Dr. H. Fred Helmholz Education Lecture Series

1. Enhancing the Science and Practice of Respiratory Care Through Academic Progression and Life-long Learning Toni L. Rodriguez Ed.D, RRT FAARC2007-08 President of the AARCProgram Director Respiratory Care Gateway Community College, Phoenix AZ

2. Dr. H. Fred Helmholz Education Lecture Series

3. Conflict of Interest I have no real or perceived conflict of interest that relates to this presentation. Any use of brand names is not in any way meant to be an endorsement of a specific product, but to merely illustrate a point of emphasis.

4. Objectives Learning objectives for this presentation: • Objective 1 What defines a profession? • Objective 2 Link lifelong learning to professional development • Objective 3 Benefits of the AARC Leadership institute • Objective 4 Personal responsibility in professional advancement

5. What Makes a Profession?

6. Profession Work experiences range on a continuum from occupations to full fledged professions.

8. Profession • Placement on the continuum is determined by an occupation's degree of adherence to six basic features: autonomy commitment collegiality extensive education service orientation special skills and knowledge (Dean,1979)

9. Profession • How does one move from amateur to professional? • The professional role is more than what one does; it is what one is! • Formal education • Socialization

10. Respiratory Care Profession • What value is the profession of respiratory care to the health care team and society in general? • Competence in a specialized body of knowledge and skill.

11. Professional Competence • National Association for Medical Direction statement: “ The hours of education and curriculum required for credentialing of a RCP should be the standard for all non-physician providers of respiratory care services”

12. Professional Competence • 1994 report by Indiana University comparing respiratory and nursing curriculum. • Less than 2% of curriculum devoted to respiratory therapy proceedures • Lewin Group, 1997 • Use of RCP’s is cost-efficient for services within their specialty area

13. Professional Competence • Dr. James Stoller, 1998 • RCP’s excel over nurses and physicians in performing routine respiratory procedures. • Protocol based respiratory care reduce misallocation of in-hospital respiratory care.

14. Professional Competence • The Muse Study, 1999 • Medicare beneficiaries treated by RCP’s had better outcomes and lower costs than those not treated by RCP’s.

15. PURPOSE • So why respiratory therapy? To fulfill a need for: 1. Advanced therapeutic knowledge of the physiology and pathology of respiratory disease 2. Implementation and operation of complex medical equipment 3. Monitoring critically ill patients and the highly complex medical equipment around the clock.

16. PURPOSE • Purpose: Called to provide patient advocacy in the area of maintaining and restoring normal function of the respiratory system.

17. Respiratory Therapists are the primary health care professionals with the education and training to facilitate patient care in the areas of oxygenation, ventilationand bronchial hygiene.

18. Drivers of Professional Growth

19. You are living in the period of time that will produce more change for humanity than any previous era in history. It is a time of extraordinary importance that will fundamentally reshape almost every aspect of your life during the next two decades. Wholesale change is taking place in almost every segment of your reality-and the pace will only increase in the coming years. John Peterson, The Road to 2015

20. External Drivers • External Factors: • Changing demographics • Environmental issues • Socioeconomic factors • New and re-emerging infections • New Healthcare Reform Legislation • CMS Mandates

21. Internal Drivers • Internal factors - paradigm shifts in health care: • Evidence based medicine replaces traditional medicine • Consumer driven, patient centered healthcare • Prevention of disease with emphasis on healthy aging

22. Internal Drivers • Internal factors - paradigm shifts in health care: • Greater emphasis placed data related to the quality of care provided. • Cross-training of non-physician healthcare workers • Shifts in reimbursement mechanisms inevitable.

23. Internal Drivers In Change There is Opportunity! “It’s not the strongest species that survive, nor the most intelligent, but the ones most responsive to change.” Charles Darwin

24. BUT ONLY IF YOU ARE WILLING AND PREPARED TO TAKE ADVANTAGE OF YOUR OPPORTUNITIES! Sony engineers came up with the equivalent of the iPod long before Apple but internal culture focused on next generation of CD player Kodak engineers invented the digital camera but saw it as a threat to their film culture.

25. Predicted Changes in Health Care Acute care facilities more integrated while outpatient facilities become focal of growth New models of health-care delivery Increased emphasis on coordination of care throughout system Continued Advances in Medical Technology Evidence Based Medicine becomes the norm Electronic Medical Records Fewer Primary Physicians Disease prevention Disease management

26. CURRENT PRACTICE CONTINUING EDUCATION FUTURE PRACTICE

27. Lifelong Learning • Definition Lifelong learning is equipping yourself to deal with the new normal while maintaining your core values. Toni Rodriguez

28. Continuing Education • Prepares practitioners to function in the ever changing healthcare environment and to contribute to the further advancement of the profession. • Provides a forum for the profession to examine its problems and identify appropriate solutions. • Offers a setting in which the professional culture can be modified and developed.

29. It is not enough to anticipate our future role, competencies and skills. If our profession is unable to transition from where we are today to where we need to be tomorrow, we will fail. Some Points to Ponder: Sam P. Giordano Respiratory care May 2011 Vol 56 No 5

30. Fostering a Culture of LEADERSHIP and Lifelong learning

31. AARC Leadership Institute: Fostering a culture of leadership.

32. Leadership is Everyone’s Responsibility

33. Leadership: . . . is not a position . . . is not about power . . . is not about following someone . . . is not about causing fear . . . is not about giving orders

34. “Leadership is influence - nothing more, nothing less." John Maxwell, 21 Irrefutable Laws of Leadership

35. Leader 360° Leadership Attributes x 360° Achievement

36. If you don’t think of yourself as a leader, then you’re limited in your thinking. Leading is the way we help move people into action, including ourselves. The question is not whether you are a leader, but how WELL you lead. Bruce D. Schneider, Energy Leadership

37. Three essentials necessary to the success and longevity a profession: Education: Links theory to practice in new and veteran practitioners. Management:: Facilitate fiscally responsible patient care that maximizes human and material resources to the betterment for the healthcare organization and staff. Research: The interpretation and derivation of the evidence that supports the efficacy and safety of the therapy we apply.

38. AARC Leadership Institute Respiratory Care clinical experts may not possess the foundation knowledge to move into different positions in management education and/or research. Promotion based upon excellent clinical skills does not necessarily translate into success outside of that role without foundation knowledge or skills. Provides real-world education for RT’s with the desire to provide a foundation for career growth.

39. Education Curriculum Competencies Principles & Methods of Respiratory Therapy Adult Education Developing Respiratory Therapy Courses and Evaluation of Learning Clinical Instruction Techniques for Students and Employees Classroom and Laboratory Instruction Techniques Educational Technology Continuing Education

40. Management Curriculum Competencies • Health Care Infrastructure and Economics • Leadership and Your Organization • Leadership and Teambuilding • Integrated Business Topics for Managers • Law and Ethics: Practice and Application • Managing Human Capital • Finance and Budgeting for Departments • Data Driven Performance Improvement

41. Research Curriculum Competencies Ethics The scientific method Basic measurement theory Identification of research topics Review of the literature Basic research designs Steps in implementing a study Basic statistical concepts Publicizing study results

42. AARC Leadership Institute Benefits of the Leadership Institute: • Mentoring: • Online classes that one completes at their own pace. • Backed up by specific communities on AARC Connect with faculty serving as mentors • Contact with Module authors/subject experts • Contact with peers interested in the same topic • Participants can ask questions, engage in discussions, debate important topics in an online discussion board • Build networks for future

43. Institute Faculty • Institute Chairman:Toni Rodriguez, EdD, RRT, FAARC • Track Chairs: • Rob Chatburn, MHHS, RRT-NPS, FAARC (Research Chair) • Rick Ford, BS, RRT, FAARC (Management Chair) • Linda Van Scoder, EdD, RRT, FAARC (EducationChair)

44. Institute Faculty • Management Faculty: • Cheryl A Hoerr, MBA, RRT, FAARC • Garry Kauffman MPA, RRT, FAARC • John Sabo MS, RRT, RN, FAARC • John Salyer MBA, RRT-NPS, FAARC • Shawna L. Strickland, PhD, RRT-NPS, FAARC • Education Faculty: • Christine A. Hamilton DHSc, RRT, AE-C • Diane R. OldfatherMHEd, RRT • Toni Rodriguez, EdD, RRT, FAARC • Shawna L. Strickland, PhD, RRT-NPS, FAARC • Sarah M Varekojis PhD, RRT • Research Faculty: • Robert L. Chatburn, MHHS, RRT-NPS, FAARC

45. Benefits of the Leadership Institute • Format Presented as: • Web-based course • As PDF documents available for downloading • ePub download for your electronic reader • Complete at individual pace at time and location best for you • Course materials, supplemental readings, activities, quizzes

46. Benefits of the Leadership Institute • End of course: • CEUs • Certificate of completion

47. Walking the Walk of Change

48. Culture The sum total of the learned behavior of a group of people ..... and is transmitted from generation to generation The collective programming of the mind that distinguishes the members of one group or category of people from another.

49. Culture Culture is never rigid or stagnant but is constantly being shaped.

50. Culture Key Question: Should the culture of our profession be shaped deliberately or accidentally by the forces of the changing healthcare environment?