NC AHEC Mission. Outcomes 9/2/2015. Capturing AHEC Value in Driving Innovations for Health Science Students Clinical Placement

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1 Capturing AHEC Value in Driving Innovations for Health Science s Clinical Placement NC AHEC Mission To meet the state s health and health workforce needs. NC AHEC provides educational programs and services that bridge academic institutions and communities to improve the health of the people of North Carolina with a focus on underserved populations. September 0, 205 May Cheung, MSN, RN-BC Charlotte AHEC Kathy Clark, MS, RN Wake AHEC Mary Schuler, EdD, RN NC AHEC Statewide Nursing Liaison A Call to Action- NC IOM Recommendations Achieving the AHEC Mission AHEC should convene regional meetings of nursing educational programs and clinical agencies to develop creative educational opportunities for clinical nursing experiences. Duke and Wake AHECs convened stakeholders in 2008 to work on standardizing required credentials for clinical, the core orientation and the student placement process. Consortium Goals: Standard Credentialing Requirements Core Orientation Outcomes Standard Placement Process Endorsement of NC Hospital Association

2 Standardized Requirements Developed standardized credentialing requirements for students in July 200. Developed common core orientation training for students and facultyimplemented fall semester 202. Established a common clinical placement process with standard matching dates and clinical request form for documentation. The current phase of implementation of the core orientation training is for other clinical disciplines to consider adoption. Generic Passport Endorsed Verified Credentials for online tracking of passport requirements 204. Core Orientation & Annual Training and Faculty Core Orientation 9 Contains mandatory orientation training common to all disciplines/agencies. Examples include, but are not limited to: Standards of Behavior Dress Corporate Compliance HIPAA, Reporting, Code of Conduct Infection Prevention/Control Emergency Procedures- Fire, Haz Mat Policies & Procedures Pain, Falls, Restraints Cultural Diversity Joint Commission Recommendations Feedback Core Orientation s like completing the core orientation once a year. Provides 80% of the info students need to know; saves the clinical agencies a lot of time. Saves time for students, faculty, placement coordinator, and compliance officers. State of North Carolina CCEPs From the Wake AHEC region, the and Faculty Passport and Core Orientation have expanded across the state. CCEPs now exist through Regional AHEC Centers. 2

3 Implement Evaluate Support Convene Facilitate Identify 9/2/205 to Date Centralina Consortium for Clinical Education and Practice (3CEP) Centralina Consortium for Clinical Education and Practice (3CEP) Clinical Partners: Carolinas Healthcare System CaroMont Health Novant Health Academic Partners: Queens University of Charlotte UNCC CPCC South Piedmont Community College ECPI Chamberlain University School of Nursing Cleveland Community College Carolinas College of Health Sciences Cabarrus College of Health Sciences Mercy School of Nursing Gardner Webb University Gaston College Wingate University Lenoir Rhyne College Action Plans Develop standardized credentialing requirements for students and faculty Implement an effective tracking mechanism for student credentialing Implement the common core orientation training for students Implement common orientation packet for faculty Establish a common clinical placement process with standard matching dates and clinical request form for documentation Implement the most efficient and effective Clinical Placement Model Taskforce was formed in August 203. Agreed to adopt the strictest and highest standards for acceptance (CBC, immunizations, and drugs screening). Reviewed and revised the core orientation work completed by the Consortium for Clinical Education and Practice. Conducted the academic focus group meeting to received feedback. NC AHEC. Receives CR instructions 2. Obtains CR 3. Submits CR to Sl 4. Obtains clearance 5. Completes orientation 6. Begins clinical assigned to Med/Surg Clinical at HCA A. Instructs S on CR from S 3. Notifies S of open items 4. Sends CR to HCA 5. Notifies CR of flagged items 6. Determines eligibility 7. Notifies S and HCA of clearance 8. Maintains CR records Healthcare Agency A. Receives CR from Sl 3. Determines eligibility for flagged items 4. Accepts CR documentation 5. Notifies Sl of clearance 6. Assigns clinical placement 7. Provides orientation 8. Maintains S records Credentialing Process Prior to Passport Completes Steps -6 assigned to Pediatric Clinical at HCA B. Instructs S on CR from S 3. Notifies S of open items 4. Sends CR to HCA 5. Notifies CR of flagged items 6. Determines eligibility 7. Notifies S and HCA of clearance 8. Maintains CR records Healthcare Agency B. Receives CR from Sl 3. Determines eligibility for flagged items 4. Accepts CR documentation 5. Notifies Sl of clearance 6. Assigns clinical placement 7. Provides orientation 8. Maintains S records Steps per Role 2x - 6 = 2 School 2x -8 = 6 Aug Sept Oct Nov CR=Credentialing Requirement S= Sl=School HCA=Healthcare Agency OTS=Online Tracking System No centralized, standard process Healthcare Org A -8 = 8 Healthcare Org B -8 = 8 Total: 44 steps assigned to Med/Surg Clinical at HCA A. Activates account with OTS 2. Obtains CR 3. Submits CR 4. Completes orientation 5. Receives Passport from OTS 6. Begins clinical Online Tracking Service-CB, Urine drug screen, CR Vendor. Notifies S of CR 3. Contacts S for open items 4. Verifies accuracy/validity of information from student 5. Maintains S information in secured database 6. Generates Passport Report 7. Provides online HCA specific signed documents 8. Offer 24/7 record access Passport Credentialing. Instructs S on OTS 2. Reviews flagged CR items 3. Notifies HCA of flagged CR Items 4. Determines eligibility for flagged S 5. Confirms Passport Status 7. Notifies HCA Healthcare Agency A. Reviews flagged CR items 2. Determines eligibility for flagged CR 3. Notifies SI of clearance 4. Assigns clinical placement 5. Provides agency-specific orientation assigned to Pediatric Clinical at HCA B. Notifies HCA of flagged CR Item 2. Determines Eligibility for Flagged S 3. Confirms Passport Status 4. Notifies HCA Healthcare Agency B. Reviews flagged CR items 2. Determines eligibility for flagged CR 3. Notifies SI of clearance 4. Assigns clinical placement 5. Provides agency-specific orientation 4% Reduction in Steps Aug Sept Oct Nov CR=Credentialing Requirement S= Sl=School HCA=Healthcare Agency OTS=Online Tracking System Completes Steps -6 NCAHEC Steps per Role x - 6 = 6 School x -6 = 6 x -4 = 4 HCA A x -5 = 5 HCA B x -5 = 5 Total: 26 steps 4% Reduction 3

4 Timeline Schedule regional meetings to invite academic partners Barrier: Cannot agree on fingerprinting requirements Key to Success: Resiliency. Everyone agrees this is a GREAT thing to work on among healthcare facilities, schools, and students. Timeline to rollout standardize students requirement spring 206 originally fall 205 May Cheung, MSN, RN-BC, Charlotte AHEC Katie Fitzpatrick, MSN, APRN, Charlotte AHEC Laura Magennis MSN, CNS, Charlotte AHEC Donna Owen, RN, BSN, NE-BC, Director of Policy & Clinical Practice, Carolinas Health System Toy Stone, MSN, RN, CCRN, CPAN, Coordinator/Education Specialist, Staff Development, CaroMont Health Starr Beam, MSN, RN, Programs Coordinator, Novant Health Greater Charlotte Market Glenda Livengood, RN, MHA, MBA, Director of Novant Health Programs, Novant Health Work in Action Peter Drucker (998) Innovation can be systematically managed if one knows where and how to look Peter Drucker on Innovation Innovation has to be simple and it has to be focused. It should only do one thing at a time or it confuses people and won t work. All effective innovations are breathtakingly simple. It should focus on a specific need that is satisfied and on a specific end result that it produces. Lessons Learned Through the Work Model for Success Face to face work is valuable Time to build trust - collaborative spirit Focus on common goals Work on one aspect at a time Front line buy-in to make change Small steps of change & build on success Diversity of group for sharing ideas Motivation to remain engaged 4

5 Next Steps Integrate completed work regionally via an Interprofessional Consortium Each regional consortium works on a priority goal Every regional consortium integrates the priority goal Each regional consortium then chooses another priority goal Work Groups Break into groups of three Identify one obstacle you see in your discipline or region Identify one strategy that can help break down that obstacle in your region using Drucker's thoughts Teamwork Approach To Reach Goal Questions? References Jukkala, A., Greenwood, R., Motes, T., & Block, V. (203) Creating Innovative Clinical Nurse Leader Practicum Experiences through Academic and Practice Partnerships. Nursing Education Perspectives, 34(3): Kline, K. S., & Hodges, J. (2006, March/April) A Rational Approach to Solving the Problem of Competition for Undergraduate Clinical Sites. Nursing Education Perspectives, 27(2): Kline, K.S., Hodges, J., Schmidt, M., Wezeman, D., & Coye, J. (2008) How to Prevent Competition for clinical Nursing Education Placements. Annual Review of Nursing Education, 6, NC IOM-.Task Force on the North Carolina Nursing Workforce Report: (2004, May). Durham, NC April 2004, PP. V, Newton, J. M., Jolly, B. C., Ockerby, C. M., & Cross, W. M. (202). Centeredness in Clinical Learning: the Influence of the Clinical Teacher. Journal of Advanced Nursing, 68(0), Olden, P. (2003, Summer). Hospital and Community Health: Going from Stakeholder Management to Stakeholder Collaboration. Journal of Health & Human Services Administration, Max TM Clinical Placement Software. (204) from 5

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