Health Career Education in Two-Year Colleges - Challenges and Changes Presented by Carolyn O’Daniel, EdD Dean of Allied Health and Nursing Jefferson Community

Health Career Education in

Two-Year Colleges- Challenges and

ChangesPresented by

Carolyn O’Daniel, EdDDean of Allied Health and Nursing

Jefferson Community & Technical College

Louisville, Kentucky

carolyn.o’[email protected]

502-213-2212

Barbara Jones, EdDPresident

South Arkansas Community College

El Dorado, Arkansas

[email protected]

870-864-7107

ObjectivesBy the end of this presentation, participants

will: Recognize emerging challenges for

two-year health career educational programs.

Learn how some sister colleges are coping.

Identify promising strategies for addressingthose challenges.

American Association of Community CollegesAnnual Convention, April 9-12, 2011, New Orleans

Allied Health Education 97,206 students in various allied

health professions and fields graduated from colleges, universities, medical schools, proprietary schools and hospital based programs in 2002

58,068 of these students (63%) graduated from two-year colleges and schools


Democracy’s College/Educational Ellis Islands

59% of new nurses are from associate degree programs

63% of other health care workers are also prepared by community colleges.

84% of EMTs are prepared by community colleges.

Source: AACC


Allied Health Education inTwo-Year Colleges

Radiographer/Radiologic Technologists 48.5% graduated from community colleges

Respiratory Therapists 85% of Respiratory Therapists graduate from accredited

programs in two-year colleges

Paramedic, Emergency Medical Technicians 96% receive training and education in two-year colleges

Medical Assistants 88% of accredited Medical Assistants programs in two-

year colleges


Health Care WorkforceShortage Areas

Respiratory Therapy (14.2% vacancy rate)

Occupational Therapy (15.7% vacancy rate)

Physical Therapy (14.6% vacancy rate) Bernard Hodes Group Report, 2003

Clinical Laboratory Sciences (9.5% vacancy rate)

Imaging Sciences (Radiographers, Sonographers, Nuclear Medicine Technologists, Radiation Therapists) (<7.0 % vacancy rate)

ASRT survey, 2006


Challenges to Health Career Preparation at the Two-Year Level

Clinical Practice Site Availability

Clinical Placement Requirements

“Degree Creep” Access to Funding and

Other Resources


Crowding of Clinical Practice Sites

Unrestrained proliferation of programs and preferential placement of BS students can lead to:

Increasing competition for clinical placement sites,

Sub-optimal clinical exposure and practice for students, and

More student observation – less student experience.


Crowding of Clinical Practice Sites

Effects of crowding might be offset by: Evening, night and week-end

scheduling Alternative site development Human Patient Simulation


Clinical Placement Requirements

CPR Certification TB Testing Immunization Records Federal Criminal Background Checks Drug Screening

Physical Examinations


Health Professions that have increased degree requirements

Audiology (Doctorate) Occupational Therapy (Masters) Pharmacy (Doctorate) Physical Therapy (Masters/Doctorate) Physician Assistant (Baccalaureate) Pharmacy Technician (associate) Respiratory Therapy (associate) Surgical Technology (associate)


Health Professions considering increased degree requirements

Dental Hygiene Dietetics Nuclear Medicine Technology Nursing Respiratory Therapy Others


Impetus for Degree “Creep”

Increased educational and skill requirements of the profession

Increased access for patients Increased recognition of profession Increased salary Profession? Accreditation?


Adverse Effects of Escalating Degrees

Threaten research Cause faculty to “scramble” for degrees, as many

faculty members do not have doctoral degrees Cause a reduction in the number of new graduates

during time of workforce shortage cause only more wealthy to seek degrees because of

time and cost Create a need for more assistants and technicians Create a decline in job satisfaction and morale if

advanced skills and knowledge underutilized. ~ Siler, W. & Randolph, D. (2006). A clinical look at clinical doctorates. The Chronicle Review


Impact of Degree “Creep”

Workforce shortages exacerbated Lack of capacity in colleges in universities

(faculty, facilities, funds, clinical sites) Lack of credentialed faculty to deliver

instruction Decrease in workforce diversity as

inaccessible to minorities and economically disadvantaged

Increase in tuition Increase in time in college Access to health care limited in rural areas


Considerations to Degree “Creep”

Review data and evidence to support increased educational levels

Assess educational preparation and performance abilities an requirements

Assess job demands and requirements as prescribed by healthcare facilities

Determine demographic characteristics of health professionals at various degree levels

Consider career pathways and expanded functions gained through educational and practical experience ~ transitional degrees


Associate Degree Nursing Two hospitals in large Baltimore-DC area healthcare

system (Med Star) announced that they will no longer accept 2-year RN graduates as employees or 2-year RN students for clinical practice.

Another 2-hospital system in Baltimore (LIfeBridge Health) stopped hiring 2-year RN graduates several years ago. When Community Colleges participate in career fairs, they are asked not bring any information about nursing programs.

Several major hospitals in Louisville, KY are preferentially placing BSN students clinically, and one is no longer hiring ADN graduates.


Where are the breaks on this run-away train?


“NN2 Response to Degree Creep”


NN2 Position Paper on Career Pathways- Access & Success- Multiple Entry and Exit Points- Seamless Articulation

Respiratory Care Roundtable

Formation of New Organization – NN2RC- Advocacy for 2-Year Programs

New Respiratory Care Organization (similar to NoADN)


provide advocacy for the two-year education level

offer an alternative professional organization that is supportive of associate degree entry-level therapists

serve as a sponsoring organization for accreditation, if needed

give a unified voice to the previously“silent majority”

CoARC Memorandum to Communities of Interest Regarding 2015 Recommendations November 13, 2010


. . .

CoARC was neither consulted, nor did it approve, the use of this Standard in the presentation of the 2015 recommendations.

. . .

CoARC will continue accrediting and serving associate degree programs. While the CoARC supports the development of academic advancement pathways for the associate degree graduate in gaining baccalaureate and graduate degrees, the members of the Commission continue to strongly support the associate degree as the minimum degree required for entry to the profession.


National Network of Associate Degree Respiratory Care


Access to Funding/Resources State and Local Appropriations

2-Year Colleges = $10,324 million4-Year Colleges = $62,180 million

(AACC, “08) Advocacy for Federal Funding

Most goes to bachelors and graduate programs.

Infrastructure Needs Clinical Instructors/Preceptors Accreditation Standards

Mandated ratios, secretarial support, release time


Strategies for Surviving and Thriving:

Human Patient Simulation Local Partnerships (Secondary Career Ed, Clinics,

Foundations, Hospitals, etc.)

Coordinated Clinical Planning Shared Resources Career Pathways Efficiency / Cost Effectiveness

Cost of AH/N training for one year:

Community College $2272

University $5836


Questions

(and hopefully answers)

Documents

Health Career Education in Two-Year Colleges - Challenges and Changes Presented by Carolyn O’Daniel, EdD Dean of Allied Health and Nursing Jefferson Community