices when someone isn‘t participated fully and encourages everyone‘s participation. For example, the Encourager might say, ―Juan, I noticed you haven‘t said anything about whether or not you think this is a good idea. What do you think?‖

OBSERVER

NAME:______________

The Observer‘s role is to notice how the group is functioning and to share those observations with at the end of each meeting. This is an ideal role for someone who enjoys listening and observing the dynamics among people and who they work together.

“SWAMP” MASTER

NAME:______________

The role of the ―Swamp‖ Master is to challenge the team to think more critically about what seems obvious or easy to solve and to remind the team to consider the complexity of the issue. An ideal ―Swamp Master‖ is someone who enjoys saying, ―yes, that‘s a great idea, but have we considered…?‖

SPOKESPERSON

NAME:______________

Responsible for informing the whole class of the group‘s process and product.

STUDENT

HANDOUT ______

36

Homework for Module 2

Name:_________________

BE A “GREEN” CULTURAL DETECTIVE

1. What do you see and hear about the different areas or cultures within

the hospital?

2. Observe your hospital environment. Pay close attention to your

―bucket‖ area of interest or areas around energy and water

conservation, reduction of waste and HAIs, and health and safety.

a. What do you notice?

b. What don‘t you see? (Could there be signs that might help

people think green?)

c. What does it tell you about green and the hospital‘s culture?

3. Do you see a green problem or opportunity?

STUDENT

HANDOUT ______

STUDENT

HANDOUT ______

37

WEEKLY JOURNAL:

38

Module 2: One Minute Paper

Name:_______________________

What question(s) or insights do you have about the material

covered in this week‘s class?

How can your instructor/s be more helpful to you?

STUDENT

HANDOUT ______

39

MODULE 3

40

College Certificate Course:

Sustainability in Healthcare

Curriculum Outline

MODULE 3:

CONTROLLING IDEA (Overarching Class Objective): How do you gather information about your project idea? Skills: Using qualitative metrics, including observation, interviewing, cultural awareness and reporting to gather information about a green project. TAKE-AWAY: Students can define qualitative metrics and apply qualitative data gathering skills to assist in developing a green project.

Reflection: What did you notice from your observations (fieldwork) last week? What did you see, hear, or learn around your hospital‘s organizational culture? What did you see, hear, or learn about green or sustainable practices in your hospital? Discuss in pairs. Assessment of Prior Learning (Module 2):

Ask students to respond to the following questions:

What do you know now about your role (―sphere of influence‖) within the larger

healthcare system and the impact you have on patients and co-workers?

What do you now understand about how your healthcare institution is organized and its cultural diversity that will help you as a ―green‖ champion in your healthcare institution?

What is the difference between a green project and a single task? What are the steps and stages a project undergoes before it is completed?

Reinforce concepts from Module 2. Assess students‘ learning. Support additional learning as needed.

Vocabulary: Introduce vocabulary word list in the appropriate context for the topics below. ESL/ABE instructor puts the words on the board. Student tables are invited to write their definition of their table‘s word on the board. Discussion follows. cultural diversity (ethnic/national) intercultural communication nonverbal cues assumptions

41

Vocabulary Continued- stereotypes empathy interviewing qualitative data

BRIDGE to next concept and application: Remind students that in the last module you explored

organizational diversity. In this week‘s module, you are going to explore the concept of cultural

diversity.

INTERACTIVE ACTIVITY: What is culture? How culturally diverse are we in this

classroom? Cultural inquiry exercise within a culturally diverse workforce.

[Handout provided.]

PRE-TEACH INTERCULTURAL COMMUNICATION CONCEPT (it will help students

with observation homework). Distribute LaRay Barna‘s ―Six Stumbling Blocks to

Intercultural Communication‖ (how cultural diversity might interfere with the

communication process among healthcare workers). Include a discussion on

assumptions and visual communication (specifically around signage or other visual aids

in the healthcare facility). [Handout provided.]

CONTEXTUALIZATION: How will learning about other cultures affect your assumptions about patient care, affect which project you might be interested in, communicate across departments and with your co-workers, as well as your skills regarding data gathering and collection? How much the cultural diversity in the hospital affects how different people understand sustainability in healthcare or the need to ―go green‖? Include a discussion on assumptions and visual communication (specifically around signage or other visual aids in the healthcare facility). Reinforce the concepts of assumptions that can lead to stereotypes and that thinking of empathy as a cultural skill is something we can all develop that supports greater understanding among people.

BRIDGE to next concept and application: Data Gathering Skill #1 - Information Gathering

through Observations (Qualitative Data) [Step 2 in the ―Project Stages‖ student handout]

Mention to students that this is something that they have already begun practicing in their

weekly homework and journals.

Framing Question: Do we all see the same things, or is what we see affected by different

cultural rules (organizational and ethnic)? What influences what we see?

VIDEO- Study in Perceptions (The Lunch Date) - 10 minutes)

http://www.youtube.com/watch?v=epuTZigxUY8

42

DISCUSSION - Students become aware of their limitations with observation in order to

learn to overcome them as they perform their fieldwork. (Video provides opportunity to

continue to discuss the multicultural concepts of assumptions, stereotypes and empathy

from the vocabulary list.)

BRIDGE to next concept and application: Data Gathering Skills #2: Interviewing Others.

[Step 2 in the ―Project Stages‖ student handout]

Inform students that besides observation as a way to gather information that interviewing people

is another way to gather qualitative information to help them continue to work their green

project. [Handout provided on different kinds of questions.]

ACTIVITY: Build on what students already know – create a list of who they talk with on a regular basis as part of their job. Identify these conversations as ―information gathering‖ tasks. Review the handout titled ―Interviewing as Data Gathering‖ and the 3 types of questions. Have students meet in their green bucket groups to begin creating a list of the hospital staff they think they could interview to gather more information about their project idea. Remind students that their projects are going to be presented at the end of the class and have a good chance of implementation if their labor/management partners are convinced of their value. Students choose the person they could interview. Ask students to spend time in their groups working on the three different kinds of questions they might ask their interviewee. Inform students that they will be working on developing more questions as part of their homework.

If time permits, have student practice their interviewing skills through role playing different possible questions – strategic questioning, closed and open questions – for different interviewees.

Note to Instructor: Let students know that Module 4‘s activities will include a practice panel of interviewees from the union, the employer, the training fund, or college support services staff. Inform students of the names of the panel participants and their position within their organization and that they are to start working on questions to ask these guests as part of their homework. Students will also have some time in class in the next class period to work on the questions before they will interview the guests. Recommend to students that they think of questions related to their specific bucket group/topic. (For example, the bucket group on reducing HAIs might ask the employer representative, ―How much does it cost the hospital when a patient has to stay extra days to recover from a hospital acquired infection?). These types of questions will help them think more deeply about their project idea.

DISCUSSION: What are some of the ways you know of where information (asking questions, compiling information) is used to evaluate your hospital? (Examples include patient satisfaction, Press Ganey, Joint Commission, clinical outcomes, etc.)

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Write three different kinds of questions (closed, open, and strategic) that you would ask your interviewee. When you write your questions, consider what you have learned about the different cultures in your hospital/healthcare organization and how your personal culture affects communication. Write out sample questions for the guests for Module 4.

What are you observing this week related to your green project idea? What new concepts or skills are influencing how you now see your hospital?

CLASS ENDS WEEK WITH A LEARNING CIRCLE

INSTRUCTOR’S NOTE: Identify and prepare appropriate rubrics for evaluation of work during

this module. Sample rubrics can be found in the Supplemental Packet.

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WHAT IS CULTURE?

Exploring Diversity within the EVS Department

Multi-Cultural Inquiry Exercise

1. The purpose of this exercise is to explore the diversity within the EVS department. Ask students to spend a moment thinking about their culture and what makes their culture unique. Ask for one student to volunteer to go first by asking a question to the rest of the class, ―Have you ever…?‖ For example, have you ever celebrated the ―Day of the Dead‖ as a holiday? Everyone who can answer the question with a ―yes‖ raises their hand.

2. Ask for a second volunteer. Continue to repeat the process. If no one volunteers a question, you can be prepared to ask questions.

3. Remind students that they can ask a broad ―have you ever‖ question that they think a lot of people will say yes to, or think of something very culturally specific that they think only a few people have experienced.

4. At the end of 10 minutes and after everyone has loosened up a bit, invite students to think about how many cultures are represented in their EVS department and within their own healthcare institution. Write the different cultures on the white board or easel. (Consider the issue of white privilege and white majority culture as an issue for discussion.)

5. Ask students how what they just experienced in the exercise and the number of cultures are represented in their own department and healthcare institution might affect their communication about ―going green‖ in the hospital. After any student responses, share with students that their next learning activity focuses on intercultural communication in a healthcare environment.

6. Distribute ―How Misunderstandings Can Happen Between People with Different Cultures‖ handout – one per person. Invite volunteers to read aloud – one reader per section. Invite students to underline important or relevant points as the handout is being read out loud. After the handout has been read out loud, invite students to discuss the question at the end of the handout in their groups. Ask students to discuss what rings true for them according to their own experience as frontline workers. Invite students to share what they discussed with the larger class. Write their responses on the white board or easel.

INSTRUCTOR SHEET

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HOW MISUNDERSTANDING

CAN HAPPEN BETWEEN PEOPLE WITH DIFFERENT

CULTURES

Dr. LaRay Barna (1997), professor from Portland State University, identified six cultural

―stumbling blocks‖ that can occur between people. These stumbling blocks often cause

frustration and misunderstanding:

Stumbling Block #1: Assuming similarity instead of difference

If we start with the idea that we're different, our communication will be easier.

Stumbling Block #2: Language differences

There are over 6,000 languages in the world today. All languages contain important differences in the way we speak with each other because languages contain words that hold the shared values and beliefs of groups of people. It is important to understand this difference before you can begin to understand what is being said.

Stumbling Block #3: Nonverbal misinterpretations Even when we have learned the language, we‘re only at the beginning of understanding. It is very easy to misinterpret non-verbal signs and symbols -- such as gestures, postures and other body movements. Even the way we greet each other has cultural differences.

Stumbling Block #4: Stereotypes We naturally create stereotypes to help reduce the threat of the unknown and make our world more predictable. But stereotypes become stumbling blocks when they keep us from really seeing the other person and understanding what they are communicating to us.

Stumbling Block #5: Tendency to evaluate We assume that our culture or way of understanding life is the most normal. When we come across differences, we use our own view of the world to evaluate the other. When we think our culture is better than another‘s, this is called ―ethnocentrism‖.

Stumbling Block #6: High anxiety

When we become anxious or tense when we‘re communicating with someone from another culture, we often become defensive which is perceived by the other person as hostile or withdrawn.

STUDENT HANDOUT __________

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C. Understanding Cultural Differences There are practical steps you can take to improve intercultural communication in your hospital:

Continue to learn more about other‘s cultural beliefs and values.

Watch out for assumptions you make about another person and seek to understand.

Keep an open mind so that you are less judgmental.

Try reversing the situation and put yourself in their shoes, thinking about

the assumptions and stereotypes that they may have of you.

Be flexible by keeping a sense of humor. If you are open-minded and seek to understand —you can develop greater trust and healthier intercultural relationships.

Barna, LaRay M. 1997: Stumbling Blocks in Intercultural Communication. In Samovar, Larry A. and

Porter, Richard E.: Intercultural Communication – A Reader (8th ed.). Wadsworth, CA, USA.

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INTERVIEWING AS DATA GATHERING Type of Question Advantage Disadvantage

Closed Questions

Requires only 2 or 3 word

answers.

Example, how long have you worked at the hospital?

Use when you need factual or quick information

Only collects factual or quick information (which in some cases might be all that you need).

Open Questions

Use when you want to know

more.

Example, how was your experience working on the

first floor today?

Can get a person to give more information

Open questions don‘t guarantee that you will receive all of the information you are seeking. You may need to use other communication skills like reading the person‘s non-verbal cues, etc.

Strategic Questions

A strategic question opens up the opportunity for the person to think more deeply about an

issue.

Example, what suggestions do you have for how we can

work together to help our hospital become more

sustainable?

Can create possibility for new thinking and reflection

If you haven‘t established enough trust between you and the person you are interviewing, a strategic question can be seen as intimidating or intrusive.

STUDENT

HANDOUT __________

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Homework for Module 3 Name:__________________

Due Date:

1. Who I am going to interview and their position in the hospital:

Questions I’d like to ask: Closed: Open: Strategic:

2. Create a question for each of the speakers using the different kinds of questions:

Closed Questions

Speaker 1: Speaker 2: Speaker 3: Speaker 4:

STUDENT HANDOUT __________

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Open Questions

Speaker 1: Speaker 2: Speaker 3: Speaker 4:

Strategic Questions

Speaker 1: Speaker 2: Speaker 3: Speaker 4:

3. WEEKLY JOURNAL: What are you observing this week related to your green

project idea? What new concepts or skills you have learned in this class are

influencing how you now understand ―sustainability in healthcare‖ and your

hospital?

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MODULE 4

51

College Certificate Course:

Sustainability in Healthcare

Curriculum Outline

MODULE 4:

INSTRUCTOR PREP FOR MODULE 4: It is recommended that the questions developed by the

students as part of their homework for Module 3 and refined in class be sent ahead of time to

the guests so that they can be prepared for their classroom visit.

CONTROLLING IDEA: Data Skill #2: Interviewing as a Way to Gather Qualitative Data

Skill: Interviewing, Active Listening, Recording, and Reporting

TAKE-AWAY: Students have the knowledge, skills and confidence to ask different kinds of

questions, record answers and report out information gathered from interviewing hospital staff

and labor or program staff regarding a green project.

Homework reflection – What did you learn, see, hear this week that relates to your ―green‖

bucket project idea? Share in pairs.

Assessment of Prior Learning: Instructor to determine method of assessment of students‘ understanding of the learning outcome from Module 3 (application of qualitative data gathering skills that will assist in developing a green project). Instructor to reinforce qualitative data gathering concepts, assess students‘ learning and adjust learning as needed.

Vocabulary: Introduce vocabulary word list in the appropriate context for the topics below. Give individual vocabulary words to tables or groups of students. ESL/ABE instructor puts the words on the board. Students are invited to write the words down from on the board. Discussion follows. active listening paraphrasing note taking summarizing triple bottom line

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Students work in their groups to finalize questions for the speakers. Questions put up on the white board or easel for discussion and final clarifying. When finalized, students volunteer to ask specific questions to the speakers. Sample questions might include:

a. Open: Why do you think green is important for the hospital/healthcare institution? b. Closed: Have you worked on green initiatives outside of this hospital/ healthcare

institution? c. Strategic: What do you think is the most important thing workers can do to help

support green projects? d. Strategic: in your opinion, what other green opportunities do you see workers

being able to support? e. How can green initiatives affect the triple bottom line? (Refer to vocabulary list)

Students who will not be asking questions are given the option of three different roles to choose from in the interview process: note takers, active listeners (paraphrasing) and summarizers. Inform students that all of these skills (interviewing, actively listening, taking notes and summarizing the notes) are all aspects of information gathering. [Handout provided.] Pre-teach these additional skills by having students‘ role play an interview session using the handout to try out these different skills.

Panel Guests: Instructor invites representatives from Labor, Management, the Training Fund, or College to introduce themselves before students begin their interviewing activity. Instructor goes over the protocol for the class reminding guests that students are practicing their interviewing skills as part of their process for gathering information for their green project and have prepared three different kinds of questions to ask them – closed, open and strategic. POST-ACTIVITY DEBRIEF: What was it like for you to interview somebody you work with not at your level or maybe at your level? Weave in spheres of influence from the previous module. Knowing that managers and workers have unique spheres of influence, how might there be some opportunities to work together, to lend support, exchange ideas in a way that is different?

POST-ACTIVITY “BUCKET” GROUP DISCUSSION: Do you want to alter any of your questions after this practice activity? What additional questions do you have after this practice session that you might want to ask the person you are going to interview? Spend time as a group going over the different questions your ―bucket‖ group needs to make sure you get the information/data you need for your project. Have a volunteer from each group make a list of the persons to be interviewed, who will do the interview, and what questions will be asked. Inform students that their interviews must be completed as part of this week‘s homework to be turned in next week.

BRIDGE to the next concept and application: What is the connection between data gathering and environmental sustainability?

MINI LESSION: Introduce the concept of the triple bottom line (already introduced in vocabulary): economic prosperity (saving money for the hospital) environmental stewardship, and social responsibility (equity). [Handout provided.]

Explain what each principle means. Invite students to put on their ―green glasses‖ by discussing how each principle impacts workers, the hospital, the patients/families, and

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the community at large. Do students see these different areas as inter-related? How? How does interviewing as data gathering relate to understanding the three different principles in the Triple Bottom Line? What happens when the most important factor in the Triple Bottom Line is profit?

Students will be responsible for interviewing someone outside of class and practicing

developing open, closed, and strategic questions. [Step 2 from the ―Project Stages‖ student

handout.] If students are allowed to, encourage them to ask someone they work with. If students

have a difficult time identifying someone from their healthcare facility, they are allowed to select

a family or community member, as long as they practice asking and recording information.

Students will use the handout provided in this module for this exercise.

INSTRUCTOR’S NOTE: Prior to teaching this module, meet with your local training fund staff

and discuss whether students will have access to members of their labor-management

committee for this exercise. It is important to not overwhelm a labor representative or employer

with many requests from students in the same class. Discuss with your training fund partner

what possible options students may have to practice interviewing skills with staff that are

relevant to their green projects. Create a list of options to share with students.

Are there any new things you observed this week based on the new knowledge learned about

sustainability in healthcare? How did the interview activity affect how you look at your green

project/idea?

CLASS ENDS WEEK WITH A LEARNING CIRCLE

INSTRUCTOR’S NOTE: Identify and prepare appropriate rubrics for evaluation of work during

this module. Sample rubrics can be found in the Supplemental Packet.

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INDIVIDUAL ROLES IN AN INTERVIEW SESSION

1. Question Askers Students who volunteer to ask a specific question of the guests

2. Active Listeners Students who volunteer to follow up with active listening skills (―what I heard you say…‖)

3. Designated Note Takers

Students who volunteer to take notes as information is being shared

4. Summarizers Students who volunteer to write up the information into a summary– what were the key points learned through the interviewing process?

STUDENT

HANDOUT ________

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THE TRIPLE BOTTOM LINE

Planet/Environment

People/ Equity

Prosper/ Economic

How does your green project help

the environment?

How does your green project help people (staff and patients)?

How does your green project help the hospital conserve resources/save money and therefore be able to be more financially sustainable?

WHERE DID THE TERM “TRIPLE BOTTOM LINE” COME FROM? The phrase ―the triple bottom line‖ was first created in 1994 by John Elkington,

the founder of a British consulting agency called SustainAbility. Elkington argued that companies should prepare three separate bottom lines: profit, people and planet.

STUDENT

HANDOUT ________

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HOMEWORK FOR MODULE 4

NAME:_______________________

Person Interviewed: Name/Position

Information Learned:

Information to follow up on:

Summarized Information: (what I learned)

STUDENT

HANDOUT ________

57

Challenges Encountered:

Green Lessons Learned: What I learned through this process of gathering data (observing, listening, interviewing, compiling information) that will help me as a green champion

What aspects of the triple bottom line does your information apply to?

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WEEKLY JOURNAL:

New things I observed this week based on the new knowledge learned about

sustainability in healthcare:

The interview activity affected how I look at my green project by:

STUDENT

HANDOUT ________

59

MODULE 5

60

College Certificate Course:

Sustainability in Healthcare

Curriculum Outline

MODULE 5:

CONTROLLING IDEA: How do we evaluate what’s a good project? (Part 1) What might a

process look like and what are the components?

Take-Aways:

Students can do a basic Google search on the Internet to find additional information

related to a green project.

Students are knowledgeable and able to use different analysis tools to help determine

the viability of a green project.

Students are able to work collaboratively in teams to determine the various steps and

stages of a green project using a SMART goal development worksheet.

Students understand measurement as an integral component of analyzing a green

project.

Homework reflection – What did you learn, see, hear during your interviews? Who did you

interview and why? Was it difficult or easy? Why?

Assessment of Prior Learning: Instructor to determine method of assessment of students‘

understanding of the learning outcome from Module 4 (Students have the knowledge, skills and

confidence to ask questions, record answers and report out information gathered from

interviewing hospital staff regarding their green projects). Instructor to reinforce learning as

needed.

FOR DISCUSSION: Let‘s review what we have so far as information via the observation and interviewing. How do both of these skills help us select a green project? What might be missing? Instructor to anticipate possible responses. Instructor to discuss that data collecting is part of the investigation or inquiry process and that analyzing the data is another part [Step 2 in the ―Project Stages‖ student handout]. Before getting to analysis, students will learn about the different kinds of data (qualitative and

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quantitative), understand the importance of obtaining and analyzing both of kinds of data, and practice one more data gathering skill – using the Internet to search for or obtain information. Vocabulary: Introduce vocabulary word list in the appropriate context for the topics below. ESL/ABE instructor puts the words on the board. Students are invited to write words down from the board. Discussion follows. S.M.A.R.T goal (Specific, Measurable, Attainable, Realistic, Time-Bound) * * Introduced and revisited over the next few modules. Metrics Measurement Data – qualitative and quantitative Search Engine URL (Universal Resource Locator, the address of a World Wide Web page) S.W.O.T. (Strengths, Weaknesses, Opportunities, Threats) analysis Carbon footprint (reintroduced here)

BRIDGE to next and application: Continuing with the discussion of data gathering. Introduce how to gather basic Internet information. Content to review: Data Gathering Skill #3: Internet searches. [Stage 2 in the ―Project Stages‖ student handout]

HANDS ON ACTIVITY: Practice Computer literacy by introducing Internet searches to find information. o Pre-teach basics on how to use Google. (Handout provided.) o Model how to capture and record information. Students should already have flash

drives. o Divide class into four groups. Support students using a computer to find pre-

determined websites. [Handout provided.]

BRIDGE to next concept and application: Now that you have some data gathering skills (observation, interviewing, and using the computer to find information) how do we analyze this data? Are there different kinds of data? We will use our data to see what ideas, in our groups, are the most possible and doable, and then decide on a final, specific project. [Stage 3 in the ―Project Stages‖ student handout]

Pre-teach the SWOT Analysis process. [Handout provided.) SWOT is one tool used in business to analyze information. And we know from the ―Project Stages‖ handout is the next step in our green project planning process.

CASE STUDY: Read the case study out loud. Model for students how to use a SWOT analysis to analyze the case scenario. Students work at their tables using large butcher-size paper to suggest different strengths, opportunities, weakness, and threats through their eyes as the scenario relates to the hospital, department, etc. Groups report out their analysis. (Scenario Handout provided.)

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INSTRUCTOR’S NOTE: The focusing on a green scenario allows for gradual development of self-confidence as students engage in a casual conversation leading up to group project work, defining their leadership role in the group and eventually presenting their final project.

As an example, Instructor can use page 140-141 from ―Writing for a Change‖ from the National Writing Project. Each letter has a quadrant on a form that students can populate. Students practice with own green project ideas. Discuss how the data gathering performed so far connects with the analysis of the case study. How does it connect with the Triple Bottom Line (vocabulary word in module 4)?

Green Project Practice: Ask students to sit in their ―bucket groups‖ (water, energy, recycling, green cleaning, health & safety). Ask students to do a SWOT analysis of each of the green ideas in the group as one way to analyze one of their possible green project ideas. For example, if one group is interested in increasing recycling efforts at their hospital, what do they see at the initial strengths, weaknesses, opportunities and threats? Other questions for groups to consider:

o What have they already learned about their green project idea through their weekly observations and their interviewing that will help them in analyzing their project idea?

o What SWOTs exist from the part of the employer and labor union that might impact this green project idea?

INSTRUCTOR’S NOTE: By the end of the SWOT analysis, each student group should have decided upon one clear project within their bucket. For example, if the recycling bucket group was thinking of recycling in the cafeteria, Operating Room, and patient waiting rooms, the group members should have decided on one area (as opposed to all three). This decision making process helps reinforce the ―S‖ in the SMART goal process which will be discussed and revisited in this module and the next 3.

BRIDGE to next concept and application: For the groups‘ green projects, they will first collect some data (Module 2-4) then analyze it, then develop some goals. There is a business tool that helps to do this called SMART goal development.

MINI LESSON- Introduce SMART goal development but contextualized with goal examples from John Ebers, Practice Greenhealth. Instructor uses SMART goal development worksheet used by the participating hospitals‘ labor/management committees when they each developed their own ―green‖ SMART goals. [Handout provided.]

GROUP ACTIVITY: As a class walk through the different components of a SMART goal development process. Practice identifying the components (S = specific, M = measureable, A= attainable, R = realistic, and T = Time-bound, defining them, and then applying them to the case study. Connect how SMART goals impact the Triple Bottom Line.

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Vocabulary: Reinforce vocabulary word list in the appropriate context for the topics in the analysis and SMART goal part of the lesson. Reinforce vocabulary through the group activities and class report out.

Share with students that being as specific as possible helps narrow the focus of the project. This is important because the narrower the focus, the easier it is to ―test‖ out the project or pilot it. If students were to help support a new green project at their healthcare facility, it would help to test it out on a small scale, gather information to see how well it is working, evaluate the information, and determine if anything needs to be adjusted. This type of evaluation helps determine whether the project is ―Repeatable‖- the R in SMART.

BRIDGE to next concept and application: Analysis and SMART Goals involve measurement. What are some ways we can incorporate data from our fieldwork into these two concepts?

MINI LESSON: Form for metrics. [Can use generic anonymous site visit report from Practice Greenhealth as a sample of metrics.] If using the Practice Greenhealth site visit report, the instructor walks through the different sections; invites students to look at how things are measured (gallons, btus over time, weigh, etc.); comparing and contrasting; putting it into context.

ACTIVITY: Measureable - What are you going to measure? How often will you measure it?

Timeline: Within what period of time? How to develop your measurement plan: Students work in small groups to chart out a draft of a timeline for how often they are going to measure what they identified. Time bound: What are the start and end periods for this project? Report out to the class. Discussion.

MINI LESSON: Time as measurement; units over time, money over time, etc. and how to record and report it. NOTE: Some processes in a healthcare facility happen over time (e.g. waste management companies pick up 3 times a week, water billing might occur every 3 months, etc.) Connect with completed timeline activity.

Instructor consideration: As a way to teach timeline, consider using ―Now/Soon/Later‖ exercise, page 149 from ―Writing for a Change‖ from the National Writing Project. Question prompts might include: What is it? When does it happen? How to record it?

Instructors to synthesize the activity and ensure students understand between Measureable, Timeline, and Time bound.

EXERCISE: Estimating the carbon footprint (of self and hospital – use scale: 1 low, 5 medium, 10 high, for each area below and compare the ratings.

64

a. # of miles people and products travel b. waste disposal c. electricity/ energy use d. gas/heat use, etc.

Share with each other in class. Connect hospital‘s footprint to the bottom line and how this connects to ―green‖ projects at the hospital. As an example, take increased recycling, composting, or energy conservation—how could you assess these activities from the perspective of supporting the triple bottom line. Connect the rating scale to an example of measuring units over time and highlight that it is also a tool by which information can be analyzed. Emphasize measurement as it relates to the number of miles traveled over time, tons of waste disposed over time, and energy and power used over time as standard units of measurement for tracking and monitoring.

“Green” Bucket Groups – Students use their ―bucket‖ groups to begin to analyze a possible green project. INSTRUCTOR: Go over the homework with students to clarify what ―green‖ projects they‘re really interested in. Have students report out the projects they have decided upon and the names of their group members. Instructor writes students final projects (per bucket group) on whiteboard and discusses in order to help groups clarify and become specific about SMART goals.. ACTIVITY Goal: to begin narrowing down and focusing on a final green project that each group selects.

Field work: Students provided with a structured form for their homework to record responses and gather information.

What other information do you think you need now that you have selected a final green project? What additional people might you interview? What other pieces of information or data might you need?

Instructor to select question related to the content introduced and how the student could apply it to prepare a ―green project‖ for class within a labor and management environment. What might be some challenges or opportunities?

CLASS ENDS WEEK WITH A LEARNING CIRCLE INSTRUCTOR’S NOTE: Identify and prepare appropriate rubrics for evaluation of work during this module. Sample rubrics are found in the Supplemental Packet.

65

How To Do A Google Search

A Google Search is simple: just type whatever comes to mind in the search box, hit Enter or click the Search button, and Google will search the web for content that's relevant to your search. Most of the time, you'll find exactly what you're looking for with just a basic query (the word or phrase you search for). However, the following tips can help you make the most of your searches. Note: use square brackets [ ] to signal a search query, so [ black and white ] is one query, while [ black ] and [ white ] are two separate searches.

Some basic facts

Every word matters. Generally, all the words you put in the query will be used. Search is always case insensitive. A search for [ new york times ] is the same as a search

for [ New York Times ]. Generally, punctuation is ignored, including @#$%^&*()=+[]\ and other special characters.

Tips for better searches

Keep it simple. If you're looking for a particular company, just enter its name, or as much of its name as you can recall. If you're looking for a particular concept, place, or product, start with its name. If you're looking for a pizza restaurant, just enter pizza and the name of your town or your zip code. Simple is good.

Think how the page you are looking for will be written. A search engine is not a human. It is a program that matches the words you give to pages on the web. Use the words that are most likely to appear on the page. For example, instead of saying [ my head hurts ], say [ headache ], because that's the term a medical page will use.

Describe what you need with as few terms as possible. The goal of each word in a query is to focus it further. Since all words are used, each additional word limits the results. If you limit too much, you will miss a lot of useful information. The main advantage to starting with fewer keywords is that, if you don't get what you need, the results will likely give you a good indication of what additional words are needed to refine your results on the next search. For example, [weather Cancun] is a simple way to find the weather and it is likely to give better results than the longer [weather report for Cancun Mexico].

Choose descriptive words. The more unique the word is the more likely you are to get relevant results. Words that are not very descriptive, like 'document,' 'website,' 'company,' or 'info,' are usually not needed. Keep in mind, however, that even if the word has the correct meaning but it is not the one most people use, it may not match the pages you need. For example, [ celebrity ringtones ] is more descriptive and specific than [ celebrity sounds ].

From: http://www.google.com/support/websearch/bin/answer.py?answer=134479

Exceptions to Google Rules:

http://www.google.com/support/websearch/bin/answer.py?answer=136861#exceptions

STUDENT

HANDOUT ______

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Google Search Practice

Directions: Find the website and write down the URL

Group 1:

Find Practice Greenhealth‘s website:

Find Practice Greenhealth‘s listserv (hint: click on Tools and Education

link):

Group 2:

Find Healthcare Without Harm website:

Find Healthcare Without Harm‘s library of downloadable documents:

Group 3:

Find Healthier Hospitals Initiative website:

Group 4:

Green Guide for Health Care website:

STUDENT

HANDOUT ______

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SWOT ANALYSIS

build on

STUDENT

HANDOUT ______

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“Green” Bucket Group S.W.O.T. Analysis Exercise

Analyze a possible “green” project using the S.W.O.T. analysis process. List

ideas under each category.

1. Possible Strengths:

2. Possible Weaknesses:

3. Possible Opportunities:

4. Possible Threats:

STUDENT

HANDOUT ______

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Generic Healthcare “Green” Scenario

The Green Challenge: A hospital supervisor has given your team the task of recommending a

strategy for increasing the paper and cardboard recycling program. Currently the institution‘s

overall recycling rate is at 10% annually. The goal is to achieve 30% in two years.

Current Observation: Since cardboard takes up about 20% of the waste stream, there is

speculation that there is still a lot of waste in paper and cardboard that isn‘t being sorted

correctly or being disposed of improperly. In addition, the vendor only comes once a week and

instead of piling up the cardboard for the scheduled pick-up, many workers throw cardboard

bundles into the general waste stream.

Data from Observation and Interviews: The supervisor has shared with your team that one of

the major concerns is staff engagement, education, and morale. The supervisor tells you

that there are quite a few people who are already upset about these proposed ―green‖ changes:

What is already known from an interview: When interviewed, the pharmacy staff has said

that they feel that obtaining a higher recycling rate has become competitive in the healthcare

institution pitting one department against another, especially considering that most of the

cardboard boxes come from their department because of all the packaged medication and

supplies they receive.

What is already known through observation: An EVS worker been observed expressing

frustration because this proposed program puts more work on him – answering questions,

moving bins, weighing recyclables, correcting other people‘s recycling errors, etc. It may be

good for the healthcare institution, he says, but it is more work for him.

Sphere of Influence: The supervisor has asked for your help because the EVS department has

already been successful in piloting a recycling program in the Emergency Department (ED)

where your team developed positive rapport with the nursing staff and doctors. In addition, you

and your team have been recognized as EVS Green Champions and are very excited about

continuing to work on green projects that impact the triple bottom line. One thing your team

wonders about is whether you have the necessary tools to support your recommendation.

Your job: Work as a team using this handout and the accompanying worksheet to analyze the

situation. Your analysis will be used to develop a recommendation for strategies on for

implementing this campus-wide ―green‖ initiative without negatively affecting staff and

department morale. Your recommendation will be given to your supervisor and the

Labor/Management Committee for consideration.

Ultimately the Labor /Management Committee is looking for a recommendation that

frontline workers can play a leadership role in.

STUDENT

HANDOUT ______

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S

M

A

R

T

Specific Measureable Attainable Realistic Time-bound

SAMPLE S.M.A.R.T. GOAL from PRACTICE GREENHEALTH S.M.A.R.T Goal Example:

“Recycling, Waste and Cost Reduction Initiative”

1. Specific:

a. Divert 50% of the solid waste that leaves the surgical processing

department (SPD) through recycling.

2. Measurable:

a. Environmental service workers will visually inspect the contents of the

solid and recyclable waste for two weeks following the project kick-off.

Materials will be weighed and recorded at minimum 4 different days and

times. Example Day 1 – First shift; Day 4 – 2nd shift. Calculate the waste

diverted from landfills and incinerators if this project were to continue for

the next year and determine the cost impacts.

b. Chart this information to the SPD and EVS staff.

3. Attainable:

a. Collaborate with the SPD staff to determine the goal for the department.

4. Realistic:

a. The broader implications of this project will determine the success of

future projects. Include an evaluation component that enables the project

team to learn and adjust accordingly.

5. Time-bound:

a. Identify the reporting frequency and determine a deadline for the

achievement of the stated goal.

STUDENT

HANDOUT ______

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DRAFT OF A “GREEN” PROJECT SMART GOAL

1. Specific:

2. Measurable:

3. Attainable:

4. Realistic:

5. Time-Bound:

STUDENT

HANDOUT ______

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PRACTICE GREENHEALTH™

Generic Site Assessment compiled from multiple hospital site visits

John R. Ebers

2010

This report is based on the quantitative analysis, site visit interviews and observations by Practice Greenhealth™ as a deliverable to the H-CAP Grant: From Entry Level To A Green Career: National Green Environmental Service Worker Project. It is meant as a guidance document only.

STUDENT

HANDOUT ______

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Introduction: Setting a Foundation a „Green‟ Culture

The interconnection between the environmental service worker (EVS) and the ability for

the hospital to integrate ―green systems change‖ is critical to the success of any

hospital‘s sustainability program.1 The EVS comes into contact with virtually every area

& department in a hospital. The observations gleaned by the EVS should be used

strategically to promote waste reduction, energy and water conservation.

The Green Team

Practice Green Health and H-CAP recommend that the Labor Management Committee

(LMC) adopt a ‗green‘ team concept to promote waste reduction, energy and water

conservation. Below is a list of areas that will help guide the LMCs efforts for the

purpose of the grant. Furthermore, the new EVS ‗green‘ position, as described in the

grant, can play key role in establishing the environmental services departmental

strategy and implementation. This experience will provide real time training and

leadership preparation for programs and projects that should eventually cross

departments and have a meaningful impact on the hospitals‘ sustainability initiatives2.

The make-up of green teams from hospital to hospital is not the same. Below are the

categories that hospital green teams should consider, the point department to lead,

example indicators to measure and the reporting frequency.

Environmentally Preferred Purchasing

o Point Department: Materials Management/Procurement

o Example Indicator(s) EI: 1.) Quantity of purchase

reprocessed/remanufactured single use devices compared to brand

new single use devices procured.

o Reporting Frequency: Monthly

Waste and Recycling

o Point Department: Environmental Services

o Example Indicator(s) EI: 1.) Monthly waste profile matrix. 2.)

Measured in pounds/adjusted patient day.

o Tools: Greenhealth Tracker

o Reporting Frequency: Monthly

Energy Optimization

1 “Green Systems Change” is the phrase used in the ‘From Entry Level to a Green career: National Green

Environmental Services Worker Project’ grant proposal. 2Sustainability/Green: The author uses these terms interchangeably and utilizes the definition of the term

sustainable from the United Nations World Commission on Environment and Development (Brundtland Commission) Report, 1987. Sustainability: “meets the needs of the present without compromising the ability of future generations to meet their own needs.”

74

o Point Department: Facilities/Engineering and Maintenance

Example Indicator(s) EI: 1.) kBtu/SF and APD. 2.) Energy Star

Score

o Tools: EnergyStar Portfolio Manager

o Reporting Frequency: Monthly

Water Conservation

o Point Department: Facilities/Engineering and Maintenance

o Example Indicator(s) EI: 1.) Gallons/SF and APD

o Tools: EPAs Water Sense

o Reporting: Monthly

An important aspect to consider with each of the above topics is to establish specific,

measurable, attainable, realistic and timely goals for each one. See S.M.A.R.T.

Example on page 14.

A quick word on cost: Quantifying cost savings for projects is clearly up to the hospital

to determine the feasibility of any project. The information provided below is meant as a

reference for the hospital. Understanding how the hospital compares nationally will help

guide the institution on where it is doing well and where inefficiencies exist.

Recycling & Waste Reduction

The EVS has a direct impact on the success of a hospital‘s recycling program. They

often know where the large quantities of waste are generated in the hospital and can

play an important role in communicating this knowledge to the department and the

hospital as a whole. If this knowledge is connected with education and training that

supports tracking and monitoring, the hospitals recycling and waste reduction efforts will

be reflected in the hospital‘s data.

It is clear throughout the hospital that recycling is available and utilized by many

departments. Furthermore, many of the individuals interviewed were aware of the

recycling programs and were active participants in making the recycling program

successful. Nevertheless there are still ways to improve recycling and waste reduction

that can realize a cost reduction for the hospital.

Though Table 1 shows a high recycling rate in terms of the hospitals waste profile, their

recycling percentage may not be accurately portrayed because this is not an exact

weigh measurement. Rather it is a weight estimation based on the volume (in cubic

yards) quantity provided by Acme Hospital.

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Table 1

1. Establish baseline measurements for all waste streams:

a. Preparation:

i. Using the Greenhealth Tracker® establish baseline measurements

for waste.

1. Identify a year (calendar or fiscal) that the hospital will work

to reduce/compare their waste too.

2. Trend the impact a departmental waste reduction and/or

recycling project has on the hospitals‘ waste data.

3. Report this monthly to the project team and to the hospital‘s

administration.

ii. Identify possible recycling and waste reduction goals from the

baseline year

1. Example: reduce solid waste by 2% in the next quarter.

b. Implementation:

i. Facilitate inter-departmental waste reduction and recycling project

teams.

1. Have the EVS identify where most of the waste is generated.

2. Collaborate with key departments (i.e. OR/Patient Floor) to

identify specific waste streams to target for recycling.

ii. Weigh the waste from a patient room after a patient is discharge,

following a surgical case and after a new delivery to the pharmacy

as examples of how to quantify the waste from departments.

Solid Waste 40%

Recycled 56%

Recycled Hazardous

0% Regulated

Medical Waste 4%

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1. Retain these materials and use as examples when meeting

with the recycling vendor or recycling center personnel.

2. Integrate single stream recycling throughout the hospital:

The hospital has a single stream recycling that is used sporadically. Recycling costs

$0.02 cents per pound, for its solid waste the cost is $0.11 cents per pound. The

opportunities for cost reduction seem feasible with a well-articulated recycling program.

a. Preparation:

i. Meet with the recycling vendor and/or recycling center personnel

and bring high volume materials commonly disposed of as solid

waste to the meeting. Make sure to have the minimum materials

for this meeting:

1. IV Bag overwrap

2. The most common single use device packaging trays from

the OR.

3. Examples of packaging, both plastic and cardboard, from the

laboratory and pharmacy.

4. Blue wrap.

5. And any others that the team discovers through their

research.

ii. Outline a department implementation timeline for single stream

recycling.

b. Implementation:

i. Develop department specific recycling signage using photos and/or

actual materials of the departments‘ materials that can be recycled.

ii. Highly consider this type of signage in training and as EVS works

with departments to kick off their recycling and waste reduction

programs.

3. Establish Baseline Measurements for all Waste Streams:

a. Administrative

i. Establish baseline measurements for waste and identify a year

(calendar or fiscal) that the hospital will work to reduce and

compare their waste to.

ii. Work collaboratively with the LMC to identify possible recycling and

waste reduction goals.

77

iii. Help facilitate inter-departmental waste reduction and recycling

efforts.

1. EVS will certainly play a role in the success of the hospital‘s

recycling efforts. Ultimately, much of the success will be

derived from the front line staff & clinicians that know and

use recycling containers appropriately.

2. Support the LMCs efforts on interdepartmental

communication

b. LMC

i. Collaborate with key departments (i.e. OR/Patient Floor) to identify

specific waste streams to target for recycling.

ii. Work with EVS to understand where most of the waste is

generated.

iii. Weigh and identify the waste that leaves the patient room and

identify the quantities that could be recycled.

iv. Utilize the Greenhealth Tracker™ to trend the impact a department

has on the hospitals overall recycling and waste reduction efforts.

4. Regulated Medical Waste

a. Administrative:

i. Advocate that the LMC share with hospital administration the

percentage of red bag waste it generates relative to other hospitals.

Use this data to leverage the ability to build a broader and more

systematic approach to the hospital‘s sustainability initiatives.

ii. Identify causes and sources of supplies left in patient rooms.

Collaborate with nursing and materials management to identify

opportunities for possible supply reduction in rooms to reduce

waste while still providing exceptional patient care.

b. LMC

i. Empower EVS through retraining on what is and what is not RMW

to help identify areas in the hospital where non-RMW materials are

consistently appearing. Use this information to collaborate with

nursing, the safety officer and infection control to determine RMW

reduction strategies.

78

ii. Train workers to quantify unused supplies left in patient rooms upon

discharge, which appear to be increasing waste.

5. Solid Waste:

a. Administrative

i. Provide an opportunity for the LMC to report all of its waste data,

including solid waste, monthly to the hospitals value analysis

committee or similar team.

b. LMC

i. Utilize the Greenhealth Tracker™ to trend frequency of solid waste

removal and tonnage per waste compactor pick-up. Determine if

SMC could reduce the number of solid waste compactor pick-ups

along with the cost implications.

6. Recycling Signage:

a. Administrative

i. The single stream recycling program will provide an opportunity to

integrate standardized signage & containers for the hospital. The

administration should provide adequate resources for signage,

internal marketing and its support both in their words and their

actions for the program.

ii. Consider participating in a recycle competition with other

departments as a way to kick off the hospitals upcoming transition

to the single stream recycling program.

b. LMC

i. Meet with recycling vendor and bring a sample of the medical

packaging and supplies that the hospital would like to recycle.

1. Start with one department‘s waste.

2. Identify high volume items: blue wrap, plastic peal packs

and IV bag over wrap.

3. Determine what is and what is not recyclable with the

vendor.

ii. Develop departmental specific signage that clearly identifies, with

photos of actual medical packaging and/or supplies, what is and

what is not recyclable. Example: Photos of IV bag over wrap that

could be recycled.

79

iii. Train EVS on materials that will be included in the new program.

Furthermore, take this opportunity to educate/train them on the

other recycling programs that they may not be directly involved

with, but might be asked about from other hospital staff:

1. Batteries

2. Hazardous Waste

3. Pharmaceutical Waste

4. Light Bulb recycling

iv. Consider standardizing all waste containers to assist staff and new

employees to increase compliance and participation.

7. Expand Composting

a. Administrative

i. Provide resources for composting containers.

b. LMT

i. Consider expanding the food waste composting program to staff

lounges and during catered events i.e. lunch meetings.

Water Conservation

With the amount of water used by the EVS in terms of floor cleaning and accurate

chemical ratios this is an area that EVS can directly impact. Consider using the study

conducted by the Massachusetts Water Resources Authority (Table 2)3, to directly

measure and/or estimate the hospitals water usage.

To date water consumption data for hospitals has not been readily available. Table 3 is

PGHs best comparison estimate using member hospitals that have reported this data.

Considering the low water usage in comparison to other hospitals, it‘s highly

recommended the hospital ensure all water meters are accounted for in this data set. If

the consumption is accurate, this would be a tremendous community reporting category

the hospital could feature in its marketing literature.

3 Facilities studied in the chart include hospitals with 138 to 550 bed capacities, in-patient

admissions of 5,100 to 11,600 per year and annual water usage ranging from 15 to 67.2 million

gallons. The 7 hospitals studied include: 1 large Boston, 1 large long-term care, 4 small

communities and 1 regional urban.

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Table 2

Table 34

4 Data is from hospitals located in the western, mid-western and eastern United States. The sample size is less

than ten and is not considered statistically significant. The table is meant to provide hospitals with a frame of reference.

Sanitary 37%

HVAC 20%

Medical Processes

15%

Food Services 10%

Unaccounted 10%

Laundry 8%

Average Water Use by Category

195

82

40

169

0

50

100

150

200

250

Gallons/SF

Gallons/SF

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Hospital‘s water consumption was based on the following data:

1. Establish baseline measurements for water consumption

a. Administrative

Establish baseline metrics for water consumption and identify a

year (calendar or fiscal) that the hospital will work to

reduce/compare their water data to. Work collaboratively with the

facilities department to identify possible strategies and water

reduction goals.

b. LMC

i. Collaborate with the facilities department to identify where water is

wasted. Examples may include: leaky faucets, toilets and urinal

valves that remain on.

ii. Develop a succinct communication plan between the EVS and

facilities department. Example Information:

1. What is leaking?

2. Where is it located?

iii. Consider trending the water savings yielded from this cross

department collaboration.

iv. Identify water using devices used by the ESW and determine if

other products or technologies are available to reduce water

consumption.

Energy Optimization

The EVS has an indirect impact on energy optimization of a hospital. Certainly, turning

off lights in patient rooms and offices will provide a small savings to the hospital and it

should be a standard practice. However, the greater opportunity for the EVS is through

the identification of energy misuse. Examples: Computer & monitors in offices that

remain on or exhaust fans in restrooms that do not shut off. Because the EVS works in

every space in the hospital and at all times during the day, there is a huge opportunity to

harness their knowledge and observations. The success in turning their observations

into energy optimization strategies will be predicated upon a strong relationship with the

facilities department and/or energy manager.

82

Table 4 uses data from the Department of Energy‘s Hospital Energy Alliance work

group.5

Table 4

The hospital‘s energy consumption was based on the following data:

Electricity:

Natural Gas:

1. Establish baseline measurements for energy consumption

a. Administrative

i. Recruit members from the facilities department to spearhead

energy reduction efforts. Establish an energy baseline and

determine how the information is reported along with the frequency.

Set energy reduction goals for each quarter.

b. L/M Committee

i. Identify areas in the hospital that consistently leave on lights,

televisions and computer monitors.

5 http://www1.eere.energy.gov/buildings/alliances/hospital_energy_alliance.html

250

240

220

230

240

250

Energy Usage Comparison

Annual kBtu/SF

240 Average kBTU/SF

83

ii. Collaborate with facilities to measure energy savings derived from

EVS procedures that promote energy conservation. Examples:

1. Measure energy savings of patient rooms that turn lights off

compared with rooms that leave lights on and extrapolate

the data to determine annual savings.

2. Measure energy savings of turning lights off in soiled linen

rooms and janitorial closets.

iii. Consider a pilot program in conjunction with nursing to demonstrate

energy and cost savings on one patient floor.

Less Toxic Cleaning Chemicals

The EVS has a direct impact on the cleanliness and air quality of the hospital. Every

person is impacted by the chemicals used in the hospital. It is imperative that

appropriate chemicals are selected with the least amount of deleterious by products.

PGH strongly encourages hospitals to utilize either the Environmental Protection

Agency‘s Design for the Environment®6 or GreenSeal‘s®7 environmental criteria for

cleaning agents when available.

1. Hospital Chemicals

a. Administrative

i. Include a chemical sub-committee as a part of the hospital‘s green

team. Recruit members from the hospital to spearhead chemical

reduction and ensure appropriate use policies and procedures are

in place. Conduct a chemical inventory and determine how the

information is reported along with the frequency. Identify chemicals

that maybe safer and less obtrusive to staff and patients.

ii. Identify materials management personnel to determine what

chemicals might be available through the hospitals group

purchasing organization.

b. LMT

i. Conduct a chemical inventory of all chemicals used by the EVS.

ii. Identify existing chemicals that meet the above third party

certifications. Determine if alternatives are available for the most

obtrusive chemicals used by the EVS.

6 http://www.epa.gov/dfe/

7 http://www.greenseal.org/

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Integrating New Equipment & Technology

New equipment and technology will continue to be a part of the EVS tools of the trade.

What tools are purchased and how they are used will directly impact the hospitals

strategy to reduce waste, save energy and conserve water. In terms of the EVS worker

and the EVS department, third party certifications should be considered during any

evaluation of new equipment & technology. Specifically, consider the following:

1. Equipment

a. Preparation

i. Identify all EVS equipment.

1. For energy consuming equipment check with EnergyStar® to

determine if that product line has an EnergyStar® rating.

2. For water consuming equipment check with WaterSense® to

determine if that product line has a WaterSense® rating.

3. For other criteria such as ergonomics and sound attenuation

you may want to refer to product/trade association guidelines

to help develop request for proposal templates.

a. Example: The Carpet and Rug Institute‘s Green label

vacuum program.8

When integrating new equipment and technology, consider the health and safety of workers in the department to ensure they receive proper training. In addition, engage the union to ensure there is agreement on changes in work load and assignments.

Reduction of HAIs in EVS Work

In order to implement successful programs that reduce waste, save energy and

conserve water the EVS will need to work closely with infection control and nursing to

determine impacts to HAIs. All projects should be run past the infection control officer

to determine any benefits or deficiencies.

Communication

The success and failure of many sustainability programs is dependent upon the

communication plan. We recommend that communication within the department and

throughout the hospital be an important part of the LMT discussions on the development

of a new job title/upgrade as well as a part of the training for all EVS. The LMT should

work closely with the trainers to determine appropriate talking points for the EVS to use

when asked about a ‗green‘ program. And certainly, any internal marketing should

reflect those talking points as well.

8 http://www.carpet-rug.org

85

S.M.A.R.T Goal Example: “Recycling, Waste and Cost Reduction Initiative”

6. Specific:

a. Divert 50% of the solid waste that leaves the surgical processing

department (SPD) through recycling.

7. Measurable:

a. Environmental service workers will visually inspect the contents of the

solid and recyclable waste for two weeks following the project kick-off.

Materials will be weighed and recorded at minimum 4 different days and

times. Example Day 1 – First shift; Day 4 – 2nd shift. Calculate the waste

diverted from landfills and incinerators if this project were to continue for

the next year and determine the cost impacts.

b. Chart this information to the SPD and ESW staff.

8. Attainable:

a. Collaborate with the SPD staff to determine the goal for the department.

9. Realistic :

a. The broader implications of this project will determine the success of

future projects. Include an evaluation component that enables the project

team to learn and adjust accordingly.

10. Time-bound:

a. Identify the reporting frequency and determine a deadline for the

achievement of the stated goal.

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Now/Soon/Later: Creating a Timeline

Instructions: 1. Ask for a volunteer facilitator from each group. 2. The facilitator asks each group member to list the activities necessary to carry out their ideas for action on a separate sheet or on sticky notes. Then asks them to answer the following questions:

Who will do it?

When does it have to happen?

3. Use the matrix below to create your timeline. The time frame is indicated across the top, while the responsibility assignments run down the left side.

4. Every activity should be written into one of the boxes. For example, a task to be done "now" by "us" goes in the upper-left cell; one to be done "soon" by "us‖, with help" goes in the center cell. When every activity has been allocated a specific time and a responsible person (or persons), your action plan is completed.

Responsibility for Task

Now

Soon

Later

Us

Us, with help

Others

STUDENT

HANDOUT ______

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Homework for Module 5

Name:_______________

Due: ________________

Thinking about your Possible “Bucket” Green Project

1. What is the green project your group is interested in researching?

2. Who is in your group? (First and last names)

3. What is the name of your group?

4. What other information do you think you need before finally selecting a project? What additional people might you interview? What other pieces of information or data might you need?

5. Referring back to the SMART goal development form and the ―S‖ (Specific), write

a draft of your project idea as specifically as you can.

WEEKLY JOURNAL: Use the SWOT analysis tool to write about what

you observed this week that might be a possible strength, weakness,

opportunity, or threat that is related to your ―green‖ project idea.

Use the back of this sheet or an additional sheet of paper to write your answers to the questions above.

STUDENT

HANDOUT ______

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MODULE 6

89

College Certificate Course:

Sustainability in Healthcare

Curriculum Outline

MODULE 6:

CONTROLLING IDEA (Overarching Class Objective): What are the different ways to measure a project? (The ―M‖ in the SMART goal development process) TAKE-AWAY: Students can document and communicate quantitative and qualitative information and understand the role and value of the different kinds of data.

Reflection: What do you already know about how the 5 buckets areas (water, energy, and waste, HAI, Chemicals / Health and Safety) are measured at your hospital? What are the units of measurement? Who does the measuring? What happens to the data? Who is it shared with? Prior Learning Assessment: Review with students the various analysis tools discussed in the previous modules. Ask for questions and provide clarification. Instructor to ask: How would you see yourself using these analysis tools in your work as an EVS green implementation coordinator*? Assess students‘ learning and reinforce as needed. * INSTRUCTOR’S NOTE: substitute the new job title negotiated by each healthcare facility.

Vocabulary: Introduce vocabulary word list in the appropriate context for the topics below. Give individual vocabulary words to tables or groups of students. Give students a few minutes to collaboratively create definitions. ESL/ABE instructor puts the words on the board. Student tables are invited to write their definition of their table‘s word on the board. Discussion follows. INSTRUCTOR, please check definitions for accuracy. Watershed Tributaries Acute (taught previously in incumbent worker training) Chronic (taught previously in incumbent worker training) MSDS (Material Safety Data Sheet- from incumbent worker training) Fresh Water vs. Salt Water Quantitative & Qualitative Tracking Averaging Estimating

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Vocabulary Continued - Baseline Benchmark Summary Reports (as it relates to the Project Stages—How to summarize the data that is collected as part of the project) Instructor to pre-teach baseline, benchmark and summary reports by using the handout enclosed or a generic example of a green project. Instructor also introduces the vocabulary words: tracking, averaging, estimating, baseline, benchmark, summary reports. Access prior learning -- three R‘s (reduce; reuse; recycle) – and how this fits into the goal of reducing waste. Clarify the difference between quantitative and qualitative data (will be used in a later activity), discuss the difference and why each is valuable for different reasons. [Handout provided.]

BRIDGE to next concept and application: Any goal or project around reducing, conserving, or saving water requires measurement (we‘ll learn later on about ways we can measure the other types of green projects). INSTRUCTOR’S NOTE: Build upon the work done in earlier modules. Suggested activity: Divide students into their project groups. Assign each group a case scenario. [Handouts provided.] Ask students to determine what they would observe, who they would interview, what quantitative data they would gather in their case scenario and how the issue of metrics both qualitative and quantitative would help them choose a project. Emphasize the importance of the triple bottom line to all 5 buckets of environmental impact. Distribute the handouts to the small groups in the different areas and allow them to report back to the class what they chose and what they discovered. CUSTOMIZATION NOTE: The Seattle class practiced the weighing, estimating, averaging and summarizing skills using a scale (borrowed from the hospital), sample data tracking and timeline sheets, putting the data into an Excel spreadsheet, and writing a summary of the data gathered. This metrics/measurement activity was developed in response to information obtained from the two hospital employers regarding specific measurement skills they believe are necessary for workers to know for the new position of Green EVS Implementation Coordinator. [Separate pages at the end of this module show how this activity was structured. All the measuring and metrics handouts used are provided as a pdf file.] INSTRUCTOR’S NOTE: Meet with your training fund partner and determine whether the students‘ employers have finalized a new green EVS position. If so, ask for a job description of the new position and determine the top three areas of skills and competencies they will need to possess for the new position. Identify places in the following four modules where you could build or strengthen these skills and competencies.

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1. ACTIVITY DISCUSSION: THE ROLE OF DATA AND COMMUNITY ANALYSIS. What is the role of data collection at the hospital – give a specific example – e.g. – use of water, cost of recycling collection, or other – discuss why data collection is important and how that data is used or could be used.

2. Find an example of where and how waste is disposed of. Much waste is exported to areas in poor countries, poor parts of the US etc. Show data on where and how it is disposed. Discuss who and what is impacted? Discuss how different parts of society are differently impacted.

3. Ask students to write down at least 3 ways that hospital waste may be impacting people in their immediate and extended community. Consider where local or regional watersheds are located, tributaries, lakes, salt water, fresh water.

BRIDGE TO CULTURAL AND ORGANIZATIONAL BOUNDARIES* * Preparation: Instructor will need to purchase Ingrid Bens, Facilitation at a Glance! Guidebook- 2nd Edition. See Introduction Module for details. ACTIVITY: Introduce scenario and conflict resolution material from Facilitation at a Glance! Guidebook, Ingrid Bens, chapter 6 and review the handout on the 2-Step Communication Process. Reconnect to Module 2- what can we do within our spheres of influence and how can we connect to other‘s spheres of influence to communicate our ―green‖ projects in ways that most ensure hospital-wide or departmental success? [Handouts provided.] In debriefing the discussion on Bens ask students how these tips (from ―Two Steps in Managing Misunderstandings and Conflict‖) apply to (1) working within your project groups? How does this affect your contribution? And (2) how might this apply or might not apply when working in a labor and management environment? ASK: 1- How do you as students and workers use this information to communicate within a labor and management environment? 2-How do these tips impact how you communicate from within your sphere of influence? What other tips or suggestions could we add to the handout that could help? MINI LESSON: Invite students to role play the scenario given the new knowledge and skills from Bens within their spheres of influence. INSTRUCTOR’S NOTE: Ensure examples are concrete and anchored within the hospital setting. Encourage students to assume a variety of positions and characters, for example, the nurse who is too busy, the doctor who doesn‘t see low wage workers, the co-worker who doesn‘t know about environmental sustainability, the co-worker who is cynical, etc. Keep it practical and then analyze. If you know the exact title of the new EVS green position, please insert them into the scenarios to tailor the material even further and reinforce the applicability to the new job.

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BRIDGE to the next concept and application: We learned about measuring, tracking, analyzing, and communicating. How might these skills impact the way you work? For example, are you more aware of what is used? Thrown away? How could this be inventoried or tracked? How could you analyze your information? How it could be communicated effectively within your department? Across departments?

Have students cycle back and pull forward the various threads from the previous modules in this homework assignment by identifying the name for their group, listing the names of their team members, writing out the group norms, writing the summary statement of their project, and writing a draft of their measurement plan. [Handout provided.]

WEEKLY WRITING JOURNAL: Students write a letter to their instructors about how they think they are doing in this course – their interests and frustrations and what kind of added support they need to achieve their learning goals.

MID-COURSE ASSESSMENT: As part of their homework, students complete a mid-course skills/competencies self-assessment. [Handout provided.] CUSTOMIZATION NOTE: the Seattle pilot used the mid-quarter time to review vocabulary with students using a Jeopardy-like game. (Sample attached.) INSTRUCTOR’S NOTE: Identify and prepare appropriate rubrics for evaluation of work during this module. Sample rubrics are included in the Supplemental Packet.

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Qualitative Data Quantitative Data

Overview:

Deals with descriptions. Data can be observed but not measured

(Colors, textures, smells, tastes, appearances, etc.)

Qualitative → Quality

Overview:

Deals with numbers. Data which can be measured (Length,

height, area, volume, weight, speed, time, temperature, humidity, sound levels, cost, members, ages, etc.)

Quantitative → Quantity

Example 1:

Oil Painting

Qualitative data:

blue/green color, gold frame smells old and musty texture shows brush strokes of oil paint peaceful scene of the country masterful brush strokes

Example 1:

Oil Painting

Quantitative data:

picture is 10" by 14" with frame 14" by 18" weighs 8.5 pounds surface area of painting is 140 sq. in. cost $300

Example 2:

Nursing Dept.

Qualitative data:

friendly demeanors community minded generally knowledgeable of recycling positive hospital spirit

Example 2:

Nursing Dept.

Quantitative data:

672 nurses 394 women, 278 men 68% with college degrees 150 nurses actively involved in recycling

How was this qualitative data gathered? How was this quantitative data gathered?

STUDENT

HANDOUT __________

94

Scenario #1: Recycling

On one of the busiest patient floors in the hospital, EVS workers notice a consistent pattern of incorrect sorting of trash by staff. For example, trash containers found in staff areas often contain recyclable food containers (the hospital composts its food waste), plastic water bottles, cardboard and paper. In your green training, you learned that placing recyclables in non-regulated waste systems means a higher cost to the hospital and more waste in the landfill. Your goal is to collect both qualitative and quantitative data to support a solution to this concern. As an EVS Green Coordinator, what do you do?

1. Qualitative Data (Observations, Interviews, Recording):

What observations would provide you with information about what is not being sorted properly? Where would you observe? (For example, would you observe on the patient floor, the nurses‘ station, and other areas?)

Who would you talk with to see if your observations are ones that other people also make?

List some questions to ask:

Write up a summary of your qualitative information:

Now that you have written a summary, who would you share it with?

2. Quantitative Data (tracking, weighing, averaging, estimating, recording, summarizing):

What would you weigh? ___________or if not applicable, write n/a

What would you track?_______________ (frequency, signage, directions, etc.)

What would you calculate? Total amount, average weight, percentage of non-regulated waste compared to recyclables? What is this important to explain what is happening?

How often would you track this data?

Write a summary of the quantitative data you want to collect.

How does effective waste management help the Triple Bottom Line?

STUDENT

HANDOUT __________

95

Green Scenario #2: Recycling of Regulated Medical Waste

(RMW)

Several night shift EVS workers report that when they pick up red bag

waste, they observe items that shouldn‘t be in the red bag. Upon closer

examination and conversations with other EVS workers, you learn that this

situation is mostly occurring in one particular large patient area of the

hospital. You know that RMW has the highest cost of all waste streams.

And properly segregating RMW means a savings to the hospital and an

increase to patient and worker health and safety. As an EVS Green

Implementation Coordinator, what would you do?

1. Qualitative Data (Observations, Interviews, Recording):

Do you interview some people from the night shift? Why or why not? What questions do you ask them?

Do you speak with clinical staff? Nurses, techs, doctors, etc. Why or why not? What questions do you ask them?

What other people do you interview or observe? Why? What questions to you ask?

Write up a summary of your process (What steps would you take to collect the qualitative information?):

Who would you share your summary with before gathering additional information?

2. Quantitative Data (tracking, weighing, averaging, estimating, recording, summarizing):

What would you weigh? ___________or if not applicable, write n/a

What would you track or monitor?____________________________ (frequency, signage, directions, etc.)

What would you calculate? Total amount, average weight, percentage of non-regulated waste compared to recyclables? Why is it important to explain what is happening?

How often would you track this data?

Write a summary describing the quantitative data you want to collect.

How does effective regulated waste management help the triple bottom line?

96

Green Scenario #3: Energy and Water Conservation

As an EVS Green Implementation Coordinator, you are at a meeting where

it is discussed that one of the ways the hospital wants to reduce its costs

(and reduce its carbon footprint) is through energy and water conservation.

You are asked to input data into a tracking system to record and measure

water and energy use in the areas where EVS workers regularly clean.

Your objective is to identify ways that water and energy use could be

lowered in these areas. Your department already has a good tracking

system that workers use to check off the rooms and areas that have been

cleaned. You decide to add water and energy checks to this tracking sheet

since workers are already familiar with this sheet.

1. Qualitative Data (Observations, Interviews, Recording):

Your supervisor has also asked you to interview or observe when implementing the checklist or at some point in this new process.

Who would you interview?

What would you observe and where?

What kinds of qualitative information would you include in the tracking sheet or checklist?

(note to instructor – if needed suggest that workers might note their observations on which units are areas workers, patients, and staff seem to be making an effort to support energy and water minimization – and what kinds of practices are used)

2. Quantitative Data (tracking, weighing, averaging, estimating, recording, summarizing):

Write out quantitative questions that would be added to the checklist: (think about questions that track whether lights are left on or water is left running, etc.)

Why do you think these new questions will get the data you need?

How do these new questions on the checklist relate to or support the triple bottom line?

97

Scenario #4: Health & Safety As EVS Green Implementation Coordinator, you hear from other EVS workers that they think one of the chemicals regularly used for cleaning in high touch areas of the hospital has been affecting their health. These workers report flu-like symptoms (acute and chronic systems that affect their breathing like wheezing, coughing, watery eyes, headaches, etc.) You have heard from the hospital‘s Green Team and your supervisor that the hospital wants to make green cleaning a priority. As EVS Green Implementation Coordinator, what are your first steps to gather information?

1. Qualitative Data (Observations, Interviews, Recording):

Who do you interview? Do you interview the EVS workers who complained about the ―acute‖ symptoms? What do you ask? List your questions:

Who else would you talk with?

Write up a summary of your plan:

Who do you share your plan with?

2. Quantitative Data (tracking, weighing, averaging, estimating, recording, summarizing):

What kinds of information are found on the MSDS (from vocabulary list)? What other kinds of quantitative questions could be asked? (consider how many workers are affected, times of day, etc.)

Where are the MSDS found at your work? If you don‘t know, who would know or how can you find out?

How does what you learned relate to the triple bottom line?

98

TWO STEPS IN MANAGING MISUNDERSTANDING

AND CONFLICT

Step 1: Venting Emotions – This involves listening to people so they feel that they are

heard to diffuse emotions. People are rarely ready to move to solutions until emotional

blocks have been removed.

Step 2: Resolving Issues – This step involves choosing the right structured approach

to get solutions once emotions have been vented. You have five choices:

1. Collaborating (face the conflict; surface issues, resolve them in a win/win way through systematic problem solving).

This is the preferred approach. Use in all conflict situations.

2. Compromising (look for the middle ground).

Use it in those situations when faced with polarized choices.

3. Accommodating (ask people to be more tolerant and accept each other‘s views).

Use this in those rare situations.

4. Avoiding (ignore the conflict in the hopes it will go away. Maintain silence and try to change the subject).

Use sparingly when issues can‘t be resolved.

5. Competing (go for a personal win).

Competition is not an effective way to manage misunderstanding and conflict.

Adapted from Facilitation at a Glance! Ingrid Bens, 2nd

edition, GOAL/QPC 2008.

STUDENT

HANDOUT __________

99

2 Step Communicating Process

Listening and Expresing (1) I am actively listening to you:

What I observe

What I hear are your feelings

What I hear are your needs What I hear you asking of me (directly or indirectly)

(2) Expressing yourself in a particular situation:

What I know is important in this situation (as an EVS Green Implementation Coordinator and to the hospital)

What I would like to have happen (green goals) and why (triple bottom line)

What I would like from you (how can we collaborate and

create a win/win situation?)

____________________________________________________________________________

Adapted from the principles of non-violent communication:

http://www.cnvc.org/Training/the-nvc-model

STUDENT

HANDOUT __________

100

COMMUNICATION SKILLS AS A “GREEN” BRIDGE

FROM YOUR SPHERE OF INFLUENCE

AS AN EVS GREEN IMPLEMENTATION COORDINATOR

TO OTHERS IN YOUR HOSPITAL

1. Successful communication requires that we remain aware of many

important different aspects that shape the communication experience:

Personal Communication Style (family, culture, gender, age, religion,

etc.)

Organizational Culture (departmental, different levels within the

hospital

2. A few communication tips:

Don‘t take it personally (misunderstandings happen all of the time)

Be an active listener - ask clarifying questions and restate what

you heard

State what you need or see without blame or judgment

Develop empathy (what is it like to be the other person?)

Respect differences

Stay in a learner mindset (how can I learn from this situation? What

new questions can I ask to better understand the situation?)

EVS Green

Implementation

Coordinator

Within EVS

Dept.

Across

Departments

With other Staff

STUDENT

HANDOUT __________

101

Hospital Scene: Too Busy to be Green Communication Scenario

You have continuously noticed in one area of the hospital that the waste containers in the hallways and staff areas are filled with cardboard, paper, recyclable food containers, and plastic and aluminum cans. Because you have been using your monitoring sheet as part of your green responsibilities and therefore already have a good understanding of the extra costs to the hospital in trash pickup versus recycling, you decide to say something to the charge nurse. When you do, she cuts you off with an impatient tone saying she‘s too busy to discuss recycling. At first you‘re angry because you felt personally dismissed, but then you begin to think about how best to communicate with her. 1. Select the Characters ● An EVS worker ● A Charge Nurse or Manager 2. Motivation ● You know from others that this particular Manager or Charge Nurse is not yet knowledgeable about green practices but that he/she is seen as someone easy to talk with. ● You know that the EVS department has been asked to prepare a Green

Presentation at an upcoming in-service departmental meeting on that particular

floor in two weeks.

You want to help this department understand how this behavior is costing the

hospital extra money and elicit his/her support of this green project.

Questions:

1. What do you do first? 2. What is your communication strategy? 3. What additional information would be helpful to find out? 4. What factors might be influencing this communication experience that you need to understand?

STUDENT

HANDOUT __________

102

Working on Your Green Project Homework for Module #6 Your Name:_______________ Due Date:

Step 1: Your Project Group’s Name_____________________

Step 2: Project Group Roles (use your particular talents and abilities to help your group be successful) Facilitator:___________________ Note taker:___________________ Encourager:___________________ Observer: ____________________ Spokesperson:_________________ Swamp Master:_________________

3. Group Norms

List the different norms (behaviors) your Project Group has agreed to in order to be able to work together as successfully as possible: For example: respecting each other’s viewpoint

4. Problem Identification (The “S” or Specific in SMART Goal Development)

Write a summary statement of the green project your group is interested in exploring.

STUDENT

HANDOUT __________

103

5. Measureable (The “M” or Measureable in SMART Goal Development) What is your group‘s plan for gathering quantitative data? Who? (who will do what?) When? (when will you do it?) 6. Time-Bound (The ―T‖ or Time-bounded in SMART Goal Development) When does your project start and end? 7. Weekly Writing Journal: Write a letter to your instructors about how you think you are doing

in this class? What has been the most interesting to you? What has challenged you the most? How can your instructors help you achieve your learning goals?

8. Complete the Mid-Quarter Self-Assessment

104

MID-COURSE SELF ASSESSMENT

Directions: For each skill listed below, draw three hash marks on the line from 0-10. The first

mark indicates your skill level when you entered this class, 2) the second mark is where you

think you are now, and 3) the third mark is where you‘d like to be by the end of the class. This

information will help your teachers provide you with the support you need to reach your goals!

This information will not be shared in class with other students. Please be as honest as you can

with your answers.

For example, writing:

___________________________________________________________________

0 1 2 3 4 5 6 7 8 9 10

can’t can pretty confident Excellent

do do good

at all a little at

BASIC COLLEGE SKILLS:

A. Reading

___________________________________________________________________

0 1 2 3 4 5 6 7 8 9 10

can‘t can pretty confident Excellent

do do good

at all a little at

B. Writing

___________________________________________________________________

0 1 2 3 4 5 6 7 8 9 10

can‘t can pretty confident Excellent

do do good

at all a little at

C. Speaking in class

___________________________________________________________________

0 1 2 3 4 5 6 7 8 9 10

can‘t can pretty confident Excellent

do do good

at all a little at

D. Working in a small group

___________________________________________________________________

0 1 2 3 4 5 6 7 8 9 10

can‘t can pretty confident Excellent

do do good

at all a little at

YOUR NAME: STUDENT

HANDOUT __________

105

E. Using a computer

___________________________________________________________________

0 1 2 3 4 5 6 7 8 9 10

can‘t can pretty confident Excellent

do do good

at all a little at

COURSE SPECIFIC SKILLS:

F. Observation

___________________________________________________________________

0 1 2 3 4 5 6 7 8 9 10

can‘t can pretty confident Excellent

do do good

at all a little at

G. Information gathering – Interviewing

___________________________________________________________________

0 1 2 3 4 5 6 7 8 9 10

can‘t can pretty confident Excellent

do do good

at all a little at

H. Writing up a summary after an interview

___________________________________________________________________

0 1 2 3 4 5 6 7 8 9 10

can‘t can pretty confident Excellent

do do good

at all a little at

I. Metrics and measurement: weighing, tracking, averaging, estimating and

summarizing data

___________________________________________________________________

0 1 2 3 4 5 6 7 8 9 10

can‘t can pretty confident Excellent

do do good

at all a little at

J. Questioning (closed, open and strategic)

___________________________________________________________________

0 1 2 3 4 5 6 7 8 9 10

can‘t can pretty confident Excellent

do do good

at all a little at

106

K. Using a SWOT analysis (strengths, weaknesses, opportunities and threats)

___________________________________________________________________

0 1 2 3 4 5 6 7 8 9 10

can‘t can pretty confident Excellent

do do good

at all a little at

L. Using a SMART form (as a project development form)

___________________________________________________________________

0 1 2 3 4 5 6 7 8 9 10

can‘t can pretty confident Excellent

do do good

at all a little at

M. Creating a Timeline

___________________________________________________________________

0 1 2 3 4 5 6 7 8 9 10

can‘t can pretty confident Excellent

do do good

at all a little at

N. How to gather and use both quantitative and qualitative data in a green project

___________________________________________________________________

0 1 2 3 4 5 6 7 8 9 10

can‘t can pretty confident Excellent

do do good

at all a little at

O. How to analyze a project based on the Triple Bottom Line

___________________________________________________________________

0 1 2 3 4 5 6 7 8 9 10

can‘t can pretty confident Excellent

do do good

at all a little at

P. Conflict resolution and communication strategies that can be used in a

culturally diverse workplace

___________________________________________________________________

0 1 2 3 4 5 6 7 8 9 10

can‘t can pretty confident Excellent

do do good

at all a little at

107

FOR THE CLASS INSTRUCTOR:

Customized Learning Activity: (ALTERNATE ACTIVITIES) Weighing, Measuring, Estimating, Summarizing Instructor models the following skills: Weighing TRASH/RECYCLE

1) Weighing trash 2) Keeping records using a monitoring sheet Practice skill: Throughout the lesson have the students 1 by 1 weigh the garbage and mark the weight on the tracking sheet (this will then be used when students practice averaging later).

Instructor models the following skills: ESTIMATING VOLUME using a tracking sheet and writing a summary 1) Estimating how full a container is—0%, 25%, 50%, 75%, 100%

2) Practice using a monitoring sheet 3) Write a summary

Example Summary: 5/20/11: 7:45 pm: We observed 6 cans on 5SW. Two cans were 50% full, one can was 75% full and two cans were empty. Model the following skills: ESTIMATING how much of recycle is in the trash can and/or how much trash is in the recycle can

1) Estimate what the container is comprised how much trash vs. recycle 2) Practice using a monitoring sheet 3) Write a summary

Mini Lessons/Activities: Monitoring & Tracking Guided Practice 15 min. Guided Practice: Have students work in groups of 3 to monitor, track their data. 15 min. Given a monitoring sheet students will observe 15 trash cans in the lobby, EVS dept., computer lab, and cafeteria and will state how full/empty, what is the composition of materials in the cans, and will track these using the monitoring sheet. BRIDGE: STUDENTS REPORT TO COMPUTER LAB CLASS BREAK

Mini Lessons/Activities: Guided Practice/Review/Assessment 30 min. Model entering data into an Excel spreadsheet using the data gathered weighing the fake recycling and fake garbage at the beginning of class. Model finding an average weight from the data. Write a summary. Guided Practice: Students enter data from their observation into an EXCEL spreadsheet. Students average and write a summary.

108

Name Date Time Location Total

1 AM/PM

2 AM/PM

3 AM/PM

4 AM/PM

5 AM/PM

6 AM/PM

7 AM/PM

8 AM/PM

9 AM/PM

10 AM/PM

11 AM/PM

12 AM/PM

13 AM/PM

14 AM/PM

SAMPLE STUDENT HANDOUT

109

TASK DUE DATE PEOPLE INVOLVED LEAD PERSON STATUS

SAMPLE STUDENT HANDOUT

110

MODULE 7

111

College Certificate Course:

Sustainability in Healthcare

Curriculum Outline

MODULE 7:

CONTROLLING IDEA (Overarching Class Objective): Continued Measurement and Deeper Analysis of a Green Project (Part 2) TAKE AWAYS:

Students understand the concept of a green leader as it applies to EVS workers‘ sphere of influence.

Students can give and receive critical feedback as part of their SMART goal development process.

Students can develop a communication plan to support their green project.

Students can use PowerPoint and Excel as tools for communicating and quantifying their green project information.

Reflection: What did you observe this week? What challenges or opportunities are you seeing around your group‘s SMART goal or project? How are you using the norms and roles you agreed on to help you work together to think about your project? What communication strategies are you applying in your daily work? What other ideas are you learning that you are beginning to apply to your job? Prior Learning Assessment: Instructor leads a discussion of the two different kinds of data (quantitative and qualitative) to determine how much students understand the role and value of the different kinds of data. Reinforce concepts from Module 6 as needed.

Vocabulary: Introduce vocabulary word list in the appropriate context for the topics below. ESL/ABE instructor puts the words on the board. Students are invited to write down words from the board. Discussion follows. green leader communication plan other vocabulary TBD by instructor. DISCUSSION: What do students think a green leader is? What are the leadership qualities and skills that this person needs to possess? How might a green leader function within a labor and management environment?

112

Considering the definition of a green leader above, students discuss the ways they think their project group can work together to achieve a common goal. What are the rules you have in your departments that help it function best? What ways can you think of to be a green leader or green champion in your sphere of influence and help influence greater sustainability in your hospital? Share findings at tables. Discuss as a class. Connect discussion back to the opportunity EVS workers have to make a difference as green leaders and green champions.

HANDS ON ACTIVITY TO PRACTICE WORKING AND ANALYZING TOGETHER: Analyzing a project recommendation. Should all green ideas become projects or initiatives? What are the different tools available to analyze a project? [Students have already learned about The Triple Bottom Line and SWOT analysis.] In this module, students will practice another analysis tool (called ―But Why?‖ from the ―Writing for a Change‖ from the National Writing Project Institute supplemental material pages 127-131.) that they can add to their green toolkit for project analysis. Choose one recommendation from John Ebers‘ Site Visit Report (Module 5) and apply the ―But Why?‖ analysis process. This analysis tool provides students with a way to look at deeper causes in order to structure an effective response and/or plan for how hospital departments and workers could work together to address some of these challenges. Then students take their own green project, from their groups, through the ―But Why?‖ analysis process. INSTRUCTOR’S NOTE: The ―But Why‖ analysis tool can be a complicated activity so you need to be very clear with students and do an example first before asking students to do it on their own. Students are not seeking a solution to the problem but rather exploring perceptions. The first part explores consequences of the problem and the second part explores why the problem might exist. After groups have completed their analysis using the ―But Why‖ tool, ask them to write independently about what they learned through this analysis process. What surprised them? How might they use this tool to look at their own ―green‖ project? What is the value of this kind of analysis tool in their green project development process? What new opportunities or understandings surfaced regarding their own project through the use of this analysis tool? GROUP ACTIVITY: Introducing another analysis tool: Peer Analysis. Instructor pre-teaches model and discusses the value of asking for feedback from peers. Provides examples of how proof editing is used to strengthen thinking and writing in colleges, hospitals, training funds, etc. Instructor goes over the four ―S‘s‖ in writing:

Structure (Is it clear? Is it readable?)

Substance (Did you give the main idea? Can you easily give an example?)

Sequence (Is it written in the right order? Read it aloud; does it make sense?)

Style (Does it sound like it is written by a ―green‖ champion; Word choice – did you use your green vocabulary?)

113

HANDS ON ACTIVITY: Project groups work together to create one clear ―Specific‖- (S from SMART Goal) summary statement of their project. Instructor provides groups with a sheet of large flipchart paper with a line dividing the paper across the middle. Note takers are asked to write their group‘s summary on the top half of the flipchart. Groups ask another bucket group to review their summary using the model. Results shared with the original group after the proof editing process is completed.

Project Group Time: Groups work together in class to review their timelines and data gathering deliverables as agreed upon within their specific project groups and the project plan that each group is developing. INSTRUCTOR’S NOTE: This group time becomes an important ―living green lab‖ time for the groups to practice their communication skills (active listening, asking questions, resolving conflicts or misunderstandings) and group norms and roles. LEARNING ACTIVITY: Instructor introduces another analysis tool -- the ―A‖ or Attainable in the SMART goal development process. The instructor informs students that ―Attainable‖ relates to how they can successfully complete their projects. This provides students an opportunity for them to discuss how they would communicate about their project so that it is achieved. Communication is a significant part of how a project can be attainable. Students can develop a communication plan to support their project. ASK: What is the appropriate medium by which to communicate their project so that it is attainable (e.g. email, flyer, presentation, conversation, etc.)? What are the different kinds of relationships in the hospital (formal, informal, public or personal)? Remind students that the SMART goal analysis is part of stage 4 of the ―Project Stage‖ student handout. Instructor leads discussion on the importance of having a communication plan for their project as they analyze how their green project could be best communicated in the hospital and to different groups within the hospital. Instructor involves students in a discussion about how they have seen green communicated in their hospitals. Instructor models with class an example of a communication plan using a hypothetical green project (or selects one of the green projects from one of the project groups) asking students to identify the ―who‖ (who needs to know about this project) and the ―what‖ (what is the best way to communicate with this individual or persons). (Samples provided of different communication methods.) Project groups meet to start working on a communication plan for their project which will be continued as part of their homework. Students also use the group time to continue working on their project‘s work plan. [Handout provided.] INSTRUCTOR’S NOTE: By this time, students should be familiar with the ―S‖, ―M‖, ―A‖, ―R‖ and ―T‖ aspects of the SMART goal development form. Remind students that each of these criteria will need to be written up on a SMART goal project sheet due at the end of the course as part of their organized notebook along with their final oral and visual project presentation. (Handout provided.) Weekly Group Computer Lab time: If needed, computer lab time provided for students to word process their summaries (both Project Summary and Data) into Word and Excel documents. These will be used later to prepare a PowerPoint to showcase their final project. Additional tutoring support provided if needed. Students will need their flash drives to save their work.

114

ASSESSMENT: Instructors use the results of students‘ self-assessments to review course competencies and provide additional tutoring and in-class support for specific skills. Instructor shares these additional support strategies suggestions with students and asks for comments. Instructor ties this classroom activity back to earlier activity on creating a communication plan (Attainable). Instructor reinforces idea that communication in the classroom, like in the hospital, is an important part of how relationships are created and strengthened between the instructor and the students, students with the instructor, and students with each other.

Homework: Each group should have a work plan that gives each student a specific role within their group. Based on their role, students prepare their portion of the group work plan. This is assigned by the group as a deliverable by creating action items. [Handout provided.]

WRITE: Students write up anticipated barriers and opportunities that they expect in developing the project and ideas for how to address them.

CLASS ENDS WEEK WITH A LEARNING CIRCLE

INSTRUCTOR’S NOTE: Identify and prepare appropriate rubrics for evaluation of work during this

module. Sample rubrics are found in Supplemental Packet.

115

Homework for Module 7

Your Name:____________

Due Date:

HOMEWORK FOCUS: Complete the ―A‖ part (Attainable) of your SMART goal

1. Action Item: What aspect of your final project are you working on this week? What

specifically are you responsible for? What is your timeline?

2. Outline your Communication Plan –who needs to know about your project and what

communication strategy would work best.

Green Project:

People Communication Strategy

For example, nurses In-Service Presentation, flyers in staff lounges, signage

3. Draw, write, or use the computer to create one example (sample signage, flyer, email)

that addresses one of your communication strategies for your green project and attach to

this page.

Weekly Journal: What barriers and opportunities can you anticipate in

response to completing your ―green‖ project? What strategies would you

suggest to respond to any barriers?

STUDENT

HANDOUT ______

116

It‘s easy to Save Energy

Save Money and Save the Environment

Turn off the Lights when you leave the room!

Thank you. The EVS Department

SAMPLE FLYER

117

SAMPLE SIGNAGE

Thank you for recycling in Northwest Hospital/Medical Center!

For more information on recycling, please contact the EVS Dept.: phone number

Questions? Contact:

Your Name, EVS Green Implementation Coordinator

Recycling Saves Energy

Manufacturing goods from recycled materials requires 65 to 95% less energy than

producing goods from virgin materials.

Reduces Pollution

Using less energy reduces emissions of greenhouse gases linked to global warming.

Recycled content paper uses 65% less energy, 80% less water and produces 95%

less air pollution.

Conserves Resources

By using recycled materials to manufacture new products, recycling saves

petroleum used to make plastic bottles, trees used to make paper and minerals

used to make aluminum.

RECYCLE HERE

118

SAMPLE EMAIL

Dear [person‘s name], Thank you for asking me to present at your upcoming in-service meeting on [insert date] about how our hospital can save money through greater recycling. I will be happy to provide a 10-minute presentation to your staff that will include a short PowerPoint presentation and some interactive exercises. Please feel free to contact me if you have any questions or need additional information. Sincerely, [Your name] Green Implementation Coordinator [Your Hospital Name]

STUDENT

HANDOUT ______

119

PROJECT WORKPLAN

TASK DUE DATE PEOPLE INVOLVED LEAD PERSON STATUS

STUDENT

HANDOUT ______

120

Name:_______________________

S.M.A.R.T Goal Student Worksheet

11. Specific: (Project Summary Statement)

12. Measurable: (Measurement Plan)

13. Attainable:

14. Realistic

15. Time-bound:

STUDENT

HANDOUT ______

121

MODULE 8

122

College Certificate Course:

Sustainability in Healthcare

Curriculum Outline

MODULE 8:

CONTROLLING IDEA (Overarching Class Objective): Communicating about a green project to others in the hospital. TAKE AWAY:

Students able to use the computer to look up different regulatory agencies and products that relate to their green project.

Students can develop, write and apply effective communication strategies related to green initiatives.

Students able to analyze a green project through a triple bottom line analysis.

What did you observe this week? What is it like to work independently on your portion of the project plan? How does your piece fit into the larger puzzle? Assessment of Prior Learning: Instructor to review and assess students‘ understanding of concepts from Module 7. Adjust and reinforce as needed.

Vocabulary: Introduce the vocabulary list below and discuss in the appropriate context. ESL/ABE instructor puts the words on the board. Students are invited to write down words from the board. Discussion follows. OSHA (Occupational Safety & Health Administration) EPA (Environmental Protection Agency) Joint Commission Business case Other vocabulary TBD by instructor. MINI LESSON: Instructor discusses who/what these agencies are and the regulations that impact EVS work. Provide time for students to practice their Internet skills to look up the different regulatory agencies. [Optional Handout provided with regulatory agency information that students could use to look up the URL of each agency.]

123

DISCUSSION: Have you come across information about products or regulations that you would want your department to know about? Are any of these regulations or products tied into your green projects? How could you present this information to them visually? Orally? Is there data behind these regulations or products that would help communicate the business case for your green project? Are there any regulatory agencies related to your group‘s green project?

ACTIVITY: Divide class into project groups. Each group represents one of the 5 areas of environmentally sustainable practices reviewed in module 1. [Instructor Note: Students could work in the project groups they are already in or you could work with the students to create new groups to represent each of the 5 areas.] Groups create poster sheets for their department based on the project. These poster sheets (or one page informational flyers) provide students with an opportunity to practice their communication skills by designing a poster sheet that could be displayed in their department to communicate the green information to the rest of the staff or to staff in other departments. Distribute a handout that provides a structure for the activity. Each poster sheet would call for definition of the problem or challenge and the various types of data that could be gathered. [Handout provided.] After groups have finished the activity, ask them to present their poster sheet before the class (could be on a flip chart). Note to Instructor: this informal presentation sets the stage for students‘ end-of-the-course presentation and provides the instructor with specific tutoring needs or learning issues that can be addressed.

INSTRUCTOR’S NOTE: Provide time in class for students to work on their group project. Assist and provide resources as needed.

Reflection: Ask students to envision the end of the course. List various ―deliverables‖ that are due (Organized Notebook and Oral Presentation). Discuss with students what needs to be completed individually (Organized Notebook including a completed SMART goal sheet) and what can be done as a group (final presentation). Reinforce with students that each group probably has individuals with different skill sets – for example, students who enjoy writing, students who enjoy math and data analysis, and students who enjoy presenting/communicating. [Deliverables Handout provided.]

ACTIVITY: Snowball exercise (Refer to handout instructions). After the completion of the exercise, each student shares their experiences with oral presentation. Where and when? Instructor points out that students make oral presentations everyday of their life, at home, in church, at work, in school, elsewhere. Are they anxious and nervous when having conversations with their family and friends? How can they make a more formal presentation an extension of this? [Handout provided.]

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Homework: Work on group project specifically writing an analysis of their project based on the triple bottom line which will be used in their final presentations. Besides writing a triple bottom line analysis, each student has a specific individual assignment to complete as part of their final project and presentation as assigned by the group. [Handout provided.] Customized Note to Instructor on Constructing Final Class Deliverables: Besides providing students with project group time, the instructors of the pilot course also divided students into three skill groups – oral presentation, writing, and data analysis – in order to provide customized skill support for students to complete their assigned tasks for the final presentation. These three skills groups were: writing groups (writing up the information for their PowerPoint); data analysis groups (analyzing the collected data and inputting it into Excel); and oral presenters groups (practicing their oral presentation skills for their group‘s final presentation). These three groups aligned with the presentation role selections chosen earlier by students. The instructors of the pilot course decided on three rather than two final deliverables:

1. A Final Presentation: Student‘s final project group presentation includes a PowerPoint presented by each project group and delivered to an audience including their employer, labor union, co-workers, and family/friends. The final presentation can also include flyers, sample brochure, etc. Students will present their final projects twice -- once as a dress rehearsal, which is evaluated and presented to their peers and perhaps some training fund staff. [Rubric provided in Module 10 for the instructor] The second presentation is delivered at the final class for an audience that includes employer and labor partners, family, friends, co-worker, etc. 2. An Organized Notebook: The Organized Notebook is an opportunity for students to showcase their work (for example to their employer at their green job interview) and organized in a way that shows their different skills. In the pilot course, students were given an opportunity to redo any assignment or complete a missed homework assignment due to illness, etc. [Handout provided. **Rubric provided in Module 10 for the instructor] 3. A Poster: Because green continuing education in the hospitals was identified by the students as a major need, it was decided that the pilot cohort would include a poster that would be showcased at students‘ graduation but also given to the hospitals for display in a public area such as their cafeteria. Students were provided with a poster template that they would complete with the aid of teachers and tutors. The PowerPoint would be printed at the Training Fund. (If selecting this deliverable, please make sure to discuss with your training fund staff and determine who pays the cost or if this option is possible.) It was believed that these would not only continue to support the ongoing efforts at the hospitals to provide ―green‖ education but also to recognize the important leadership role of the EVS Department in helping the hospital become more sustainable. [Poster Template provided as PowerPoint slide.

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Instructor selects a question related to the content in this module and how the student could apply it to prepare a ―green project‖ for class within a labor and management environment.

CLASS ENDS WEEK WITH A LEARNING CIRCLE

INSTRUCTOR NOTE: Identify and prepare appropriate rubrics for evaluation of work during this

module. Sample rubrics included in Supplemental Packet.

INSTRUCTOR PREPARATION FOR MODULE 10:

Instructor to work collaboratively with the training fund 3 weeks prior to the beginning of module 10

to identify appropriate speakers for the ―What Next?‖ session and communicate information to all

parties. More information can be founded in Module 10. Read ahead!

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Regulatory Agencies that Oversee

Health Facility Operations

Agency/Organization Focus Major Areas Related to Waste

U.S. Environmental Protection Agency (EPA)

Protection of the planet, primarily from hazardous

chemicals

RCRA—Resource Conservation and Recovery Act (hazardous chemicals) CWA—Clean Water Act CAA—Clean Air Act Compensation, and Liability Act (Superfund) EPCRA—Emergency Planning and Community Right-to-Know Act TSCA—Toxic Substance Control Act

U.S. Occupational Safety and Health Administration (OSHA)

Protection of workers from work-related injuries

Blood borne Pathogens Standard Hazard Communication Standard Respiratory Protection Standard

Joint Commission (Formerly the Joint Commission on Accreditation of Healthcare Organizations)

Protection of patient health and

safety

Safety and leadership Environment of care Accredits and certifies healthcare organizations in relation to meeting certain performance standards

STUDENT

HANDOUT ______

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U.S. Department of Transportation (DOT)

Protection of public safety by

regulation of material transportation on public roads

and highways

U.S. Postal Service has mailing requirements for shipment of health care-related items

U.S. Drug Enforcement Agency (DEA)

Protection of the public from

controlled substances (pharmaceutical wastes)

DEA-controlled substance management

Nuclear Regulatory Agency (NRC)

Protection of the public from use of radioactive materials

and wastes

Resource Conservation and Recovery Act (RCRA) also regulates mixed waste. Hospitals can create radioactive waste and therefore RCRA regulations apply here too.

Centers for Disease Control and Prevention (CDC)

Protection of workers and

public health related to regulated medical wastes,

infection control, etc.

Guidelines and recommendations for infection control, sterilization, hand hygiene, etc.

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U.S. Department of Health and Human Services (HHS)

Provision of regulations

overseeing a variety of health care-related issues

Food and Drug Administration (FDA) Centers for Medicare & Medicaid Services (CMS) HIPAA

State governments

Public health department

State EPA Regulatory authority in many

waste-related areas. In particular, states mandate rules

for the management of regulated medical waste.

Have the ability to be more stringent than federal regulations.

Local POTWs (publicly owned treatment works)

Water treatment from local and

regional communities and businesses

Can set local standard requirements for water discharge allowances and issue permits

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LET’S GO GREEN TOGETHER!

PROJECT INFORMATION SHEET

CREATE A CATCHY TITLE:

EXAMPLE: Money from Water!

WRITE A SUMMARY OF INFORMATION

EXAMPLE: Our hospital can save money each year if we all work together to

conserve water usage. Here‘s how:

Example

Example

Example

PROVIDE SUPPORTING DATA

EXAMPLE: Here‘s how we know that we can save money by

conserving water:

Over one week we tracked how many…

If we had low flush toilets, we would save $

IT WILL TAKE ALL OF US TO MAKE OUR HOSPITAL GREEN.

HERE‘S WHAT YOU CAN DO TO PARTICIPATE!

Example

Example ____________________________________________________________________________________

This flyer created by the EVS Dept. (insert date). For more information on how you can help save our

environment, create greater health and safety for staff and patients, and help our hospital‘s bottom line,

contact:

ADD: Your Name, title, phone number.

STUDENT

HANDOUT ______

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OVERVIEW OF 3 FINAL PROJECTS

FINAL GREEN PROJECT PRESENTATION

DUE:

Each project group will have 10 minutes to orally and visually present their

project in class. These presentations will be delivered twice: first as a dress

rehearsal to give you practice in presenting your ―green‖ information to groups in your

healthcare institution. The second time groups will present at the EVS Green Conference

(last day of class) and showcase the green project to an audience of labor and management

partners, co-workers, family, and friends. Your oral presentation includes a PowerPoint

presentation.

ORGANIZED NOTEBOOK

DUE:

Your Organized Notebook is a collection of your work from this course put together in a

notebook that you can give to your employer as evidence of your knowledge and skills

related to the new job. Your Organized Notebook should include:

All of your homework

All of your written journal responses

Any handouts you think are important to showcase

Any project work completed (data sheets, etc.)

Completed SMART goal worksheet

Important Note: You can go back over your homework and redo or revise any assignment.

If you have missed any homework now is the time to make it up!

PROJECT POSTER

DUE:

Using the PowerPoint template provided, project groups will

provide the instructors with a completed PowerPoint slide by

[insert date] in orders to have enough time for the poster to be

printed. These posters will be displayed at the graduation

ceremony when each project group will have an opportunity to speak briefly about their

project – what they did and what they discovered and how their project was analyzed based

on a triple bottom line (thereby presenting labor/management with a business case).

STUDENT

HANDOUT ______

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SNOWBALL EXERCISE

Supplies Needed:

3 sheets of paper per students

1 Snowball bucket

Students will need a pen or pencil

1. Inform students that the class is moving into final weeks of the course when everything that they

have learned up to this point comes together for their final project and presentation. It‘s important at

this junction for everyone to be able to vocalize their concerns about what‘s due at the end of the

course and their ability to complete their final project and presentation. Introduce the game

―Snowball‖ as a safe and fun way for students to talk about their concerns.

2. Distribute the blank half sheets of paper (four per person). Invite students to move their chairs

into a circle. Inform them that you are going to ask three questions, and they are to write the

number of the question (#1, #2, or #3) on their paper and then their answer. After they have written

their answer, they are to crumple it up (like a snowball), and toss the ―snowball‖ into the container in

the center of the circle. Instruct students not to put their name on the paper, just the number of the

question and their answer. After all ―snowballs‖ have been tossed, inform the class that they will be

randomly reading the snowballs out loud. Ask if there are any questions before proceeding.

Three Questions:

#1: When you envision the end of this course and the final project and presentation, what‘s

one thing you are concerned about or wish you knew better how to do?

#2: If you could give one piece of advice to yourself that would help you at this time in the

course, what would it be?

#3: If your ―Green‖ Project and final presentation are going to be wildly successful, what

advice would you like to give to your group?

3. When the three questions have been completed, pass the container and ask everyone to select

three snowballs. Ask the students to un-wrap their snowballs and put them in order: questions 1-3.

Remind everyone that some people may have multiple Questions #1s, etc. and that this is okay.

4. Ask for a volunteer to go first. Repeat question #1 and ask if there is someone who has a

response to question #1. Record their answer on a white board or easel. Ask for anyone to share

their response to question #1 until all responses to question #1 have been read out loud. Continue

this process for questions #2 and #3.

6. Invite a large class discussion about what has been generated from this activity. What do they

notice? What rises to the top in terms of greatest concerns, skills, or cautions? Conclude this

activity with the instructor presenting learning strategies to support the skill development.

INSTRUCTOR

REFERENCE SHEET

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HOMEWORK FOR MODULE 8

DUE DATE:

ANALYZING YOUR PROJECT

BASED ON THE TRIPLE BOTTOM LINE

Planet, People, Prosper or

Environment, Equity, Economics

Weekly Journal: What did you observe this week that relates to your “green” project?

What new “green” skills or knowledge are you using in your job as a result of being in

this course?

Planet/Environment

People/ Equity

Prosper/ Economic

How does your ―green‖ project help the environment?

How does your ―green‖ project help people (staff and patients)?

How does your ―green‖ project help the hospital conserve resources and therefore be able to be more financially sustainable?

Name: _____________________________

STUDENT

HANDOUT ______

133

MODULE 9

134

College Certificate Course:

Sustainability in Healthcare

Curriculum Outline

MODULE 9:

CONTROLLING IDEA (Overarching Class Objective): Prepare students for final group presentations and have groups practice. Instructor to assist students as needed on the oral presentation. TAKE-AWAYS:

Students are knowledgeable of the importance of effective communication (signage) and able to create their own poster/flyer to communicate their green projects to other healthcare workers and staff.

Students are able to give and receive constructive feedback about communication effectiveness as a presenter of a green project including verbal and non-verbal cues.

Students are competent using a computer as a presentation tool for a green project.

Students are knowledgeable and practiced in public presentation skills including PowerPoint development, reporting of data through Excel, and oral communication skills.

INSTRUCTOR’S NOTE: Begin planning for students‘ final group presentations. Develop an agenda for the last day (e.g. Welcome, Overview, Purpose, Presentations, and presentation of Certificates of Achievement). Work with the project coordinator from the training fund to invite key labor/management/training fund people to attend and hear about the student‘s green projects. Possible list of attendees could include: department supervisors or managers from the healthcare facility, labor/management sponsors, labor/management committee members, union stewards or delegates, union reps and co-Leads, co-workers, family, friends, etc. Inform students that people outside of the class can and will be invited. Instructor Set up for Module 10: Instructor to invite training fund project coordinator and college instructors (for example, instructors for I-BEST certificate programs) to attend Module 10 to discuss ―what‘s next‖ educational opportunities and any training and upgrade programs with students. More information can be found in Module 10. Read ahead!

Reflection: What did you observe this week? What types of visual communication do you see existing within your department? (Talk specifically about signage on environmental sustainability, where is it? Is it effective? In your workplace, in the community, etc.? What is more and less effective?) Consider the visual communication within your union (e.g. trainings, flyers, emails, face-to-face interactions, etc.)? How does visual communication play a part in supporting a green project? What challenges or opportunities have come up in your groups around getting support for your green project?

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Prior Learning Assessment: Reinforce communication concepts from Module 8. Review vocabulary words around computer literacy: URL, search engine, browser, window, Excel, PowerPoint. Assess students‘ competency level with PowerPoint and Excel. Provide in-class tutoring support as needed.

Vocabulary: TBD by instructor.

ACTIVITY: Instructor introduces the concept of feedback as another analysis tool and part of any communication plan. Students will begin practicing giving a presentation within this module and will need to be able to give and receive constructive feedback in order to help each other gain confidence as a public communicator. Refer students back to their initial observation skills reminding them that oral presentations are mostly received (and appreciated) at both the non-verbal and verbal level of communication. For example, we make judgments, all of the time, about how we perceive and feel about something someone says from multiple non-verbal cues. Ask students to brainstorm some of those nonverbal cues – for example, posture, eye contact, etc. Ask students if they can think of any other things that affect how they receive a presentation. Inform students that more formal presentation skills will be taught in the next module, but for now students are to learn and practice giving feedback to each other. Skills that will be discussed are introduced in the Train-The-Trainer program for EVS Green Trainers.

ACTIVITY: Work in project groups around signage. Have each group create a sign or signs that could be used to represent their work. Instructor provides the required materials and supplies for the sign(s). Material could include: flip chart paper, markers, tape, magazines (option). Allow each group some time for development. Inform students that each group will have up to five minutes to present their work to the class. Each group ensures that each member has a job (role) to perform. They present as a group and can divide up speaking parts and other roles (e.g. for example).

Instructor goes over feedback sheet (handout provided). Models an initial presentation to encourage safety and confidence among students. Student groups practice giving their presentations. After each presentation give students a few minutes to write down their feedback (what they think went well and suggestions for doing things differently next time). At the end of the presentations, the instructor asks the group what they think they did well making sure they only focus on the positives first. Then after all of the positives have been exhausted, the instructor asks the group what they think they could do differently next time. Then the instructor opens the feedback up to the class. The instructor again starts with the positives and what would you like to see done differently. At the very end of each feedback session, the instructor provides his/her feedback. The instructor moves to the next group and repeats the process. INSTRUCTOR’S NOTE: Any students who have gone through the Train-the-Trainer process will be familiar with the feedback process.

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Skills Practice: Instructor teaches students how to use basic PowerPoint including how to open, create a new file, save a file, and enter and move text and pictures. Provide in-class time to work as a group and develop one PowerPoint slide for the title and the first content slide of each group‘s project. Instructor makes suggestions of possible enhancements. This practice will assist students with developing the final group presentation where students will be expected to use some visual aids. Allow time for students to continue to gather information around their bucket sheet topic/idea. Support the importance of visual literacy as an important part of any communication plan.

ACTIVITY- Practice time for presentations. Instructor can recommend to students that they divide up their project groups into three different skill and project areas (presenters, analyzers, and PPT developers) or work as a whole group. If the group decides to divide, then the Instructor summarizes each role: Data analyzers need to finish analyzing their data and determine what they learned from their measurement process. PowerPoint developer need to finish their PowerPoint slides. Oral presenters need to focus on developing confidence and skill as an oral presenter. Instructors/tutors can help each group of students with these skills. Additional tutoring support may be needed. [Handout provided to support oral presentation skills.] Instructors and/or tutors discuss which groups and skills sets they will each support. Have the three skill groups come back together as one group and work on writing up the data and information that led to their project development and the goals and outcomes they are looking for once the project is implemented. Instructor to provide class time, tutoring support and individualized/group attention to ensure that students are supported as they approach the end of the course.

CATCH UP: Instructor assesses how far the class has progressed and has some extra time here to catch up on any concepts or activities that have the class has fallen behind on. Instructor can review any skills and concepts as needed. Instructor also has time to provide in-class instruction and support for students to develop their organized notebook. Other review and/or assessment is at the discretion of the instructor.

Students continue to work on:

their portion of the group presentation;

their organized notebook

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What was it like to deliver a presentation in class today? What if you really had to deliver this presentation in front real co-workers, supervisors, and union co-leads? What might be different for you? Do you feel more confident when you know the content/ information? Why or why not? How could you get support from those in your sphere of influence? Outside? (Handout provided.)

CLASS ENDS WEEK WITH A LEARNING CIRCLE

INSTRUCTOR’S NOTE: Identify and prepare appropriate rubrics for evaluation of work during this

module. Sample rubrics are included in the Supplemental Packet.

138

Providing Feedback to your Peers

Tips to remember:

Use ―I‖ statements. I think…, I feel…I believe….

Keep your feedback to two areas: what you think the presenter did well and what suggestions you have to strengthen their presentation.

Everyone has feelings. Be mindful and respectful of how you deliver your feedback.

Whether you are receiving or delivering the feedback, remember that you are on the same team and invested in each other‘s success. Offer feedback along with your support and positive reinforcement.

Acknowledge when things are difficult. Remember to validate that sometimes things are beyond our control.

Keep the feedback focused. Offer thoughts about the presentation experience only class.

When it‘s your turn to receive feedback, thank others for their thoughts and ideas.

STUDENT

HANDOUT ______

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NAME:

JOURNAL FOR MODULE 9

What was it like to deliver a presentation in class today? What if you really had to deliver this presentation in front real co-workers, supervisors, and union co-leads? What might be different for you? Do you feel more confident when you know the content/ information? Why or why not?

How could you get support from those in your sphere of influence? Outside of

your sphere of influence?

STUDENT

HANDOUT ______

140

MODULE 10

141

College Certificate Course:

Sustainability in Healthcare

Curriculum Outline

MODULE 10:

CONTROLLING IDEA (Overarching Class Objective): Prepare and practice for FINAL group presentations. TAKE-AWAY: Students are able to integrate the six core competencies in this course resulting in a green project that is effectively communicated in a public presentation to a labor/management audience. INSTRUCTOR’S NOTE: Instructor to assist students as needed on the oral presentation, analyzing the data and writing a conclusion, and completing the PowerPoint. Instructor also prepares and confirms attendees and order of presentation for final presentation/ mini EVS Green Conference. The intended point of this exercise is to showcase workers new skills around developing, supporting, and helping to implement green projects within the healthcare institution.

Reflection: Question selected by the instructor about the class experience – TBD

Prior Learning Assessment: Instructor to determine students‘ level of competency related to

data analysis, oral presentation, and computer literacy as students prepare for their final

presentation. Instructor to provide additional tutoring and support as needed.

Conclusion (making the business case after evaluating the data)

PART 1 of module: The Dress Rehearsal

Instructor provides students 30 minutes to revise and prepare their presentations, making sure they are planning to present no more than 10 minutes per group, that each group has a time keeper, and that they know how to advance the PowerPoint slides.

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Instructor asks the class for the order in which students want to present. Reminds students that these are practice presentations targeted for audiences they would like to present to in their healthcare facility. In the last class, they will be presenting to an audience with labor and management partners, co-workers, family and friends.

After each group presents, they engage their audience in a question and answer session.

After each question and answer session, instructor debriefs about what they would do differently to improve their presentation for the final class. Instructors use rubric enclosed to evaluate presentations REMINDER- Instructor reminds students to bring in organized notebook on the last day. Refer students back to handout and rubric. After the notebooks are evaluated, instructor will return the notebooks to students, so that they can use their notebooks as evidence of their skill level to apply to the new EVS green job. PART 2 of module 10: What‘s next? How can we support you in your next steps?

Instructor invites representatives from the training fund and college to talk about other educational opportunities for students and how to access them.

Instructor to work collaboratively with the training fund 3 weeks prior to identify appropriate speakers and communicate information. Speakers should bring any materials that students can refer to.

Evaluation rubrics used in the Seattle course for the final presentation and organized notebook are included in this module. Rubrics were shared with students to familiarize them with the criteria for evaluation. Another rubric to be used could be AAC&U‘s oral communication VALUE rubric found in the Appendix.

#1. Students to complete final self-evaluation and support inquiry. [Handout provided and should be shared with Training Fund staff or Project Coordinator.] #2. As assigned by group via action items.

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Students write about the following: What did preparing for your final project presentation teach

you about working with others, the value of each group member‘s strengths and the different

skills each person brought to the project? How might this knowledge be applied within a

labor/management environment in your hospital? [Handout provided.]

CLASS ENDS WEEK WITH A LEARNING CIRCLE

INSTRUCTOR’S NOTE: Identify and prepare appropriate rubrics for evaluation of work during

this module. Sample rubrics are included in the Supplemental Packet.

144

Name:

DUE:

Journal for Module 10

What did preparing for your final project presentation teach you about working with

others, the value of each group member‘s strengths and the different skills each person

brought to the project? How might this knowledge be applied within a

labor/management environment in your hospital?

STUDENT

HANDOUT ______

145

.

What You Can Do to Prepare for an Effective Presentation

Posture, Passion, and Pace!

Stand up straight and comfortably with your weight evenly distributed.

Project confidence in yourself.

Relax!

Breathe deeply and take your time.

Keep your shoulders relaxed.

Stand with one foot slightly forward.

Keep your hands out of your pockets.

Keep hips and feet still--no dancing.

Refrain from clasping hands or playing with jewelry, keys, etc…

Communicate and punctuate ideas in your speech with confident gestures.

Vary your tone.

Enunciate and emphasize!

Speak loudly and clearly.

Eye Contact

Make eye contact – it‘s important in this culture.

Look at your audience.

Talk to all people in the room.

Know Your Audience Difference audiences require different kinds of presentations. For example, if you are presenting at an EVS Department meeting or at an in-service meeting of nurses, your EVS presentation might be more informal because you already have a relationship with them. Know your audience and what they are expecting so you can tailor your presentation to meet their needs.

Don’t Read Your Presentation Don‘t read your presentation! Instead practice it enough that you know it by heart. Read it over and over. Read it out loud. If you need reading/memory assistance, use cue cards. Write the key ideas in large letters on cue cards. Look down at them to refresh your memory.

Face Your Audience If you are showing a PowerPoint, create a copy of the PowerPoint that you can read from so you keep your attention and eye contact with your audience. Avoid turning your back on your audience and reading from the screen.

STUDENT

HANDOUT ______

146

Speak from your Heart

Care about what you are saying. Be you!

Be sincere and keep in mind that your presentation will not be interesting if you are not interested. Let your passion come through. Tell a short story about an interesting experience you had in the hospital that relates to your green project.

Remember it's often not what you say but how you say it that is remembered.

TIPS FOR NON NATIVE SPEAKERS

● Try not to focus on your ―accent‖ but instead on the message. ● If you have trouble pronouncing a word, that is part of your oral presentation, think about the word and write out how it sounds. Keep this in your cue cards or note sheet. Feel free to use pictures or other helpful cues that remind you about pronunciation. ● Which is better, writing in native language or English? ● Try it both ways to discover what works best for you. ● Talk your speech through in both languages. Then, eventually, talk it through more and more in English.

The idea is to memorize ―concepts‖ and the ―order‖ of your speech.

PRACTICING FOR YOUR PRESENTATION

Prepare thoroughly and practice adequately Practice adequately. Practice aloud; relax, practice it again. Approach fear realistically. Everyone is in the same boat.

You are not competing with each other. Develop a positive mental attitude. Before speaking,

give yourself a pep talk. Convince yourself that you are well prepared and that you will do the very best job you can do.

Gain experience. Take advantage of every opportunity you have to speak, whether in class or at the hospital.

Each time you speak your self-confidence will grow.

PHYSICAL ACTIVITIES TO PREPARE

Silently, before going to front of the class, take several deep breaths. Relax the muscles of the body. Rotate the arms and hunch your shoulders to relieve

tension in the upper body.

Adapted from

http://www.roch.edu/dept/spchcom/anxiety_handout.htm

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5-10 MINUTE PRESENTATION

1. Greeting and Introduction

-- My name is … (introduce rest of the group)

-- Thank you for inviting us …

2. Why We Are Here/What We Have to Share (Green

Project/Green Knowledge)

For example, I/we have some information to share with you about

ways you can support greater patient health, contribute to the

care of our environment, and help our hospital save money…

3. BULK OF PRESENTATION

Divided up into key information sections

Section 1 – what we measured

Section 2 – what we learned

Section 3 - other

4. CONCLUSION

Business case based on a Triple Bottom Line analysis of your

project (―if so, then what‖)

5. CLOSING AND THANK YOU

6. AUDIENCE QUESTIONS

STUDENT

HANDOUT ______

148

ORGANIZED NOTEBOOK

DUE: _______________________

Your Organized Notebook is a collection of your work from this class put together in a

binder that you can give to your employer as evidence of your knowledge and skills

related to the new job.

Your Organized Notebook should include:

All of your homework

All of your written journal responses

Any handouts you think are important to showcase

Any project work completed (data sheets, etc.)

A completed SMART goal project form for your group‘s project

Important Note: You can go back over your homework and redo or revise any

assignment. If you have missed any homework now is the time to make it up!

EVALUATION RUBRIC

Notebook is Complete

Includes all of the homework including

written journals, sample flyers, data sheets

(any work you think helps to showcase

your learning)

30 points

Notebook is Well Organized

10 points

Notebook Presentation

Notebook conveys an overall sense of

care and pride in learning

10 points

TOTAL POINTS _____/50 POINTS

STUDENT

HANDOUT ______

149

NAME:____________

HOMEWORK: MODULE 10

DUE: _________________

SUSTAINABILITY IN HEALTHCARE

SOME FINAL THOUGHTS …

1. If you were going to implement your green project at your

hospital, what type of support would you need to be successful?

From your supervisor/ manager?

From your union? From your Training Fund?

From your family/friends?

2. If you have already started to implement your green project at

your hospital, what types of support do you want to receive to

ensure successful results?

STUDENT

HANDOUT ______

150

From your supervisor/ manager?

Other hospital departments (HR, Operations, Facilities, etc.)

From your union? From your Training Fund?

From your family/friends?

3. If you plan to apply for the new EVS job, what type of continuing

development opportunities might be helpful for you to be

successful on the job (for example: peer mentoring, on-the-job

coaching, training, union involvement/mentoring, supervisor

support, etc.)?

If you are not applying for the new EVS job, what continuing

support or opportunities might help you reach your goals?

151

4. Looking back over your Mid-Quarter Self-Assessment form, select

one skill or concept where you think you grew the most (for example,

developed more confidence, etc.) or learned the most about (for example,

writing your journals, speaking in class, or the Triple Bottom Line. Write

about your learning in relationship to this skill or concept and why it is

important to you.

5. Looking back over your Mid-Quarter Self-Assessment form, select

one skill or concept where you still find yourself challenged. Write about

your challenge and what additional support/learning opportunities you think

you need to address the challenge.

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Evaluating the Final Project Group:

Criteria 1 3 - 5 6 - 8 10 Points

Content Was the presentation rich in content demonstrating students’ understanding of a green project (including a thorough summary of their project, a summary of data collected--both qualitative and quantitative, a triple bottom line analysis, a communication plan and project conclusion)

Presentation contained little ―green‖ content.

Presentation had moments where valuable ―green‖ material was presented.

Presentation had a significant amount of ―green‖ content.

Presentation had extensive amounts of valuable ―green‖ material

__/10

Collaboration Was it clear that the project was developed through a team effort? Did group members present themselves as green leaders each contributing to their project’s success? Did students use their sphere of influence to collaborate with their group members, to gather data, to think of ways to communicate their message to other departments, and to bring people together to report out on their project?

It was clear that only a few people really contributed to the presentation.

Some collaborative evidence, but uneven group effort.

Fairly strong evidence of a collaborative group effort

It was evident that all of the group members contributed equally to the presentation.

___/10

Clarity Was the presentation well organized and easy to follow? Was the PowerPoint slide clearly written?

The presentation lacked organization and was confusing.

There were some signs of organization.

The presentation had organizing ideas but could have been much stronger with better preparation.

The presentation was well organized, well prepared and easy to follow.

___/10

Cohesion Did the presenters engage their audience? Were their verbal and non-verbal cues culturally appropriate?

Presentation was presented in a scattered manner.

Presentation had moments where the audience was clearly engaged by

The presentation was engaging, but with more preparation

Presenters were confident in their delivery and they did an excellent

___/10

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Could the audience understand the whole message?

the presenters, but overall the presentation lacked consistency.

and practice would have been outstanding.

job of engaging the class. Preparation is very evident.

Comprehension Did the presenters know their material? Were they confident in their presentational skills and knowledge of content including their measurement of data?

Students unable to accurately answer questions posed by classmates about their topic and green project.

Students able to accurately answer only a few questions posed by classmates about their topic and green project.

Students able to accurately answer most questions posed by classmates about the topic.

Students are able to accurately answer almost all questions posed by classmates about the topic.

___/10

FINAL POINTS ___/50 points

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MODULE 11

155

College Certificate Course:

Sustainability in Healthcare

Curriculum Outline

MODULE 11:

CONTROLLING IDEA (Overarching Class Objective): Students present final projects and receive certificates of Achievement (Sample template from Seattle cohort provided.) Final presentation agenda for ―Green‖ EVS Conference set by the instructor. [Sample agenda

from Seattle cohort provided.)

INSTRUCTOR’S NOTE: Make sure to work with your Training Fund‘s project

manager/coordinator to coordinate guests and the program agenda

Celebrate students‘ success!

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Celebrating

Students’ Successful Completion

of North Seattle Community College’s

Certificate Course

SUSTAINABILITY IN HEALTHCARE

July 11, 2011

Agenda

Welcome & Introductions – Bob Zappone

Project Coordinator, SEIU Healthcare 1199NW Training Fund

Course Overview – Megan Nilsson-Doster, Amy Erdman, Jane Lister Reis

Instructional Team (SEIU Healthcare 1199NW Training Fund & NSCC)

Green Projects Presentations & Poster Session -

Students from Northwest Hospital & Medical Center and

Swedish Medical Center

Awarding of the Certificates of Achievement – Steve N. Miller

Executive Dean of Career and Workforce Education, NSCC

Closing Listening Circle

Cake and Celebration

This certificate course

is one of the outcomes of the Dept. of Labor Employment and Training Administration ARRA Energy Training

Partnership grants awarded to H-CAP (Healthcare Career Advancement Program) in 2010.

In Seattle, our success is a result of the new relationships formed and the viable partnerships forged

among labor, management and the community college that have successfully worked together

to train and support incumbent healthcare workers for new green jobs.

SAMPLE

157

An overview of the green projects:

1. Green Project Title:

Green Team Members:

Project Summary

2. Green Project Title:

Green Team Members:

Project Summary

3. Green Project Title:

Green Team Members:

Project Summary

4. Green Project Title:

Green Team Members:

Project Summary

5. Green Project Title:

Green Team Members:

Project Summary

6. Green Project Title:

Green Team Members:

Project Summary

SAMPLE

North Seattle Community College Certificate of Completion

is hereby granted to:

Name Here

On this date:

July 11, 2011

for successfully completing the certificate course:

SUSTAINABILITY IN HEALTHCARE

(SUST111)

Presented by:

________________________________

Steve N. Miller

Executive Dean, Career/Workforce

Presented by:

________________________________

Laura Chenven

Director, H-CAP

This program is sponsored (in part by) the U.S. Department of Labor, Employment and Training Administration through an American Recovery and Reinvestment Act (ARRA) Energy Training Partnership grant.