Dawn M. Saunders, BS, LMT, Owner Steps to Starting a Hospital-Based Massage Program at ABQ School of Massage

1. Needs Assessment 2. Resource Assessment 3. Build the relationships 4. Design the Curriculum 5. Launch! How will we get there?

1. Needs Assessment  Does a HBMT course fit with our mission and goals?  Will the course satisfy a local market need?  What are there potential employment opportunities for graduates?  Is there interest among students?

2. Resource Assessment  What costs will be associated with starting and sustaining the program?  Legal review  Human resource needs (administration and faculty)  Time  What resources are available to cover those costs?  Tuition  Grants  Hospital contribution

2. Resource Assessment  Do we have qualified faculty to teach the course?  Do we have buy in from all constituents – faculty, administration, hospital, etc.  Hospital partner

3. Build the relationships  Relationships with:  Hospital administration  Onsite supervisors  Faculty  Create the Clinical Experience Agreement  Details responsibilities of both parties  Criminal background checks  Immunization requirements  Insurance requirements

4. Design the Curriculum I. Course Description and Educational Objectives – be sure they fit with your program objectives II. Textbook III. Lesson Plans with teaching methods and learning activities IV. Assessment tools and methods

I. Educational Objectives Students will be able to: 1. demonstrate effective verbal, non verbal and written communication skills with other health care professionals and patients. 2. demonstrate a working knowledge of ABQ School of Massage policies and procedures applicable to a massage therapy externship 3. demonstrate sensitivity to the cultural practices of all individuals, institution protocol and diverse communities/populations. 4. design an effective massage protocol in a hospital setting with consideration for the following. common pathology and contraindications patient interview and treatment plan precautions adaptations in environment (body mechanics, music, space, lighting)

I. Educational Objectives I. Perform appropriate massage techniques for comfort care on diverse patient populations. II. Obtain information from patient's charts and record documentation of session. III. Interact comfortably with hospital staff. IV. Describe common medical devices and procedures. V. Apply appropriate massage pressure, avoid applicable site restrictions, and use appropriate positioning for patients according to their specific medical condition. VI. Describe appropriate boundaries for both therapist ‑ patient and therapist ‑ hospital staff interactions. VII. Apply appropriate infection control practices with all massage encounters in the hospital. VIII. Understand common medical conditions and symptoms and how they relate to the massage session. IX. Discuss hospital research involving massage therapy. X. Demonstrate correct body mechanics.

II. The Textbook “Massage for the Hospital Patient and Medically Frail Client” by Gayle MacDonald “This is an essential resource for learning massage in the acute care setting. As the need for massage in hospitals has grown, many massage therapists and massage students are developing their skills in this environment to broaden their practice and meet market demand.” “The text explores pressure adjustments, site restrictions, and positioning needs for hospital patients and medically frail clients. An easy-to-use conceptual format covers common medical devices and procedures, standard precautions, the relationship between pharmaceuticals and massage, charting, and collecting patient data. Illustrations demonstrate body mechanics, draping, room preparation, and more.”

II. Textbook Contents 1. The revival of hospital massage 2. Reviewing the research 3. Adapting to hospital culture 4. Infection control practices 5. Pressure, site, and position – a clinical framework 6. Common reasons for hospitalization or medical treatment 7. Common conditions and symptoms 8. Common medical devices and procedures 9. Medications 10. Referrals, orders, and intake 11. The massage session 12. Documentation Notice very limited on the “techniques” or “pathology”

III. Lesson Plans with teaching methods and learning activities 1. Didactic Portion At least a portion should take place at the hospital. Plenty of role playing Include roles for hospital staff that the students will interact with. Emphasis on communication, documentation, safety issues, emotional issues (i.e. reactions to serious illness and death) 2. Clinical Portion Well defined roles for both student and supervisor Include observation expectations Scheduling Who is the supervisor?

IV. Assessment Tools and Methods  Journaling  Technical component  Emotional component  Observation rubric  Group presentation / Case Report  Evidence Informed Practice assignments