PRELIMINARY DRAFT WHITE PAPER INTERIM REPORT HEALTH PROFESSIONS AT WESTERN WASHINGTON UNIVERSITY. June 2009

Transcription

1 PRELIMINARY DRAFT WHITE PAPER INTERIM REPORT HEALTH PROFESSIONS AT WESTERN WASHINGTON UNIVERSITY June

2 Table of Contents PAGE Charge from Provost Murphy... 3 Healthcare Workforce Needs in the State of Washington The Development of Healthcare Professions at WWU Benefits to WWU... 7 Current Status of Healthcare Professions Activity at WWU Plan for Developing Healthcare Professions at WWU Potential Degree Programs Possible Positive Impacts on Current WWU Programs Possible Negative Impacts on Current WWU Programs References Outline for Task Force Program Proposal and Analysis Budget Sample and Sequencing

3 Charge from Provost Murphy Explore the feasibility of establishing a school or college of Health Studies at Western Washington University. To carry out this charge you should convene a duly constituted committee, representative of the various proposed components of such a college to explore and describe any of our current health- related programs and new programs that might be envisioned. In addition, examine both possible positive and negative impacts on current Western programs. In this regard, please address the issues outlined in the attached document entitled: Taskforce Program Proposal and Analysis. I would like you to report progress on this charge periodically and provide a white paper no later than end of Spring Quarter,

4 Health Care Workforce Needs in the State of Washington Health, illness prevention, and health care will be increasingly critical social and economic issues in our state and in the nation. The population of the US adults over the age of 85 is expected to triple by There is a documented shortage of health care practitioners in the State of Washington and Western is poised to play a significant and increasing role in developing a pool of health care employees and professionals. Health Care Services Infrastructure reports that only about two-thirds of the health professionals trained in Washington end up practicing in-state. Research tells us that where people get their training strongly impacts where they practice. In a report evaluating higher education and workforce demand, it was concluded that Washington does not produce enough higher education graduates to meet the demands for workers and it recommended that expansion is necessary to increase the workforce pool. In particular, health care is noted as an area where more graduates are needed and nursing accounts for close to half of the workforce needs in medical professions. The report recommends an increase in nursing programs as well as other health related programs (HEC Board, SBCTC, WTEC Board, 2006). In , the fiscal priorities identified by the HEC Board include health care as a high demand area where increased enrollment opportunities should be developed. Additionally, in spring 2007, the healthcare industry had significantly more job vacancies with 17,020 jobs unfilled (Wallace, 2007) with registered nurses in greatest demand (4488 vacancies in April 2007). The following table illustrates the employment projections in specific healthcare professions and also indicates that significant growth is expected. Health Profession 2009 Employment 2016 Employment projection % Change Projected Average Annual Growth Rate ( ) Projected Average Annual Openings ( ) Registered Nurses 54,650 61, % 2.3% 2,118 Physical Therapy % 3.0% 179 Speech-Language Pathology % 2.2% 114 Audiology % 2.8%

5 It is projected that over the next 20 years the population of Washington will increase by 37% and those residents over the age of 65 years old will increase by 72% (Wash. HECBoard, 2007). Persons over the age of 65 typically require double the amount of health care resources than those under 65. The trend toward an older population will strain the healthcare system and unless actions are not taken to increase the capacity, there will not be healthcare workers to deliver the necessary services (Supply and Demand, 2006). Locally, a Whatcom County Health Department Survey (2008) of families of Children with Special Health needs, found that two of the most needed and underserved areas in Whatcom County for their children were Speech-Language therapy, and therapeutic recreation. A large number of workers will also be retiring, impacting occupations such as nursing. The average age of registered nurses in Washington in 2007 is 48.4 years, older than the national average of 46.8 years (Registered Nurses, Data Snapshot). More than a third of the nurses working in Washington are over 55 years of age. In a study of the projection of the supply and demand of nurses in Washington, RN education capacity was seen as having a large impact on supply of registered nurses. The demand for RNs will continue to increase with the both the increase in the state s population coupled with the aging of the population. The rate of graduation of nurses will have to increase above the current capacity to keep pace with the demand (WA State RN Supply, 2007). A 2005 workforce survey of Washington State Hospitals points to growth in employment needs for most hospital occupations. Beyond the number one need for more nursing staff, more than half of the hospitals reported difficulty in recruiting specific health professionals such as occupational and physical therapists with 162 and 102 vacancies still needing to be filled, respectively. The careful development of undergraduates expressing interest in these fields should assist the state in growing the graduates needed for these occupations. (Source: Washington State Hospitals: Results of 2005 Workforce Survey, Center for Health Workforce Studies, University of Washington, School of Medicine, Department of Family Medicine) Professional educational programs for health professions in the State have not expanded significantly to meet the demands of health care workforce needs. For example, in 2003, the education programs in the state reported 56 graduates in occupational therapy, 93 physical therapy graduates and 68 graduates in physician assistant and these numbers were lower than the number of graduates in 2000 except for a small increase in the physical therapy graduates. (Source: Health Professions Education in Washington State: Completion Statistics, Center for Health Workforce Studies, University of Washington, School of Medicine, Department of Family Medicine). 5

6 In their state and regional needs assessment, the Washington Higher Education Coordinating Board (February 2006) identified the Northwest (NW) region for continued population growth requiring increased capacity in higher education. Participation rates in the NW region are also lower than the state average and it is recommended that institutions might consider developing different programs to attract new students. Enhancement of programming in the healthcare professions has the potential to do that. The NW region is also experiencing significant growth in health care related occupations and the average annual openings for registered nurses across the years 2002 to 2012 is 91 vacancies. The development of health care workers is identified as a priority for continued economic vitality for the NW. Additionally, these same workforce needs have been identified in other areas also served by Western Washington University including Snohomish/Island/Skagit, Olympic Consortium, Pacific Mountain Consortium, Seattle- King County, Tacoma Pierce, and Southwest Washington where there are at least 500 students from each district attending WWU. In this same report, it is recommended that higher education institutions should develop new programs to prepare more health care workers. For these reasons, Western would like to join the other educational institutions in Washington to offer programs that will add to the health professions workforce in the state. If provided the resources and capacity, Western is ready to graduate approximately 120 healthcare workers on an annual basis that will serve the state directly in the areas of speech language pathology, audiology, nursing, physical therapy and health. This will directly address workforce shortages in these areas and also enhance the educational opportunities for students in the regions we serve. 6

7 The Development of Health Care Professions at Western Washington University The development of healthcare professions supports the mission of Western Washington University in multiple ways: by providing a high quality learning and support environment for students seeking educational opportunities in the health care occupations; by seeking to increase the scope of existing outreach and collaborative efforts locally and nationally; by featuring a strong community service component that will support undergraduates who plan to enter careers which will directly serve the needs of the citizens of the state; and through the establishment of a more structured health care occupation program, assisting the state in providing much needed workforce enhancement in health care fields. Western Washington University proposes to address future healthcare services in the State of Washington by developing curricula and programs in specific healthcare professions. The overall purpose will be to increase the number of Western-educated allied health professionals to serve our community, region, and Washington State. This will occur through a strategic reconfiguration of a current administrative structure to support a common mission dedicated to interdisciplinary health studies and professional studies in select healthcare professions. To achieve this goal, a Health Studies unit will be created within a current college structure or a new college/school unit will be created to provide a framework, initially for the development of professional programs in speech language pathology, audiology, nursing, physical therapy and public health/community health and possible therapeutic recreation, social work and occupational therapy. Other professional health care programs could be added as needed over time. Benefits to Western Washington University 1. Current Western students will have access to graduate studies in a variety of health care professions. WWU students currently attend graduate programs all over the country to receive professional training in a variety of health and medical professions. a. In spring 2006, 357 Western students indicated an interest in health care occupations and there are high enrollment levels at Western in the majors supporting students pursuing health care occupation careers. Annually, there are Western graduates who enter graduate or postbaccalaureate health care profession programs. The availability of 7

8 professional programs in select health care professions will be attractive to both current and prospective students. 2. The availability of healthcare professions at Western will assist in student recruitment efforts. a. Communication and outreach will increase with P-12 schools in the region to promote the availability of the expansion of educational opportunities in the healthcare professions. b. Many students interested in pursuing health care occupations are outstanding students and by providing a clear programmatic avenue for pursuit of these careers at Western, recruitment and retention efforts can be strengthened. This program will also improve advising and support services for undecided students who have expressed some interest in health care occupations and for high quality transfer students. 3. Collaborative relationships will be established with numerous regional partners. a. The foundation of this program will be based on a significant community experience, modeled after the success of current programs. This will include the development of internships and fieldwork placements, developing a mentorship program, bringing community speakers to campus, and providing outreach activities to the community. To be successful in a preparatory program for health care occupations requires a strong partnership with professionals in the field. Western faculty currently have many such relationships with local and regional health professional and programs such as envisioned would expand our contacts. b. A closer working relationship with the community college system will be developed to ensure that students entering Western with a direct transfer associates degree who have an interest in the health care occupations will arrive with a high percentage of the prerequisites completed. Western will provide community colleges and transfer students with regular updates on preparation for entry into the health care occupations, updating prerequisites that may change, and adding prerequisites for new health care occupations. In particular, there will be a very coordinated effort with the nursing programs in the local community colleges to provide a seamless path through nursing education enhancement available at WWU. c. Western will establish a working relationship with healthcare providers and will coordinate efforts with other local educational programs to ensure sites for clinical experiences. St. Joseph Hospital has already committed to 8

9 working with all health professions educational programs in the community to make this work. Current Status of Healthcare Professions Activity at Western Western currently offers a number of degrees in health-related areas (see Table below). Students utilize these degrees to directly enter the workforce or to continue on to graduate school in a health or medical profession. For example, utilizing the prephysical therapy or pre-healthcare specializations in the Kinesiology degree, approximately 25 students/year enter a variety of healthcare professions such as physical therapy, occupational therapy, physician assistant, chiropractic medicine, nursing, and medicine. Departments Communications Sciences and Disorders Health-Related Majors Audiology BA (MS on hold) Speech-Language Pathology BA, MS Physical Education Health and Recreation Recreation BA Community Health BS Kinesiology BS, MS Additionally, WWU students complete degrees in a number of different majors/colleges and then enter a healthcare profession after graduation. Popular degrees for entry into the healthcare professions continue to be Bio/Anthropology, Biology, Chemistry, Kinesiology, and Business. When students enter Western, many of them express an interest in eventually entering a healthcare profession. For fall 2009, 66 entering transfer students and 743 freshman students have specifically expressed an interest in pre-medicine, pre-physical therapy, pre-dentistry, or pre-pharmacy. Plan for Developing Healthcare Professions at Western 1. The first decision that will need to be made before continuing forward with the development of healthcare professions at WWU is what will be the organizational structure in which the new health care programs reside? There are three options that have been discussed: a. Develop a new unit within the College of Humanities and Social Sciences called Health Studies. This unit might include the current departments of 9

10 CSD and PEHR and would also be the home to the new departments of Nursing, PT/OT, MPH, and Social Work (if developed). b. Create a new college structure that would accommodate the new departments/programs and possibly include other current WWU departments. c. Develop a new unit within the College of Humanities and Social Sciences called Health Studies which might be a temporary home for the new departments/programs until they mature to the point where a new college is warranted. d. There may be other options not known at the present time. 2. The next decision is what programs to start with and what programs to eventually include in any healthcare profession expansion. The programs currently being considered are nursing, physical therapy, occupational therapy, health/public health, social work, and recreation. A brief introduction to each of those health care professions is provided in the following: POTENTIAL DEGREE PROGRAMS Degrees Dr. of Audiology, (Au. D.) Dr. of Physical Therapy. (DPT) Characteristics of the Program 1. Program addition to the Department of Communication, Sciences and Disorders. 2. Program completion timeline approximately 3 years. 3. New FTE faculty (approx 4 FTEF) will accommodate existing and new course offerings, to provide leadership in new clinical programs, and to begin developing the clinical research programs. New clinical supervisors and graduate students will also be requested (approx 4 STEF). 4. Space for the audiology program is available in the new AIC. 1. Would be a new department or could be combined with Occupational Therapy. 2. Program completion timeline approximately 3 years. 3. New FTE faculty (approx 9 FTEF) will develop the curriculum and will be representative of areas covered in physical therapy such as rehabilitation, musculoskeletal and orthopedics, neuromuscular, manual therapy, women s health, sports medicine, and metabolic diseases. Admissions staff and clinical placement supervisors will also be requested (Approx 3 FTEF). 4. New space will be required and some labs can be shared with occupational therapy. Typical labs might be: a. Gross anatomy lab b. Neuromuscular lab 10

11 c. Rehabilitation lab d. Motion analysis and function lab Masters of Occupational Therapy Masters programs, possible MPH, with additional tracks in Environmental Health, Global health Nursing, BSN, direct-entry MSN 1. Would be a new department or could be combined with Physical Therapy. 2. Program completion timeline approximately 2 years. 3. New FTE faculty (approx 8 FTEF) will develop the curriculum and will be representative of areas covered in occupational therapy such as pediatrics, splinting, adolescent and adult rehabilitation, school systems, industrial rehabilitation, sensory integration, mental health. Admissions staff and clinical placement supervisors will also be requested (approx 3 STEF). 4. New space will be required and some labs can be shared with physical therapy. Typical labs might be: e. Gross anatomy lab f. Neuromuscular lab g. Rehabilitation lab h. Splinting lab i. Industrial simulation lab 1. Would be a new department or could be included in the Department of Physical Education, Health and Recreation or could be combined with Social Work. 2. Program completion timeline approximately 2 years unless the accelerated program option is implemented (1 year). There are many degree options available within the MPH framework. 3. New FTE faculty (approx 8-20 FTEF) will be required depending on the specializations developed. Specialization tracks can include areas such as public health management and policy, epidemiology and biostatistics, global health, health leadership, human nutrition and health promotion, occupational and environmental health, health leadership, and social and behavioral science. Admissions staff and clinical placement supervisors will also be requested (approx 3 STEF). Current WWU faculty from Sociology, Huxley, Anthropology, Community Health, Kinesiology, Social Work, Fairhaven College, Psychology, and College of Business and Economics might contribute to the MPH curriculum. 4. The program can be accommodated on campus with space reallocation. 1. Would be a separate department. 2. Program completion timeline varies with the program: a. Direct entry MSN (pre RN license) 2-3 years b. Accelerated BSN (pre RN license) 1 year c. BSN (pre RN license) 2 years d. BSN (post RN license ASN to BSN) online 1 year 3. New FTE faculty (approx 12 FTEF) will develop the curriculum and will be representative of areas covered in nursing such as pediatrics, mental 11

12 health, community health, adult health, health disparities, medical/surgical, women s health/obstetrics, critical care, family, cardiology/acute care, gerontology, and informatics. Admissions staff and clinical supervisors will also be requested (approx 10 STEF). 4. New space will be required. Simulation and practice labs might include: a. Nursing skills practice lab b. Health assessment lab c. Computer/AV simulation lab d. Clinical simulation labs which might be: i. Basic hospital unit ii. Critical care iii. Surgical suite iv. Pediatrics v. Neonatal unit vi. Maternity vii. Home care viii. Health assessment Therapeutic Recreation or Recreation, MA Social Work, BSW, MSW 1. Would be an addition to the Recreation Program in the Department of Physical Education, Health and Recreation 2. Program completion timeline approximately 1-2 years. 3. New FTE faculty (approx 3 FTEF) will accommodate existing and new course offerings, to provide leadership in new graduate curriculum. New staff (1 STEF) will also be requested to supervise admissions and internships. 4. The program can be accommodated on campus with space reallocation. 1. Would be a separate department or could be combined with public health or could be aligned with Sociology. 2. Program completion timeline approximately 2 years. 3. New FTE faculty (approx 6-10 FTEF) will develop the curriculum and will be representative of areas covered in social work such as criminal justice, criminology/corrections, social work practice, families and children, community mental health, older adults, public policy, program development, multiethnic communities, and poverty, inequality and social justice. New staff (2 STEF) will also be requested to supervise admissions and set up clinical placements. 4. The program can be accommodated on campus with space reallocation. 12

13 3. We are recommending that we start with Nursing, Audiology, and Physical Therapy while also exploring Occupational Therapy, Health/Public Health, Social Work, and Recreation. The timeline for the development of all programs would be spaced out and would occur only with new support dollars from the State. There would be four parallel processes working to bring these programs to campus: a. Programmatic and staffing decisions b. Establishment of local community and regional partnerships There will be a local impact on programs offered at the local community colleges and a regional impact on programs offered at other four-year institutions in the state. We have already met with local community colleges to pledge our cooperation and integration of programming efforts (Whatcom Community College, Bellingham Technical College, and Skagit Valley Community College). Western is prepared to collaborate with other institutions in the state to provide more opportunities for citizens of the state to enter the healthcare workforce. c. Procurement of new state dollars for the programs d. Identification of program locations and space requirements and procurement of capital monies from the state Space is available for the speech language pathology and audiology proposals in their new building. The public health/community health, social work, and recreation proposals can most likely be accommodated in existing campus space. There will be capital budget needs to create or remodel space for the nursing and the physical therapy/occupational therapy programs. There is significant benefit to the community if these spaces were developed off-campus in conjunction with the local hospital or at our proposed waterfront campus. A possible timeline for initiation of the first three programs are shown below: YEAR 1 1. Establish an entity/school composed of existing programs 2. Appoint Director/Dean (1.0) 3. Seek WAC authorization for offering Clinical Doctorates in Audiology and Physical Therapy (if not completed) 4. Begin planning for AuD curricula and ASHA accreditation (.5 release) 5. Hire nurse educator or consultant to begin design of nursing programs: (1.0): 6. Hire office staff for Nursing: a. RN to BSN Online, b. Pre-licensure BSN or MSN 13

14 c. Assist in hiring Director of Nursing Education YEAR 2 YEAR 3 YEAR 4 1. Hire Nursing Director to seek certification and finalize curriculum development (1.0) a. Seek HECB and Nursing Association approvals b. Hiring nursing faculty for year 3 (4.0) c. Maintain alliances with local nursing educators. 2. Hire Director of AuD program and design curricula and begin applications for accreditation (1.0) 1. launch first BSN program on line 2. Finalize curriculum for Pre-licensure BSN and hire remaining faculty (8.0) 3. Begin plan for Masters (MS and/or MPH) in Community, Environmental, Public and Global Health release time for planning (.5) 4. Hire Dr. of Physical Therapy to plan curricula for DPT program and seek accreditation (1.0) 5. Hire needed Audiology faculty and staff to launch program (4.0/2.0). 1. Finalize Public Health planning, seek HECB approval a. Hire Director/chair (1.0) 1. (faculty to be hired in year 5) 2. Hire Dr. of Social Work to begin curricular and program development Seek HECB approval (1.0) a. (Faculty hired in year 5-6). 3. Hire clinical staff for AuD. (2.0) 4. Hire PT faculty (7.0) and staff (3.0) 5. Seek HECB approval for Physical Therapy degrees 6. Plan Masters degree in Therapeutic Recreation (.5 release) and seek HECB degree approval 7. Explore Occupational Therapy feasibility 14

15 Possible Positive Impacts on Current Western Programs There are multiple potential positive impacts on current WWU programs, some of which include: The Graduate School will be expanded and graduate offerings to current students will be enhanced Recruiting outstanding undergraduate students in a number of majors on campus will be easier with graduate programs in a variety of healthcare professions Recruiting minority students will be enhanced with the availability of nursing and other healthcare professions Fundraising in departments associated with preparing students for entry into the healthcare professions and for the professional programs themselves will be enhanced Collaboration between departments and colleges supporting the curriculum with be enhanced New and strengthened community and regional relationships will be developed with a variety of health care professions. Stronger articulations agreements with the community college will be established for entry into majors supporting the healthcare professions Some departments/majors will see expansion into graduate studies New sources of funding will become available to WWU through HECB high demand funding for health care students and from various Federal manpower funding programs. Possible Negative Impacts on Current Western Programs There are a few potential negative impacts on current WWU programs: It is anticipated that some of the funding for the new majors/programs will come directly from the State of Washington in response to the state s shortage of healthcare workers and the HECBoard s interest in enhancing programs in the health area as High Demand. There could be the perception that funds allocated for new health programs would adversely impact current funding levels for Academic Affairs. However, High demand funding has always been given at a higher per student allotment and is over and above carry forward funding. Many of the professional healthcare programs require credits of prerequisites in the sciences and social sciences and there may be a perception 15

16 that new sections will have to be created to meet the increased demand of the healthcare profession students. However, this should not add demand at the undergraduate level, since applicants to the healthcare profession programs will be applying from our current majors or from outside the university. In either case, undergraduate degrees will be required and the current capacity in the sciences and social sciences can be maintained at the present degree levels. Should any increased demand be anticipated, additional funding will planned for and sought to support those needs. The class enrollments in a number of the proposed healthcare programs such as nursing, physical therapy, and occupational therapy can easily be predicted and managed, since the supply of applicants exceeds the number of seats in all cases. For some of the other proposed programs, the program enrollments will not be as easy to determine and departments may need to conduct a needs assessment or enact strategies to advertise and recruit students to the programs. References 2008 Washington State Labor Market and Economic Report. Washington State Employment Security Department. December, _annual_ReportWEX.pdf 2008 Strategic Master Plan for Higher Education in Washington: Moving the Blue Arrow Pathways to Educational Opportunity, Washington Higher Educational Coordinating Board, December 2007, n-fromprt.pdf A Skilled and Educated Workforce: An assessment of the number and type of higher education and training credentials required to meet employer demand. A joint report: Higher Education Coordinating Board, State Board for Community and Technical Colleges, & Workforce Training and Education Coordinating Board. January catedworkforcejanuary2006final.pdf Nursing Education Programs Annual School Report, Nursing Care Quality Assurance Commission, Washington State Department of Health. 16

17 nnual_report_ pdf Lockhart, R. & Wallace, D. (2006). Waiting for the Age Bubble to Burst. Washington State Employment Security Department. Patterson, D.G. & Skillman, S.M. (2004). Health Professions Education in Washington State: Completion Statistics. Working Paper #94, Center for Health Workforce Studies. Preliminary HECB Fiscal Priorities. Washington Higher Education Coordinating Board, January, Skillman SM, Andrilla CHA, Hart LG. Washington State registered nurse supply and demand projections: Final Report #112. Seattle, WA: WWAMI Center for Health Workforce Studies, University of Washington; Jun Skillman SM, Andrilla CHA, Tieman L, Doescher MP. Demographic, education, and practice characteristics of registered nurses in Washington State: results of a 2007 survey. Final Report #120. Seattle, WA: WWAMI Center for Health Workforce Studies, University of Washington; Jun State and Regional Needs Assessment, Washington Higher Education Coordinating Board, February alneedsassessmentreportrevisedfebruary2006.pdf Supply and Demand. Health Work Force Institute, Wallace, D. (2006). Healthcare and information workers in demand. Washington State Employment Security Department. Wallace, D. (2007). The Spring 2007 Job Vacancy Survey Highlights. Washington State Employment Security Department. 17

18 Wallace, D. (2007). Fall 2007 Job Vacancy Survey Report. Washington State Employment Security Department. VSOct_07Rep.pdf Washington State Data Snapshot, Registered Nurses, October Center for Health Workforce Studies, % pdf Washington State Hospitals: Results of the 2005 Workforce Study, October Center for Health Workforce Studies, Washington State Registered Nurse Supply and Demand Projections: Registered Nurses, October Center for Health Workforce Studies, WWAMI Center for Health Workforce Studies and Washington Center for Nursing. Washington State data snapshot: registered nurses (RNs). Seattle, WA: WWAMI Center for Health Workforce Studies, University of Washington; Sep WWAMI Center for Health Workforce Studies and Washington Center for Nursing. Washington State data snapshot: registered nurses (RNs). Seattle, WA: WWAMI Center for Health Workforce Studies, University of Washington; Oct This document was prepared by Ronald Kleinknecht & Kathleen Knutzen 18

19 Outline for Taskforce Program Proposal and Analysis 1. Type of program you would like to see: Describe. a. new b. enhancement of current programs 2. Evidence of student demand for the program both locally and regionally 3. Evidence for market demand for graduates of this type of program: e.g. how will it benefit the region and State? 4. Legislative action needed if any a. Provide justification needed. See EWU s samples 5. List new courses (estimated) needed to achieve the program goals i. What courses already exist ii. Include impact and implications of your new curriculum for other Departments and programs (e.g. biology for anatomy, physiology) iii. Are there courses that could be shared 6. Classroom & lab needs do they exist now, is there sufficient availability or do we need new? 7. Equipment needs 8. Support/staff needs 9. FTEF needed, both for your program and other service departments 10. Off-campus needs if any 11. Possible timelines from a given start date i. How long to develop curricula, ii. recruit faculty, iii. recruit students 12. Challenges or obstacles to establishment of your proposed program a. What are they? b. What might be done to deal with them? 19

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