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Accelerated Health Care Education Programs: Fast Track Education Models

Accelerated Health Care Education Programs: Fast Track Education Models. Health Care Horizen Meeting MiRSA Health Care Learning Institute June 6, 2006.

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Accelerated Health Care Education Programs: Fast Track Education Models

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  1. Accelerated Health Care EducationPrograms: Fast Track Education Models Health Care Horizen Meeting MiRSA Health Care Learning Institute June 6, 2006

  2. Jeanette Klemczak (Moderator)Chief Nurse ExecutiveMichigan Department of Community Health, Lansing, MichiganJulie A. Coon, RN, MSN, EdDDirector, School of NursingFerris State UniversityConnie Cronin, MSN RN CNAA BCChief Nursing OfficerHenry Ford HospitalDetroit, MichiganKatherine M. Bradley, PhD, RNAssociate Dean of NursingHenry Ford Community CollegeDearborn, Michigan Today’s Panel

  3. Accelerated Health Care Careers Initiative …AKA “The DSH Project”

  4. The “Perfect Storm” • unemployment • need for nurses and other healthcare workers • The “Perfect Solution” • - expedite educational programs • - increase number of well- prepared graduates • - maintain guality of graduates

  5. Michigan Department of Community Health and • Michigan Department of Labor and Economic Development • Regional Skills Alliances (with health care focus) • Michigan Publicly Funded Higher Education Colleges and Universities • Michigan Hospitals Partnerships

  6. Model A • Certified Nursing Assistant to Licensed Practical Nurse • (focus on long-term care workforce) • Model B • Accelerated Second Degree to Bachelors of Nursing and RN Project Models

  7. Project Models Cont… Model C Expanding the Nurse Faculty Workforce Model D Accelerated Allied Health Programs

  8. 2 fiscal years = $20 million • Includes 44% match from educational institution • Projects Funded • 24 partnerships across Michigan Funding

  9. 1200 new healthcare workers educated and employed • Educational programs accelerated ranging from 2 months to 1 year earlier completion • Approximately 300 new “Clinical Nurse Faculty” in hospitals (may train as many as 2,400 students per year) • New nursing school site that will educate 60 additional nurses every year into the future • New allied health care workers in pharmacy, phlebotomy, repiratory therapy, and EMT Selected Expected Outcomes

  10. Muskegon • Bill Drake, 36, a male LPN at Mercy from Newaygo County’s Bridgeton Township received his training while in the military nearly two decades ago. After marrying and having children, he no longer could afford to go back to school. He jumped at the chance to return to school and states, “They made it an opportunity that you couldn’t turn down.” • U of M Flint Faculty • “proof of success of this model is that I had 12 students failing at midterm. The tutor worked with the students and 10 of the 12 passed. The 2 who did not pass did not use the tutor. My (students’) final exam average was the highest it has ever been with the highest grades I have ever given.” Here’s What Students and Faculty are saying…

  11. The Institute for Clinical Instruction in Nursing Ferris State University and St. Mary’s Health Care

  12. Accelerated Health Care Training CNF Model Overview • Schools of Nursing are being asked to increase enrollment to address the shortage of nurses, but…. • SBON mandates a ratio of 1:10 in clinical setting and…. • Institutional resources are limited and often unable to provide additional full time faculty for nursing programs and…. • Qualified faculty are in short supply !

  13. New Model Advantages • Better utilization of Full Time (MSN or PhD) faculty in the classroom / laboratory settings • Provided clinically current faculty (BSN or MSN) as instructors – actually more positively regarded by students • Provided an opportunity for staff nurses to make an impact on the next generation of nurses. • Resulted in the development of a Clinical Instruction Workshop for RNs interested in Clinical Instruction, which became a state-wide model.

  14. Model, continued … • The Traditional Clinical Instruction Model utilizes predominately full time nursing faculty in both the classroom and clinical settings. • In 2003 FSU implemented a different model, utilizing only staff nurses as part time clinical instructors to support a one time additional nursing program cohort.

  15. Advantages, continued • The clinical experience was enhanced because the staff nurse / instructor was already comfortable with the clinical environment • Clinical agencies benefited because this actually served as an effective recruiting mechanism for graduates • Clinical faculty felt supported and connected to the University through a structured orientation and mentoring program. • FSU Nursing faculty had a new rewarding role as mentors and experts in clinical instruction

  16. FSU Institute for Clinical Instruction • Proposal Submission: • Proposals were submitted by both FSU and GVSU as a collaborative approach to address the nursing faculty shortage in West Michigan. • FSU proposal was to prepare a total 12 Clinical Nurse Faculty (CNF) over the course of two semesters: Winter 2006 & Fall 2006 • Grant funding allowed FSU to take its already successful model to a higher level of faculty preparation.

  17. FSU Institute for Clinical Instruction • Requirements of the CNF Participants: • Agree to serve as a Clinical Nurse Faculty (CNF) and teach a clinical section of students for one full semester for FSU • Enroll in and complete a graduate course: NURS 590 Clinical Nursing Instruction during the same semester (Tuition waived) • Agree to be mentored by an experienced clinical instructor during the semester

  18. FSU Institute for Clinical Instruction • FSU’s Role in the Grant Program: • Identify appropriate CNF participants: BSN or MSN prepared • Provide instruction for the NURS 590 Course • Provide & support a clinical coordinator to serve as the liaison / mentor for CNF participants each semester. • Develop a “Clinical Instructor” data base for West MI to be housed at the Alliance for Health, allowing access to all area nursing programs.

  19. FSU Institute for Clinical Instruction • Grant Funded Incentive Components • Pay each CNF participant $30/hour for clinical instruction • Pay each CNF participant a $500 stipend • upon completion of the NURS 590 course and the clinical instruction rotation • Pay the clinical coordinator’s salary for 12 months

  20. NURS 590 Course Objectives • Identifies and applies strategies to guide, support, facilitate, and encourage student learning in the clinical setting. • Applies essential knowledge, abilities, organization, and functions to assist students towards an effective clinical learning experience. 3. Utilizes effective strategies for evaluating outcomes and competence related to students’ clinical performance. • Analyzes issues related to clinical instruction and evaluation of a student’s clinical performance. 5. Develops an online learning community and network for sharing teaching and learning knowledge and experience related to the clinical setting.

  21. Challenges & Lessons Learned • Finding participants was difficult at first • Limiting participants after the word spread ! • Some RNs found the demands to be difficult when also working full time; one withdrew in the first semester. • Time commitment was a challenge for some, but it all worked out in the end. • Not everyone is a “natural” clinical instructor

  22. Benefits & Rewards • CNF preparation allowed FSU to elevate the level of expertise among some current clinical faculty • A cadre of now highly qualified clinical instructors has been provided for FSU and all of West MI • CNF report positive feelings about clinical teaching; want to be given more opportunities to teach students. • CNF report a renewed passion for nursing; a sense of giving back, leaving a legacy, etc.

  23. Benefits & Rewards • CNF (abbreviated) Comments: • Class molded well with the clinical instruction; • Seems as though the articles were chosen logically to take us through the steps, stages and progress throughout the semester • Readings seemed to fit what I was dealing with each week • The “big light” for me was the vast amount of time and energy it takes to be an instructor; not to mention the expertise needed for training the students in caring, maintaining non-judgmental fairness and juggling the dynamics of the clinical unit, staff and specialties on the unit! • Loved the all day Saturday seminar – I learned so much! • I enjoyed the class and the readings – very thought provoking

  24. Benefits, cont. • Comments, cont. • I was so worried (as a first time instructor) that I was going to “mess the students up”, but after reading and participating in the online discussions I was able to come up with lots of useful ideas and teaching tips. • It was nice to feel a part of the group; going at this adventure together • Liked being able to share my concerns and read the feedback. • Felt like I wasn’t the only person with fears and questions about instructing. • Thanks to everyone for your great insight and I hope we all keep in touch – we are great resources for each other.

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