1. Health Careers Core Curriculum El Centro College Dallas, Texas Presented by: Sondra Flemming, MSN

2. Core Curriculum Objectives Define Core Curriculum and provide a brief history Outline recommended Core Curriculum content Review El Centro College’s Core Curriculum content

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. Core Curriculum History 1972 – Allied Health Professions Personnel Training Act (AHPPTA) 1991 – Pew Commission 1994 – Allied Health 2005 Symposium 1995 – Pew Commission recommendation of core curriculum 1998 – ECC begins Core 2003 – Health Professions Education, A Bridge to Quality (IOM)

5. Bridge to Quality Core Competencies –Patient Centered Care –Interdisciplinary teams –Evidenced based practice –Quality improvement –Utilize informatics

6. 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 Saftey/Aseptic Techniques HPRS 1204 – Basic Skills I HPRS 2210 – Basic Skills II Common Elements in Allied Health/ Core Curriculum

7. Benefits and Barriers Streamlined educational processes Improved college finances Enhanced articulation Promotion of interdisciplinary training Supports career pathways Removes professional silos and encourages the development of team- coordinated healthcare. Turf issues (faculty) Increased professional curricula requirements No perceived curricular integration Inability to find consensus on what core should be Different academic schedules Administrative roadblocks Threat to professional identity

8. HPRS Career Pathways Core Career Core Career Career HPRS 1204Nurse AideHPRS 2210EKG TechTelemetry Tech HPRS 1202Community Health Worker HPRS 2300Pharm Tech Review Work as Pharm Tech Central Supply TechnicianSurgical Technology Nurse AideLVN/AD Nursing LMRTRadiologic Technologist Phlebotomy TechMedical Lab Tech

9. Allied Health Career Pathways Allied Health ProgramsCE Course Advanced Course or Program Medical AssistingLimited Radiographer Advanced Medical Office LVN AD Nursing Assoc. Degree Allied Health Programs Surgical Technologist AD Nursing Bridge Perioperative Nurse Associate Degree Allied Health Programs Advanced Imaging Certificates Medic/Paramedic AD Nursing Bridge

10. Questions For more information please contact: Sondra Flemming sflemming@dcccd.edu

11. 11 TIES Earn and Learn Conference – 2011 Competency-Based Pathways in Health Career Programs: Opportunities and Challenges Health Careers Collaborative of Greater Cincinnati

12. 12 HCC Guiding Principles: 1)Job creation & advancement for low income adults that meet employer needs 2)Mapping career pathways within sectors which are important to region’s economic growth 3)Commitment to systemic & sustainable change within and across institutions

13. 13 Over 3,000 credentials since 2007: 1)200 + Associate Degree cohort students in Allied Health & Nursing. 2)HCC Associate degree grads average GPA = 3.25 3)27 Nursing Grads to date; first Allied Health grad in 2011; 98% continuing for Bachelor’s

14. 14 Pathway Advisors & Employer-based Job Coaches School At Work academic & career prep Pre-pathway assessments & readiness Key Train & Work Keys (Great Oaks & CBO’s) National Career Readiness Certificate & Profile Plus Assessment for “Fit” & “Talent” (Great Oaks, CSTCC, CBO’s) Pathway Expansion

15. 15 Career Literacy & Pathways to Employment Comprehensive system of intake, assessment, guidance and planning prior to formal academic work Innovative remediation and readiness supports Completion Advisors, Job Coaches, Retention Specialists Employer Engagement & Job Placement

16. Formal entry into Pathway: Acceptance into HPA certificate program or cohort, or having completed a minimum of 12 hours remediation/GED practice in preparation for acceptance 1. Get Ready for Work Entry Point Assessment and Referral Access Work Supports Remediation/GED 2. Secure Job Skills HPA: Complete Training for HUC, STNA, PCA Complete Certification or Degree at Cinti. State, or Miami U. Middletown Regional 3. Obtain Job at Living Wage with Benefits Hired by HCCGC or other Health Care employer Hired for Frontline Position by HCCGC employer Advanced by HCCGC Employer to Appropriate employment Potential HCCGC Participant: Unemployed Underemployed Frontline Worker Self-Selected Referral from Another CBO CBOs Educational Institutions Employers: (where appropriate) Background check NCRC+ Remedial Tutoring/SAW KeyTrain ABLE/GED WorkKeys Job Readiness Coaching Building a Foundation OH Benefit Bank Gap Funding Referral *Data entry into G*Stars Entering the Health Careers Pathway

18. 18 Employer –Led Industry Responsive Employers lead the Collaborative as Chair of the Steering Committee Employers and Gr. Cincinnati Health Council define current workforce needs All partners sign MOU to signify commitment to founding principles and goals Collaboration not competition in training & hiring Policy & process accommodations re: tuition, assessments, academic readiness

19. 19 Key Lessons /Best Practices Return on Investment Study Career Literacy = Personal Assessment & Career Plan (School at Work, NCRC, Key Train) Accelerated credential completion = Credit for Prior Learning Stackable Credentials = Incremental Career Progress Retention = Academic & Job Coaching Employer-based Retention Specialists, Pathway Advisors Barrier mitigation & supportive services

20. 20 TriHealth: The Business Case for HCC Supports TriHealth Mission Strategic goal of “Employer of Choice” and “Diversity” Focus on our critical pipeline needs Met internal gap of entry level workforce development

21. 21 Benefits: Employer Perspective Program Return on Investment Stewardship of our tuition budget Overall 15% ROI (tuition plus turnover, re-training, productivity costs) Enhancement of existing educational partnerships Dynamic support of current and projected workforce needs Recognition vehicle for high performers seeking career pathway opportunities Supports a culture of employee engagement

22. 22 Benefits: Employee Perspective Significant barrier mitigation with pre-paid tuition Success enhanced by cohort experience Job Coach support Progressive pathways support flexible entrypoints CBO access to support programs and linkages to available community resources

23. 23 Employer Key Lessons / Best Practices Consistency in support structures Eligibility and selection criteria Management of tuition prepayment Job coach support Internal partnership between HR and Training = success Partners benefit from sharing individual best practices (School at Work) Opportunity to research and implement best practices into our community (ACT NCRC and WorkKeys) Charge ahead despite economic downturn It’s a Win Win

24. 24 Next Steps For HCC, collaboration has been imperative to progress thus far, and will remain a foundational element to future success in the development of the region’s health care workforce.

25. 25 HCC Contacts Dr. Lawra Baumann, Executive Director lawra.baumann@cincinnatistate.edu Dr. Marianne Krismer, Dean – Health and Public Safety, Cincinnati State Marianne.krismer@cincinnatistate.edu Darla Olson, Employment Director, Tri- Health Darla_Olson@trihealth.com HCC Website: www.hccgc.org