In the Nick of Time: Objectives

1. In the Nick of Time: Serving the Health Care Industry Through Education and PartnershipsHeather M. Stephen MSN, ARNP-BC, RN Dean Allied Health and NursingLeslie Lenhoff MA IBEST-Faculty Allied Health

2. In the Nick of Time: Objectives • Define the untapped labor market • Describe the shortage in the health care sector • Define strategies for success • Describe the partnership between education and industry • Provide examples of programs which are successful • Identify the outcomes of the example program designs

3. Degree of Demand • State wide vacancies for health care personnel 6,548 and 1,658 for support personnel as of 2003(Health Care Personnel Shortage Taskforce, 2004) • Between 2002-2007 we needed 1,980 RN and 140 more medical and clinical lab personnel (“Progress 2004”Health Care Personnel Shortage Taskforce, 2004) • Recruiting staff reported by hospitals in 2003-04 as very difficult included 41% for medical lab techs,69% rad techs, 38% respiratory techs, and 23% surg techs (Washington State Hospitals: Results of 2003-04 Workforce Survey) • Vacancies currently for RNs in the state are at 5,000 and are projected to increase to 30,000 by 2020 (Washington Center for Nursing, 2007)

4. Keys to Partnership Success: Motivation of the Employer • Collaborative approach by both education and industry to think “ out of the box” • Passion to “grow your own” • Willingness of industry partner to look for creative financial support for employee learners • Development of flexible work hours and/or access to clinical experiences for learners • Ensure career ladder is in place with industry partner

5. Where is the untapped labor pool? • incumbent workers (patient transportation, house keeping, parking attendants, etc.) • Non-native speakers currently enrolled in English as a Second Language Classes • Youth both in high school and out of high school

6. Creating the partnership: RTC and Health Care Organizations Together • Diversifying the workforce (4% nurses of colournation wide) • High demand fields (nursing, surgical technologist, phlebotomy, etc.) • Bringing ESL students at lower levels: giving contextual learning and language with internship for future job placement (Casas high level 3 or higher) • Contract or grant training with incumbent workers already employed by the healthcare sector • Employers willing to support and encourage a diverse workforce • Integration between native and non-native speakers

7. Innovations in Teaching at RTC • Creating a Learning Community • IBEST=Integrated Basic Skills Education Training • Contextualized learning=real life examples • Reading Apprenticeship=helps students improve their reading comprehension • Student success strategies

8. A shift away from. . . this. . . to. . . this. . . INNOVATION

9. Building the Learning Community: • Establish a positive class dynamic between Students-CI-ESLI • Encouragement & Guidance • “IBEST Identity” as a valued way of being • CI-ESLI Team Teaching • Rapport-importance of a good match • Collaboration • Using team teaching to address issues

10. Integrated Basic Educational Skills Training (I-BEST) Programs • Program Design joins ESL instruction+ basic education (ESLI) with a Professional Technical Program Content Instructor (CI) • Focuses on the student’s chosen line of study • Developed by Washington’s State Board for Community & Technical Colleges in 2004 • Renton Technical College (RTC) utilizes I-BEST • Pre-Nursing, Nursing Assistant, Central Service Technician, Surgical Technologist, Phlebotomy, Computer Science, Early Childhood Education and a number of grants with Healthcare Employers • RTC started I-BEST as part of their nursing ladder program in 2004 first of program of this kind in the country • Who does RTC serve: high ESL student populations in Washington State: 62% ESL, 47% people of color, 20% male (Renton Technical College, 2011) • Employers partnerships include: Swedish Medical Center, Valley Medical Center, Highline Medical Center, Group Health Cooperative, SEIU NW 1199 Training Fund

11. Best Practices: ESLI Role • “Lead student” across educational process with CI • Translating content and “playing the chorus” to CI • Clarifying understanding & communication; being willing to interrupt if needed • Checking comprehension particularly at “mission critical” moments • Follow-up with struggling students • Being responsive to developing needs in the integrated classroom • Being counselor/mentor/encourager for the whole class, not just ESL students • Process coach for students

12. IBEST CLASSROOMS = • INNOVATION • FLEXIBILITY • CONTEXTUALIZED LEARNING • STUDENT SUCCESS STRATEGIES

13. IBEST’s “Rule of 2s” By using the Two-Instructor Model • “Do what we say. . .and what we do” • 2 Instructors’ minds • 2 Instructors’ eyes • 2 Instructors’ ears • 2 Instructors’ hands • 2 Instructors’ hearts INNOVATION

14. CONTEXTUALIZEDLEARNING IBESTclassrooms utilize. . .

15. IBEST classrooms favor contextualizedlearning over rote memorization • When students need to learn specific material, such as vocabulary related to content • Encourage them to explore using the words/concepts creatively in a brand new context

16. “Beyond the Textbook” Thinking CONTEXTUALIZED LEARNING

17. Example of “Beyond the text book” thinking model CONTEXTUALIZED LEARNING

18. STUDENT SUCCESSSTRATEGIES IBESTclassrooms Focus on. . .

19. Student Success Strategies: Increasing students’ self-awareness • Several individual follow up meetings with both instructors to gauge goals • Powerful feedback • Highly individualized • “People” not “numbers • Highlights relationship between “content” and “basic skills”

20. Increasing students’ self-awareness • Students write a self-assessment and goal-setting plan during 1st week of program • “Exit” meeting at end of program or quarter • Focus is on the “journey” and “process” of achievement

21. STUDENT SUCCESS STRATEGIESConcretize Boundaries • Classroom Normatives • Rules created by, voted upon, and followed by all students during first days of program • Any breach of the classroom normatives needs to be dealt with swiftly and judiciously

22. Concretize Boundaries • Create a classroom environment that is commensurate with the industry-specific workplace • Classroom is like the “work place” • Follow industry standards • Profession-based standards & ethics • Disciplinary Regulations

23. Reading Apprenticeship Routines • Create a safe environment for students to explore collaborative learning • Pairs and/or small group work • Collaboration and mentoring • Tools to increase comprehension • Capture information in different ways Student “buy in” & Accountability INNOVATION

24. Outcomes that can be accomplished: : Youth Programs • Number enrolled: 25 • Number completing health care career preparation and/or work-based learning activities: 23 • Number completing CNA course and earning licensure: 18 http://www.rtc.edu/Programs/TrainingPrograms/NurseAssistant/CareerPathway.aspx • Number who graduate from high school: 25 • Complete Prerequisites by : 16 • 2 graduated Nursing- moving on to BSN http://www.rtc.edu/Programs/TrainingPrograms/ADRN/CareerPathway.aspx • 1 Medical Assistant One graduated from the Ophthalmic Assistant program making $18.00/hr

25. Sample:ESL Pathway for IBEST-Nursing Quarter 1 ESL Allied Health for Success Speech for ESL Biology with ESL* Language Lab Math for Health Sciences  Quarter 2 ESL Microbiology with ESL* Math Language Lab Medical Terminology Internship Quarter 3 ESL Nursing Assistant with ESL Support

26. Outcomes of Integrated training • “[Since] I started the I-BEST program, I have gained so much. I learned so many things in a short time of period that is helpful toward my career. I have never been this focused and active toward my reading, writing and speaking… I feel fortunate to be a part of this pprogram.”

27. Language Gains in three quarters • Students in both Cohorts 1 and 2 showed language gains throughout the program. • With the exception of Cohort 2’s CASAS Listening scores, students demonstrated significant language gains through the I-BEST LPN program. • CASAS Scores

28. GPA in LPN Program

29. Outcomes of Incumbent Employees Success • Two CNA cohorts 26 out 33 completions • All incumbent employees working as CNAs with wage increase of $4.57/hour • Medical Assistant 15 out of 18 completion • All moved into Medical Assistant positions with wage increase of $5.87/hour • All certificates and degree classes are transferable to other programs or colleges

30. Conclusions • Using a variety of learning activities to enrich/apply/supplement class materials • Providing clear, concrete assignment instructions • Using stories to illustrate principles • Emphasizing core concepts: • Example: A principle of physiology • “a living cell of any kind, whether it’s a bacterium, tree cell, blood cell…..there are only three things that any cell can ever do: build things up, break things down or move things. So I tell them, ‘Cells make it, break it, or haul it’.” • http://www.youtube.com/watch?v=5y7uYx79yrs

31. Presenter Contact Information: Heather M. Stephen-Selby Dean Allied Health and Nursing Hstephen-selby@RTC.edu (425)2235-2352 (5552) Leslie Lehnhoff LLehnhoff@RTC.edu (425) 235-2299

32. QUESTIONS?