Health Professions Training: Registered Respiratory Therapist Scholar Program The California Hospital Association February 4, 2011

Presentation Overview Background –Barlow Respiratory Hospital Registered Respiratory Therapist Scholar Program –Overview –Components/Objectives/Process –Outcomes –Sample Participant Survey Results –Pictures Contact Us 1

Barlow Respiratory Hospital (BRH) 3

BRH Quick Facts Founded in 1902, originating as a tuberculosis sanatorium Currently a long-term, acute care hospital (LTACH) 105 beds total, servicing approximately 750 patients/year, across three facilities (Los Angeles, Van Nuys, Whittier) Goal is to improve the quality of life for patients with respiratory and other diseases, requiring prolonged acute hospitalization or specialized treatment 4

Health Workforce Development at BRH Health Workforce Pipeline –Clinical Care Extender Internship –Health Professions Training Registered Respiratory Therapy (RRT) Scholar Program Nurse Scholar Program –Mentoring & Professional Development Preceptor Training New Graduate/New Hire Residency Training 5

Health Professions Training: Registered Respiratory Therapist Scholar Program 6

Overview The RRT Scholar Program sought to: –Recruit and retain a highly skilled and culturally diverse respiratory therapy workforce –Bridge the gap in knowledge and training from school and professional practice for respiratory therapists –Develop a partnership between BRH and the respiratory therapy program at East Los Angeles College/Santa Monica College –Support new graduate RTs transition into the profession –Build teamwork and communication between RTs and registered nurses (RNs) in order for them effectively work alongside one another to provide quality patient care 7

Components/Objectives/Processes ComponentObjectiveProcesses Scholarship Encourage RT students to focus on their studies while preparing them for employment at BRH upon licensure Provide $5,000 scholarships to RT students entering their last year of training Networking/ Mentorship Allow RT students to receive direct one-on-one guidance from an experienced RT staff as they complete their education, examinations, and transition into the workplace Provide RT students the opportunity to network with key executives and directors at BRH Identify RT staff at BRH to serve as mentors to RT students Pair RT staff mentor with RT student Facilitate mentor/mentee interaction Conduct regularly scheduled luncheons Clinical Rotations Expose RT students to the BRH work environment Allow RT students to gain familiarity in working with BRH patients alongside the patient-care team Evaluate competencies of RT students post rotation Work with ELAC/SMC to use BRH as a clinical site for one of RT students rotations Assign RT student to shadow Respiratory Care Practitioner at BRH Train and educate RT students in: Mechanical Ventilation Invasive Procedures Special Procedures Patient Care Assessments 8

Components/Objectives/Processes Component ObjectiveProcesses Preparation for Licensure Examinations Provide RT students with the mentoring needed to pass their Certified Respiratory Therapy (CRT) examination Provide RT students with the resources needed to pass their Registered Respiratory Therapy (RRT) licensure examination Provide mentoring to RT students to pass CRT and RRT exam Provide RT students with Lindsey- Jones or Kettering National Seminars RRT preparation material Mentoring & Professional Development Program (MAP) To create a welcoming, enriching and supportive educational environment for new-grads and new-hires To facilitate the smoothest transition possible from school to professional practice at BRH Provide the clinical and cultural competency needed to meet the treatments of each individual patient Identify experienced RT staff to serve as preceptors for new-grad RTs for three months Educate and train preceptors to work with new-grad/new-hire RTs Provide essential hands-on training and case management for each new RT until they are fully prepared to begin working independently at BRH Administer skills implementation post- graduate evaluation three months after RTs graduate from the MAP program 9

Outcomes 10 Performance MeasuresOutcomes Measure 1: Participants complete their coursework and pass their Certified Respiratory Therapy (CRT) exam and receive their respiratory therapy degree A total of 4 participants were selected to participate as RRT Scholars Cohort 1: 2 in Fall 2009 Cohort 2: 2 in Fall 2010 Cohort 1 RRT Scholars passed their CRT Exam and received their coursework degree in June 2010 Cohort 2 RRT Scholars are expected to pass their CRT Exam and receive their coursework degree in June 2011 Measure 2: Participants RRT licensing examination pass rate Cohort 1 RRT Scholars passed their RRT Exam by August 2010, within 2 months of graduation Cohort 2 RRT Scholars are expected to pass their RRT Exam within 6 months of their graduation in June 2011

Outcomes (Cont.) 11 Performance MeasuresOutcomes Measure 3: Participants satisfaction with overall program Cohort 1 RRT Scholars marked 5 on a scale from 1-Poor to 5-Excellent when asked what their overall satisfaction with the program was at their completion of the program Measure 4: Participants competency to work as a licensed RRT at BRH Cohort 1 RRT Scholars successfully began employment as full-time Respiratory Care Practitioners at BRH in September 2010 Cohort 1 RRT Scholars completed the MAP 12 week residency training during their first three months of hire and were assessed on their ability to perform independently on 46 different categories of their Competency Based Orientation Evaluation. They received the following: 30 Days: 49% 60 Days: 78% 90 Days: 99%

Sample Participant Survey Results 12

Sample Participant Survey Results (Cont.) 13

Sample Participant Survey Results (Cont.) 14

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Contact Us Oswaldo Ruiz, MHA, RRT Director of Respiratory Care Services Barlow Respiratory Hospital x3346 Elyse Tang Manager, Health Workforce Solutions x