www.mchc.org | mchc workforce development mary anne kelly, vp february 18, 2010
TRANSCRIPT
www.mchc.org |
MCHC Workforce DevelopmentMary Anne Kelly, VPFebruary 18, 2010
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Welcome & Overview• MCHC Mission
– MCHC is a membership and service organization dedicated to helping members care for their communities through access to health care and improved delivery of services.
• MCHC Vision– High quality, accessible healthcare for all communities
• Overview of Workforce– Governor’s Subcabinet on Economic Development– Chicago Workforce Investment Council (CWIC)– Common goal: To ensure a thriving healthcare workforce
for the communities of Metropolitan Chicago
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Partners in the RegionalHealthcare Workforce Initiative
• State of Illinois and 15 State Agency Directors• Regional Partners • Employers, educators, community groups,
state and city partners• Workforce Development-- Pilot-testing regional
sector approach starting with healthcare/nursing in Northeast (MCHC) and Southern (Connect SI) Regions
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Our Approach
• Recognize and embrace our diversity and our similarities
• Working with the Southern (rural) and Northeast (urban) regions, identify barriers, root causes and strategies
• Identify and implement solutions that meet the specific challenges of the regions
• Where appropriate, replicate those solutions in other regions/across the state
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Executive Summary
• Regional Work Plan– Step 1: Estimate Regional Nursing Shortages– Step 2: Analyze Baseline Performance at Each
Stage of Pipeline– Step 3: Identify Root Causes and Potential
Solutions (Regional Framework)– Step 4: Develop Final Regional Plan--Goals,
Strategies and Action Plan
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Executive Summary
• Measuring Performance and Identifying Root Causes and Solutions:
• Developing Diverse Qualified Applicant Pool• Program Capacity, Progress, and Completion• Transition of Program Completers to
Healthcare Employment• Retention of Experienced Nurses
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Executive Summary1. Diversity
• Mapping Project• Healthcare Academy• Student Support Services (IEF & MOWD Pilot Projects)
2. Education Expansion• iCRSP• Standard Affiliation Agreement• Clinical Faculty Academy• Business Case• Team Illinois
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Executive Summary
3. Transition• On-boarding Programs
4. Retention• Leadership Training• Work Design
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Labor Market Supply/Demand Analysis
Northeast Region
Southern Region
Current RN Employment 71,664 3 ,442
Annual Projected Growth 1,865 60
Annual Projected Replacement
3,125 125
Annual Estimated Regional Demand
5,000 185
Annual Adjusted Supply Data, adjusted for “leakage”
1,500 115
Adjusted for in-migration 500-700
Estimated Shortage of RNs per year, through 2014
2,800-3000 70
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Developing Diverse Qualified Applicant Pool
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Instituto Health Sciences Career Academy
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Instituto Health Sciences Career Academy (IHSCA)
• IHSCA will create the next generation of doctors, nurses, scientists, and healthcare leaders to care for the baby-boom generation as they retire.
• Opening in 2010, IHSCA will instruct grades 9-12 to a maximum of 600 students, preparing students for success in college, and readiness for high-wage, entry-level positions in the healthcare sector.
• Curriculum: IHSCA challenges students with acquiring 32 credits, 33% beyond those required for graduation in Chicago and the health sciences curriculum prepares students for industry-recognized credentials in the fields of nursing, health administration and health technology.
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Expanding Education Capacity
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• Purpose: To provide tools for Deans of Nursing and Chief Nursing Officers to make the case for educational expansion of nursing programs
• One size doesn’t fit all. Tailor the business case to the needs/resources of each individual school of nursing and/or clinical partner.
• Toolkit fosters collaboration and partnership between education and service. Target audiences could include university, college and hospital CEOs, foundations, sponsors and public officials.
Illinois Board of Higher Education
Education Expansion: Building the Business Education Expansion: Building the Business CaseCase
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Business Case Background
• Why develop a business case?– State of Illinois Framework for developing the
Nursing Workforce– RWJF/AARP National initiative on building nursing
education capacity
• Collaborators included the Illinois Board of Higher Education, MCHC and representatives from public universities; private universities/colleges and community colleges
16As of March 19, 2009
Q. 11 How many additional students could your nursing program admit for the 2009-2010 school year if you had the resources available (more faculty, space, etc.)?
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160Rotations 50
Rooms Labs
$10
MILLION
Q. 12 What resources would you need to expand to that number of seats for the 2009-2010 school year?
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An Innovative Approach to Developing An Innovative Approach to Developing Preceptors for Undergraduate StudentsPreceptors for Undergraduate Students
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• Designed and implemented in 2005 by the Kansas City Metropolitan Healthcare Council to develop qualified staff nurses for the role of clinical nurse educators in order to increase faculty workforce and expand enrollments in schools of nursing.
• Using a DOL WIRED grant, faculty content experts developed standardized curriculum materials:▫ Presenter’s Guide▫ Participant Reference Manual
• All program materials are based on adult learning theory, had been in use for 3+ years when Illinois began pilot and were critically reviewed during that period.
Background Background
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• The CFA supports nine educational modules, consistent with National League for Nursing clinical competencies:▫ The context for curricular design and clinical
instruction▫ Legal issues in clinical education▫ Student learning in the clinical setting▫ Clinical evaluation: concepts and processes▫ Clinical evaluation tools▫ Multiple roles – from staff to teacher (panel discussion)▫ Conducting pre-clinical and post-clinical conferences▫ Dealing with difficult students▫ Creating a positive learning environment
Educational ModulesEducational Modules
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• Participants were committed faculty members with contracts to teach in the upcoming school year– Deans and Directors of Nursing were required to submit an
application on behalf of the participant
• It was recommended that participants had less than 2 years of teaching experience.
• Participants were required to attend both days of the academy to receive CEUs (11.75 CEUs per person)
• 51 Participants completed the CFA in the pilot phase
Pilot Participant RequirementsPilot Participant Requirements
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Thoughts on Being an Educator Following the Academy
Q 13: Please describe your experience as a nurse educator following the Academy:
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“I love it.
Attending
the Academy
helped boost
my
confidence
as a
teacher!”
Thoughts on Being an Educator Following the Academy (continued):
“I had to use a lot of the techniques of dealing with difficult students. The students wanted to jump to critical situations without having a grasp of
fundamental/ basic skills nursing. The second group of students, however, have been totally different. They are more concerned with learning than
about criticizing the nurses on the floor and hence have a better foundation on which to learn.”
“I entered a school of nursing that has an amazing dean and supportive, helpful faculty. My
transition to faculty has been quite easy, mainly because teaching has always come naturally to
me.”
“It helped me to prepare as a novice instructor, but I feel that I was so overwhelmed at the initiation of teaching a group of students that I still am not so sure I am doing a good enough job. It is exciting, challenging and at
times frustrating. But I wouldn't give it up unless I really had to.”
Q 13: Please describe your experience as a nurse educator following the Academy:
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Clinical Faculty Academies
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About iCRSP: • MCHC has partnered with the Oregon Center for Nursing to purchase a license for StudentMAX® for use throughout the state of Illinois.
• iCRSP is a centralized clinical placement system that will provide unique benefits to nursing education programs.
• Educators are able to search for active, open placements by category type, healthcare facility, dates and times, as well as student ability level.
• iCRSP utilizes a database which houses clinical availability at participating healthcare facilities.
• Hospitals maintain existing relationships and long-standing placements by having final approval of requested placements.
Clinical Rotation Scheduling Program of Illinois
Expanding iCRSP
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The Benefits of Using iCRSP
Expanding iCRSP
• iCRSP increases the efficiency of the placement process by:– Decreasing the time it takes to process a request.– Increasing the number of sites available by creating new opportunities
for clinicals.– One hospital using the clinical placement system was able to save the
time equivalent of one FTE –freeing the staff to use their time for other activities.
• Increases the number of sites available by creating new opportunities for clinicals.– By using StudentMAX®, the Oregon Center for Nursing was able to
increase the number of placements by 25%.
• New opportunities benefit the students educational needs and graduation requirements.
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Student Retention Initiatives
NE Illinois Regional Nursing Workforce Initiative
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Improving Retention of Experienced Workers
NE Illinois Regional Nursing Workforce Initiative
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www.mchc.org |
Healthcare Healthcare Leadership Academy Leadership Academy Pilot ProgramPilot Program
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NEEDThe American Hospital Association’s Commission on Workforce has released national recommendations to hospitals for developing the health care workforce. These recommendations emphasize five areas of focus for hospitals, which included:
FOSTERING MEANINGFUL WORK IMPROVING WORKPLACE
PARTNERSHIPS
Management development is key to enhancing the workplace partnership.
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Adventist Bolingbrook Hospital
Advocate South Suburban
Gottlieb Memorial Hospital
La Rabida Children's HospitalLittle Company of Mary Hospital and
Healthcare Centers
Mercy Chicago
North Shore-Skokie
Norwegian American Hospital
Provident Hospital of Cook County
Rehabilitation Institute of ChicagoResurrection Health Care - Holy Family
Medical Center
Riverside Medical Center
Roseland Community Hospital
Rush Oak Park Hospital
Shriners Hospital for Children – Chicago
Swedish Covenant Hospital
St Mary's & Elizabeth Medical Center
Rush-Copley Medical Center
Organizations
PARTICIPATION
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Pre and Post Survey FindingsPre and Post Survey Findings
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PRE SURVEY FINDINGS
Years as clinical manager/supervisor
Supervision or Leadership Training
1.Charge Nurse training in the hospital.
2.RHIA 3.EdD - Leadership &
Educational Policy Studies 4.Orientation for
supervision 5.Clinical experience at
work
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PRE SURVEY FINDINGS
Other1.Assisting the direct Mangers of two separate units 2.“Define Direct Reports” 3.724.405.46
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I used the new techniques I I used the new techniques I learned at the Leadership learned at the Leadership Academy to have two staff people Academy to have two staff people solve a problem themselves solve a problem themselves without me interfering in the without me interfering in the solution.solution.
I had the opportunity to teach another manager one of the skills I had learned. The manager wanted her to quit. I suggested that she speak to the behavior, to the things the staff person said and to what she heard that lead her to believe that this staff person was unhappy. The manager stopped me the next day and said that the approach worked wonders. She was able to have a meaningful dialogue with the staff person.
DEALING WITH CONFLICT
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While I was dealing with an employee that rolls her eyes and says things without thinking, I used the language of “I observed" instead of making assumptions of what the eye rolling was about. She admitted that she rolls her eyes too much and has made an effort to be more careful with her body language.
MENTORING DIRECT REPORTS
Since the Academy, I am more aware of the DISC styles of communication, and trying to communicate with everyone in their best method of understanding. I have a staff member with a dominant personality, a physician complained she was disrespectful and unprofessional. I used the tools I learned to inform her of this incident. She apologized and stated she would mind how she communicates with others from now on.
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I was working with a small team to develop a plan for change. Knowing it would be an uphill climb to get additional FTEs approved during this economic climate, we started with the end in mind and built out a complete and transparent plan to gain the administrative approval we needed. By accounting for all sides of the proverbial coin, we nullified any and all administrative concerns with this proposal. In the Pilot, we learned to use this tool when introducing ideas to subordinates, we were able to accomplish a huge feat by applying this same tool to our superiors. We are currently in final development with staff input, and plan to roll it all out in March.
On a side note, my CFO was so very impressed that he has nominated me to be on the Capital Review Board for the hospital being next fiscal year. He's hoping that I will be able to bring this kind of "full circle thinking" to the board when considering large capital purchases.
Thank you Leadership Pilot!
ADMINISTRATIVE DUTIES
Some changes I have made to my practice:
- Use e-mails for very basic information only, discuss any issues face to face
- Set - up a weekly meeting with a low - performing staff member, which has helped me build my relationship with her and improve her performance on the team.
- Organize my meetings better with agenda's, minutes, formal invitations, etc. This has been very helpful.
- Before the academy I delegated a task to an employee without much background. After the classes, I followed up with him and apologized for not further explaining the importance of that task being completed, and the impact it had on the department
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“It was a great experience. It has really helped me to look at each employee as an individual with specific strengths and weaknesses. It helped me to work with their personalities, rather than have a "one size fits all" approach.”
“This by far the most helpful, the most informative academy I have been to. I am in the process of sharing everything I learned to the other coordinators. As a newcomer in this position this academy gave me a huge amount of confidence to be able to face the situations that I find most challenging.”
“There is so much to say. I could start with Thank you. Thank you to all those involved in developing this course and seeing it through to fruition. Thank you for investing so much time and energy into to us. Leadership is a very underdeveloped skill in most areas of academia. The required schooling, K-12, only hints at it if you are on sports teams. That's a shame. Leadership is what takes an average performer and guides them to becoming one of the best. The skills to become a leader can be learned, and with the tools provided during the Leadership Academy, any number of workers can make the jump from manager to leader.”
Any additional comments …
