dr. h. fred helmholz education lecture series
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Enhancing the Science and Practice of Respiratory Care Through Academic Progression and Life-long Learning. Toni L. Rodriguez Ed.D , RRT FAARC 2007-08 President of the AARC Program Director Respiratory Care Gateway Community College, Phoenix AZ. Dr. H. Fred Helmholz Education Lecture Series. - PowerPoint PPT PresentationTRANSCRIPT
Enhancing the Science and Practice of Respiratory Care Through
Academic Progression and Life-long Learning
Toni L. Rodriguez Ed.D, RRT FAARC2007-08 President of the AARC
Program Director Respiratory Care Gateway Community College, Phoenix AZ
Dr. H. Fred Helmholz Education Lecture Series
Conflict of Interest
I have no real or perceived conflict of interest that relates to this presentation. Any use of
brand names is not in any way meant to be an endorsement of a specific product, but to
merely illustrate a point of emphasis.
Objectives
Learning objectives for this presentation:
Objective 1 What defines a profession?Objective 2 Link lifelong learning to professional
developmentObjective 3 Benefits of the AARC Leadership
instituteObjective 4 Personal responsibility in professional
advancement
What Makes a Profession?
Profession
Work experiences range on a continuum from occupations to full fledged professions.
WORKERS
• JOB
PRACTITIONERS
•Emerging profession
Profession
al Practitioner
s
•Full Fledged Profession
Profession• Placement on the continuum is determined by
an occupation's degree of adherence to six basic features: autonomy commitment collegiality extensive education service orientation special skills and knowledge
(Dean,1979)
Profession
• How does one move from amateur to professional?– The professional role is more than what one
does; it is what one is!• Formal education• Socialization
Respiratory Care Profession
• What value is the profession of respiratory care to the health care team and society in general?
– Competence in a specialized body of knowledge and skill.
Professional Competence
• National Association for Medical Direction statement:
“ The hours of education and curriculum required for credentialing of a RCP should be the standard for all non-physician providers of respiratory care services”
Professional Competence
• 1994 report by Indiana University comparing respiratory and nursing curriculum.– Less than 2% of curriculum devoted to respiratory
therapy proceedures• Lewin Group, 1997
– Use of RCP’s is cost-efficient for services within their specialty area
Professional Competence
• Dr. James Stoller, 1998– RCP’s excel over nurses and physicians in
performing routine respiratory procedures.– Protocol based respiratory care reduce
misallocation of in-hospital respiratory care.
Professional Competence
• The Muse Study, 1999– Medicare beneficiaries treated by RCP’s had better
outcomes and lower costs than those not treated by RCP’s.
PURPOSE
• So why respiratory therapy?To fulfill a need for:
1. Advanced therapeutic knowledge of the physiology and pathology of respiratory disease2. Implementation and operation of complex medical equipment3. Monitoring critically ill patients and the highly complex
medical equipment around the clock.
PURPOSE
• Purpose: Called to provide patient advocacy in the area of maintaining and restoring normal function of the respiratory system.
Respiratory Therapists are the primary health care professionals with the education and training to facilitate patient care in the areas of oxygenation, ventilation and bronchial hygiene.
DRIVERS OF PROFESSIONAL GROWTH
You are living in the period of time that will produce more change for humanity than any previous era in history. It is a time of extraordinary importance that will fundamentally reshape almost every aspect of your life during the next two decades. Wholesale change is taking place in almost every segment of your reality-and the pace will only increase in the coming years.
John Peterson, The Road to 2015
External Drivers
• External Factors:– Changing demographics– Environmental issues– Socioeconomic factors– New and re-emerging infections– New Healthcare Reform Legislation– CMS Mandates
Internal Drivers
• Internal factors - paradigm shifts in health care:– Evidence based medicine replaces traditional
medicine – Consumer driven, patient centered healthcare – Prevention of disease with emphasis on healthy
aging
Internal Drivers
• Internal factors - paradigm shifts in health care:– Greater emphasis placed data related to the
quality of care provided.– Cross-training of non-physician healthcare workers – Shifts in reimbursement mechanisms inevitable.
Internal Drivers
In Change There is Opportunity!
“It’s not the strongest species that survive, nor the most intelligent, but the ones most responsive to change.”
Charles Darwin
BUT ONLY IF YOU ARE WILLING AND PREPARED TO TAKE
ADVANTAGE OF YOUR OPPORTUNITIES!
Sony engineers came up with the equivalent of the iPod long before Apple but internal culture focused on next generation of CD player
Kodak engineers invented the digital camera but saw it as a threat to their film culture.
Predicted Changes in Health Care• Acute care facilities more integrated while outpatient
facilities become focal of growth• New models of health-care delivery • Increased emphasis on coordination of care throughout
system• Continued Advances in Medical Technology• Evidence Based Medicine becomes the norm• Electronic Medical Records• Fewer Primary Physicians• Disease prevention• Disease management
CURRENT PRACTICE
FUTURE PRACTICE
CONTINUING EDUCATION
Lifelong Learning
• DefinitionLifelong learning is equipping yourself to deal with the new normal while maintaining your core values.
Toni Rodriguez
Continuing Education
• Prepares practitioners to function in the ever changing healthcare environment and to contribute to the further advancement of the profession.
• Provides a forum for the profession to examine its problems and identify appropriate solutions.
• Offers a setting in which the professional culture can be modified and developed.
It is not enough to anticipate our future role, competencies and skills. If our profession is unable to transition from where we are today to where we need to be tomorrow, we will fail.
Some Points to Ponder: Sam P. Giordano Respiratory care May 2011 Vol 56 No 5
FOSTERING A CULTURE OF LEADERSHIP AND LIFELONG LEARNING
AARC Leadership Institute: Fostering a culture of leadership.
Leadership is Everyone’s Responsibility
Leadership:• . . . is not a position• . . . is not about power• . . . is not about following someone • . . . is not about causing fear • . . . is not about giving orders
“Leadership is influence - nothing more, nothing less."
John Maxwell, 21 Irrefutable Laws of Leadership
Leadership Attributes x 360° AchievementLeader 360°
• If you don’t think of yourself as a leader, then you’re limited in your thinking. Leading is the way we help move people into action, including ourselves. The question is not whether you are a leader, but how WELL you lead.
• Bruce D. Schneider, Energy Leadership
Three essentials necessary to the success and longevity a profession:
Education: Links theory to practice in new and veteran practitioners.Management:: Facilitate fiscally responsible patient care that maximizes human and material resources to the betterment for the healthcare organization and staff.Research: The interpretation and derivation of the evidence that supports the efficacy and safety of the therapy we apply.
• Respiratory Care clinical experts may not possess the foundation knowledge to move into different positions in management education and/or research. •Promotion based upon excellent clinical skills does not necessarily translate into success outside of that role without foundation knowledge or skills.•Provides real-world education for RT’s with the desire to provide a foundation for career growth.
AARC Leadership Institute
Education Curriculum Competencies
• Principles & Methods of Respiratory Therapy Adult Education
• Developing Respiratory Therapy Courses and Evaluation of Learning
• Clinical Instruction Techniques for Students and Employees
• Classroom and Laboratory Instruction Techniques• Educational Technology• Continuing Education
Management Curriculum Competencies
• Health Care Infrastructure and Economics• Leadership and Your Organization• Leadership and Teambuilding• Integrated Business Topics for Managers• Law and Ethics: Practice and Application• Managing Human Capital• Finance and Budgeting for Departments• Data Driven Performance Improvement
Research Curriculum Competencies
• Ethics• The scientific method• Basic measurement theory• Identification of research topics • Review of the literature • Basic research designs • Steps in implementing a study • Basic statistical concepts • Publicizing study results
Benefits of the Leadership Institute: • Mentoring:
– Online classes that one completes at their own pace.– Backed up by specific communities on AARC Connect with faculty
serving as mentors• Contact with Module authors/subject experts • Contact with peers interested in the same topic• Participants can ask questions, engage in discussions, debate
important topics in an online discussion board• Build networks for future
AARC Leadership Institute
Institute Faculty• Institute Chairman:
Toni Rodriguez, EdD, RRT, FAARC• Track Chairs:
– Rob Chatburn, MHHS, RRT-NPS, FAARC (Research Chair)– Rick Ford, BS, RRT, FAARC (Management Chair)– Linda Van Scoder, EdD, RRT, FAARC (Education Chair)
Institute Faculty– Management Faculty:
• Cheryl A Hoerr, MBA, RRT, FAARC• Garry Kauffman MPA, RRT, FAARC• John Sabo MS, RRT, RN, FAARC• John Salyer MBA, RRT-NPS, FAARC• Shawna L. Strickland, PhD, RRT-NPS, FAARC
– Education Faculty:• Christine A. Hamilton DHSc, RRT, AE-C• Diane R. Oldfather MHEd, RRT• Toni Rodriguez, EdD, RRT, FAARC• Shawna L. Strickland, PhD, RRT-NPS, FAARC• Sarah M Varekojis PhD, RRT
– Research Faculty:• Robert L. Chatburn, MHHS, RRT-NPS, FAARC
Benefits of the Leadership Institute
• Format Presented as:– Web-based course– As PDF documents available for downloading– ePub download for your electronic reader– Complete at individual pace at time and location
best for you– Course materials, supplemental readings,
activities, quizzes
Benefits of the Leadership Institute
• End of course:– CEUs– Certificate of completion
Walking the Walk of Change
Culture
The sum total of the learned behavior of a group of people ..... and is transmitted from generation to generation
The collective programming of the mind that distinguishes the members of one group or category of people from another.
Culture
Culture is never rigid or stagnant but is constantly being shaped.
Culture
Key Question: Should the culture of our profession be shaped deliberately or accidentally by the
forces of the changing healthcare environment?
ACTUALPractice
As we are today.
REQUIRED Practice
What we need to be.
OptimumPractice
What we could be.
Our commitment to continuous learning is essential to the future health of our profession.
Continuing education
Continuing education
READY
Professional Evolution
RT Past:• Swartz tube, oxygen tent, BLB O2 mask, iron
lung• O2 technology• Setup and operation of basic equipment• Delivery of aerosol• Provide IPPB• Provide service/perform tasks
Professional Evolution
RT Present:• ICU vents• Non-invasive ventilation• ECMO• Transport of patients• Home care/Sub acute care• Aerosol delivery• Diagnostic studies• Disease management• Patient education• Consultants on patient care
Piedmont Technical College, Greenwood, SC
AARC Resources
• Summer Forum• International Congress• Web Cast Central ( over 100 offerings)• AARC Through the Journal• Guides and CPG’s• Exam Prep Course• Asthma-Educator/COPD Educator • Ethics Course
Position respiratory therapists in all healthcare settings:Medical Respiratory Therapist Access Act: HR
2619Target Unmet Patient NeedsBecome Gate Keepers for UtilizationPt. Support Across Spectrum of Care
Academic Progression
• Accreditation organization, credentialing bodies and licensing agencies validate mechanisms of academic progression.– Relevant accreditation standards for entry level to
advanced-level respiratory programs.• Final draft of Proposed Accreditation Standards• Accreditation Standards for Advanced Practice
Programs in Respiratory Care• Accreditation Standards for Degree Advancement
Programs in Respiratory Care
OJT/Hospital Based TrainingCertificate of Completion
Vocational Training SchoolsCommunity Colleges2002 Associate degree
Advanced Degrees:BaccalaureateMastersDoctorate
Academic Progression
Academic Progression
– Credentialing bodies evaluate professional Competence:
• Credentialing Exams• Continuing Competency Program• Specialty Examinations
– Licensure Agencies• Gate keepers for who can practice in a state• Determine minimum CE to renew license
TAKE AIM
Conference 2 Spring 2009
“Competencies Needed by Graduate Respiratory Therapists in 2015 and Beyond”, RC May, 2010, Barnes, GaleKacmarek, Kageler, et al
“Competencies Needed….2015…”• 67 competencies in 7 major areas:
– Diagnostics– Disease Management– Evidence-based medicine and respiratory care
protocols– Patient assessment– Leadership– Emergency and Critical care– TherapeuticsR C, May, 2010 Barnes, Kacmarek, et al
LET’S FIRE!
Doing Means Learning and Learning Means Doing
Evidence Based MedicineNew modes of ventilationInvasive Diagnostic ProceduresProtocolsNon-invasive ventilationAerosol device matching
Doing Means Learning and Learning Means Doing
Disease management opportunities:AsthmaCOPDObstructive Sleep ApneaSmoking Cessation
Opportunities to play an interdisciplinary role Make the most of teachable moments Only 1% of 140,000 RT’s design/conduct research
• What keeps a health profession valuable to the health care team and society in general assuring longevity?– Sound judgment grounded in ethical thinking.– A common body of knowledge unique to their profession.– Ongoing research through critical inquiry and creative
synthesis.– Commitment to maintaining competence through
continuing education.– A commitment to patient advocacy.
Keys to Continuing Professional Evolution
We must keep our core ideologies tightly fixed while displaying a powerful desire for progress that enables us to change and adapt without compromising what sets us apart as a profession.
Don’t Think:
Because it is too hard we should not do itBecause there is opposition we should stopOf the cost to yourself but of the many who will benefit
Only we can devalue ourselves as a professionals. CAREA true professional is a person who works within their institution to achieve the goal of excellence in patient care, and tailors their tasks to realize that goal. KNOWIf we don't do that, we are in the business of taking orders, which is a much less valuable endeavor. DO
Rise to the Occasion
It is easy to point fingers at those we feel have failed to advance our profession in the right direction.
But how many people take advantage of their chance to influence what is happening around them, instead of just choosing to do what they were told?
Accept the Challenge
Greatness lies ahead if we are trueto our calling as patient advocates
BUTBut if we forget, lose integrity,
are hampered by; fearinconsistency, compromise and
incompetence we fail to fulfill ourpurpose.
Lifelong Learning is an Individual Responsibility
THE POWER OF ONE TO MAKE A DIFFERENCE:
FOR BETTER OR WORSE
TAKE PERSONAL ACTION!
ACT I ON