Embed Size (px)
Citation preview
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
3
Barlow Respiratory Hospital (BRH)
4
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
5
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
Health Professions Training: Registered Respiratory Therapist Scholar Program
6
7
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
8
Components/Objectives/ProcessesComponent Objective Processes
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
9
Components/Objectives/Processes
Component Objective Processes
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
10
Outcomes
Performance Measures Outcomes
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
11
Outcomes (Cont.)
Performance Measures Outcomes
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%
12
Sample Participant Survey Results
13
Sample Participant Survey Results (Cont.)
14
Sample Participant Survey Results (Cont.)
15
16
17
18
19
Contact Us
Oswaldo Ruiz, MHA, RRT
Director of Respiratory Care Services
Barlow Respiratory Hospital
213-250-4200 x3346
Elyse Tang
Manager, Health Workforce Solutions
213-250-4200 x3144
