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Health Careers Core Curriculum

Health Careers Core Curriculum. ANSI & Kaiser Permanente Center for Total Health. Workshop on Workforce Feb. 11-12, 2014. Content. Definition Literature review Aligning content and skills ECC Health Core Curriculum Strengths Challenges Continual assessment/revision Next steps.

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Health Careers Core Curriculum

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  1. Health Careers Core Curriculum ANSI & Kaiser Permanente Center for Total Health Workshop on Workforce Feb. 11-12, 2014

  2. Content • Definition • Literature review • Aligning content and skills • ECC Health Core Curriculum • Strengths • Challenges • Continual assessment/revision • Next steps

  3. Definition of Core Curriculum In 1995, the PEW Commission and the Bureau of Health Professions used the following to define a core curriculum: “A set of interdisciplinary courses, clinical training, and other educational exposures designed to provide allied health students at each level with the common knowledge, skills, and values necessary to perform effectively in the evolving health care workplace”. The core curriculum should not be confused with the ‘body of knowledge and skills’ that is common to a particular specialty field.

  4. Literature review • Healthy America: Practitioners for 2005 (PEW Health Professions Commission Oct. 1991) • Future Allied Health Competencies and Expectations • National Health Care Skills Standards • Health Professions Education, A Bridge to Quality IOM 2003

  5. Health Professions Education: A Bridge to Quality (IOM 2003) • Provide patient-centered Care • Work in interdisciplinary teams • Employ evidence-based practice • Apply quality improvement • Utilize informatics

  6. Aligning Content Medical terminology Pathophysiology Pharmacology Interdisciplinary teamwork Wellness/health promotion, disease management Evidence based practice Ethics and legal Health care industry: management, financial etc. Accountability/professionalism Customer Service Conflict resolution/stress management Therapeutic communication Patient centered care across the life span with patient teaching Patient safety/quality improvement Utilize informatics Cultural competence Community health (other settings) Critical thinking Continuous learning Service learning/community involvement Advocacy/access to care

  7. Aligning Skills Vital signs Patient assessment Communication HIPPA Universal precautions Medical asepsis Surgical asepsis Safety (fire etc.) Customer service Coding in the health care system Oxygen administration Body mechanics Sample collection/handling Patient interview Patient teaching Medical record/charting CPR (pre admission) Basic first aid/emergency procedures

  8. ECC Health Core Curriculum • Wellness and Health Promotion • Basic Health Professions Skills • Health Professions Skills II • Pathophysiology • General Health Professions Management • Pharmacology (on-line options)

  9. Common Elements in Allied Health/ Core Curriculum Pharmacology Pathophysiology Critical Thinking HPRS 2300 – Pharmacology HPRS 2001 – Pathophysiology Team Work Critical Thinking Health Promotion Patient Evaluation Career Planning/Management Health Systems and Economics HPRS 2231 – General Health Professional Management HPRS 1202 – Wellness & Health Promotion Informatics Teamwork Communication Critical Thinking Customer Service Medical Terminology Basic Skills (Vital Signs, EKG, Phlebotomy Patient and Healthcare Worker Safety/Aseptic Techniques HPRS 1204 – Basic Skills I HPRS 2210 – Basic Skills II

  10. *Elective

  11. Strengths of Core • Interdisciplinary approach • Student exposure to other health fields • Basic information with continuity/standardized • Educational efficiencies • Use of online system • Collaboration • Faculty exposure/retooled faculty • Improve college finances • Improve articulation • Remove professional silos/encourage team-coordinated health care approach • Time management • Competency in basic skills • Exploring if they are really want a health career • Articulation and career mobility • Recruitment tool • Promotes career pathways

  12. Challenges • Faculty tend to teach toward specialty • Threat to professional identity/turf issues • Credit hour limits/perceived integration of content/administrative roadblocks • Exit/entry points need more definition • Stringency of curriculum • Support systems: tutors, mentors • Critical thinking application • Different academic schedules • Consensus on what core includes

  13. Continuous assessment/revision • Content alignment and threads (mapping them throughout) • Including newest information/focus • Providing updates to all

  14. DOL Allied Health Competency Model

  15. Next Steps • Career pathways (CE to credit and back) • Multiple entry and exit points • Expansion of high school alignment • Updating skills sets • Community understanding/expansion

  16. Questions For more information please contact us at: LaCheeta McPherson, Ph.D. lmcpherson@dcccd.edu Sondra Flemming, MSN sflemming@dcccd.edu

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