Initiatives to Enhance the Education of the Healthcare Workforce of Tomorrow Carole A. Stacy, RN, MA, MSN Director, Michigan Center for Nursing Michigan Health Council

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

The Demand Healthcare as the largest industry in 2004, provided 13.5 million jobs 8 out of 20 occupations projected to grow the fastest are in healthcare More new jobs-19% or 3.6 million created between 2004 and 2014 will be in healthcare, more than any other industry US Bureau of Labor Statistics

The Demand Bureau of Labor Statistics-AHA Requested Healthcare Employment vs. Employment in Other Industries (in thousands) ,000 1,500 2,000 2,500 3,000 3,500 4,000 4,500 Full-service restaurants General medical & surgical hospitals Limited- service eating places Employment services Grocery stores Offices of physicians Building equipment contractors Department stores In Thousands

The Demand Vacancy rates for selected hospital personnel 2004 AHA Survey of Hospital Leaders

The Demand Percent of hospitals reporting recruitment difficulty 2004 Survey of Hospital Leaders

The Supply US Census Bureau US Population Increase by Decade

The Supply High School Enrollment by The Supply Cluster: Agriculture Ed 768,396 Hospitality & Tourism 237,951 Arch & Const 597,146 Human Services 1,129,846 Auto & Tech 467,888 Info Tech 862,145 Bus & Mgmt1,516,333 Law & Safety 94,725 Ed & Training 231,599 Manufacturing 325,364 Finance Services 117,724 Marketing 359,602 Gov & Pub Ad 43,518 Engineering 547,353 Health Sciences 361,259 Transportation 353,463 Total Enrollment 8,014,320 US Department of Education

The Supply Projected Public High School Enrollments for Grades 9-12: Grade , , , , , , , , ,7443,8393,8613,8423,8144,1983,7403, ,3213,4003,4873,5073,4893,7793,4323, ,0293,0903,1643,2453,2633,2473,2233,074 National Center for Education Statistics- Numbers in Thousands

The Program Build a nationally recognized and endorsed, sequenced secondary program of study with an emphasis on the health sciences that will: Introduce students to healthcare systems, practices and procedures Enhance the content of academic courses Involve students in challenging programs of study through problem-based integrated projects Health Science and Biomedical Program of Study

Program of Study What we’ve learned: A consistent advantage (is) experienced by students completing rigorous high school curriculum Variables to successful college completion include; family background, access to rigorous curriculum, socioeconomic status, parent’s education attainment, race/ethnicity & economic status of HS student body Taken together, the results suggest that completing a rigorous curriculum may help students overcome (variables noted) NCES Statistical Analysis Report

Goals of the Health Science and Biomedical Program of Study Goals of the overall curriculum development effort: To prepare high school students for success in further education and careers Increase the numbers of students who are interested and well prepared to succeed in health science and biomedical careers Increase the diversity of the professional and technical health science and biomedical workforce

Components of the Health Science and Biomedical Program of Study Integrated, interdisciplinary curriculum units for all secondary core academic courses Work-based learning experiences linked to academic and health sciences courses A health science sequence of courses Elective advanced academic and health science career specialization courses related to specific career pathway interests

Interdisciplinary, Integrated, Problem-based Learning Design A form of contextualized learning Enhances student engagement Supports diverse learning styles Develops key skills for success in postsecondary education and employment Incorporates work-based learning strategies

HPN’s Role Content experts for the classroom Clinical visitations for teachers and students Audience and evaluator for culminating activities Resources to implement the unit

ACE (Alliance for Clinical Education) Systems Clinical Passport (ACE-PASS) & Clinical Placement (ACE-PLACE) Michigan Health Council Michigan Center for Health Professions Michigan Center for Nursing Carole Stacy

ACE- PASS (Clinical Passport System) This system will provide a student with a passport indicating that they have passed certain requirements prior to the start of their clinical rotation. ACE- PASS will be good for one year (either academic or calendar). ACE- PASS will be accepted for all clinical training sites to meet their requirements for training.

ACE- PASS Initially the Passport will include certification for: HIPPA OSHA (Safety) Standard precautions (blood borne pathogens) Modules will be added in the future based on the needs of the provider and educational institutions and the students. Some additions which have been discussed are: Criminal background checks TB compliance Sexual harassment Right to know National Patient Safety Goals Cultural competency Medication or Math test.

ACE- PASS Start up of ACE-PASS, along with ACE-PLACE, has been initially funded by the Six SE Michigan Health Systems and funds obtained through Federal DSH. On an ongoing basis, ACE-PASS will be funded by a student fee of $50 per year for each student having a clinical rotation in that year. Each participating university/college and provider will have an annual participation fee of $1,000 or $2,000, depending on the size of clinical rotation program(s). Any revenues in excess of expenses for this program will be used to support other initiatives to increase or enhance the healthcare workforce in the state of Michigan.

ACE- PLACE (Clinical Placement System) This system will provide SE Michigan healthcare systems and educational institutions an automated clinical placement system which will serve as a clearing house for all clinical placements for students.

ACE- PLACE The goals of this system will be to: Increase utilization of clinical sites by having available information about all unused rotational slots; Increase number of clinical training sites and slots; Create a master schedule for clinical experiences; Create one point of contact for clinical rotation sites and slots; Contain scheduling conflicts/overlaps; Save significant hours of scheduling time and paperwork for both educational institutions and employers.

ACE- PLACE ACE- PLACE will be operated by the Michigan Health Council on behalf of the providers and educational institutions throughout Michigan. ACE-PLACE will utilize the “Oregon Student Maxx” platform which is being used by 9 states. Oregon has been using this system for 4 years and has experienced a 35% increase in clinical capacity; Tennessee has been operational for only one year and has already experienced a 28% increase in clinical sites and 21% increase in capacity.

ACE- PLACE On an ongoing basis, ACE-PLACE will be funded by an annual participation fee for each participating university/college and provider which will range from $2,000 to $5,000 per year depending on the number of program(s) and size of program(s) at each school or institution. Any revenues in excess of expenses for this program will be used to support other initiatives which increases the healthcare workforce in the state of Michigan.