Summer Health Institute Collaborative Hospital Based Program that Works!

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Lynn Brooks …

Lynn Brooks
Director of Volunteer and Health Career Services
Salinas Valley Memorial Healthcare System
Salinas, CA

Randy Bangs
Director, Mission Trails ROP
Salinas Union High School District
Salinas, CA

This workshop provides an overview of the Summer Health Institute, a collaborative with local community college, UC-Santa Cruz, and Mission Trails R.O.P. Students exposed to health related careers through an articulated summer program, including case studies at the hospital, classroom study on college campus, 60 hours of externship supervised by clinical staff and new community advocacy research and presentations. Students will present a sample of their community advocacy research and presentations.

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  • 1. Summer Health Institute: Collaborative Hospital-Based Program That Works! Randy Bangs Director of Mission Trails R.O.P. Lynn R. Brooks, CAVS Director of Volunteer, Health Career, and Spiritual Care Services Salinas Valley Memorial Healthcare System
  • 2. Health Care Crisis- Drives Local Solutions
    • Costs
    • &
    •  $$$
    Workforce Shortages Higher Acuity Shorter Hospital Stays Out- Patient Care Diversity of Population  Senior Population Retention & Recruitment Health Care
  • 3. Projected Shortages In All Health Professions-2020
    • RN’s –45%
    • LVN’s DENTISTS
    • LAB TECH’s PHARMACISTS
    • RAD TECH’s PHYSICIANS
    • RESP TECH’s Geographic Maldistribution-rural shortages
    • Gender and race/ethnicity imbalances
    • Specialty shortages/Primary Care Shortages
    • MENTAL HEALTH- Needs in all categories
  • 4. Healthcare Career Advocacy
    • Benefit to hospitals and communities
        • Hospital – Stable work force
          • Quality healthcare
          • Fiscally sound
        • Community Colleges - Directly linked to the economic development of their communities
          • Curriculum guided by local industry needs
          • Community partnership
        • Communities
          • Educated workforce
          • Quality community services
            • Healthcare
  • 5. RHORC as a Bridge Builder Regional Health Occupation Resource Centers Industry Needs Industry + RHORC + Colleges Health Occupations Training http://www.healthoccupations.org/
  • 6. RHORC as a Bridge Builder Regional Health Occupation Resource Centers Industry Needs Industry + RHORC + Colleges Health Occupations Training http://www.healthoccupations.org/
  • 7.  
  • 8. Educational Institutions
    • Universities
    • Community Colleges
    • High School Health Academies
    • R.O.P.
  • 9. Regional Occupational Program
    • Mission Trails ROP serves eight school districts in Monterey County , offering training opportunities for high school students in grades 10, 11 and 12 as well as adults
    • ROP provides career technical education courses in many subject areas, providing the opportunity for students to learn career and technical skills along with their regular academic studies.
    • Most classes also add a “ Community Classroom ” aspect, where students intern or work in a setting related to the ROP course.
  • 10. Regional Occupational Program
      • Career Pathways
        • Agriculture & Natural Resources
        • Arts, Media & Communications
        • Building, Trades & Construction
        • Education, Child Development
        • Engineering & Design
        • Finance & Business
        • Health Science & Medical Technology
        • Hospitality, Tourism & Recreation
        • Information Technology
        • Manufacturing & Product Development
        • Marketing, Sales & Service
        • Public Services
        • Transportation
  • 11. Regional Occupational Program
      • Guidance & Alternative Education Services
        • Counseling
        • Career Assessment
        • Placement services
        • General Education Diploma/Basic Skills Lab
        • Co-op Education
        • Interview & Resume workshops
        • Career Fairs & Panels
        • Postsecondary Options
        • Job Shadow/Internship
  • 12. Health Occupations Course
    • Prerequisites: 11 th grade level in English grammar, good attendance, good attitude and a commitment to learn.
    • Course Description: Orientation to Health Careers, Communication Skills, Anatomy and Physiology (basic body systems), and Patient Care Procedures. Two components:
      • Theory/Lab
      • Proficiency -> Community classroom/Job Shadowing
    • Course Goals: Proficiency in the following knowledge/skills:
      • Employment opportunities in the areas of Diagnostic, Supportive and Therapeutic health services
      • Medical Terminology
      • Medical Ethics
      • Confidentiality
      • Environmental and Patient Safety
      • Body Mechanics
      • Patient Care Procedures (i.e., Vital Signs, Wheelchairs, Height and Weight)
  • 13. Job Shadowing Report
    • Define Job Shadowing (10 points)
    • Explain what you learned during your experience (60 points)
      • Describe skills you learned and procedures you observed.
    • Complete Patient or Non-Patient Department Report as appropriate according to criteria below (30 points)
      • Patient Departments
        • Signs and Symptoms (10 points)
          • What does the patient complain of? What does the physician see (subjective and objective?) Special diagnostic tests necessary for diagnosis can be included here, GB series, GI series, and IVP for example.
        • Treatment (10 points)
          • General kinds of treatment available (ex: surgery, medication, diets, bed rest, radiotherapy, and physical therapy).
        • Prognosis (10 points)
          • Predicted outcome. Is the prognosis good, fair, guarded, or poor? Are there any sequel (after effects)? Is complete cure likely? Is this a terminal condition, or is it a chronic condition in which the patient may need help to cope with this disability?
      • Non-Patient Departments
        • Describe other departments you were able to visit. Include: patients and/or equipment you observed, the atmosphere (calm, friendly, tense, depressing), sounds and smells.
  • 14. Other MTROP Health Classes
    • Physical Therapy Aide
    • Health Unit Coordinator
    • Medical Receptionist
    • Dental Assisting
    • Dental RDA
    • Dental X-ray
  • 15. Student Assessment
    • Controlling Infection
      • Asepsis Hand Wash
      • Gloving
    • Body Mechanics - Bed making
      • Unoccupied
      • Strip Bed
      • Open/Close Bed
    • Vital Signs
      • Temperature/Pulse/Respiration
      • Blood Pressure
    • Observations
      • Charting
      • Reporting
    • Medical Terminology
      • Medical Abbreviations
      • Medical Specialist
    • Safety
      • Patient Safety
      • Safety of Self
      • Fire Safety Procedures
    • Extra Credit
      • Laps 
      • Chapters
    • Communication
      • Reading
      • Writing
      • Speaking
      • Listening
      • Medical Math  
    • Opportunities in Medical Field
      • Nurse – LVN, RN
      • Medical Assistant
      • Nurses Assistant
      • Unit Coordinator
      • Medical Records Specialist
    • Satisfaction/Social
      • Work with fellow students as a team
      • Understand & Demonstrate patient consideration
    • Ethics/Personal Qualities
      • Punctuality
      • Accuracy
      • Dependability
      • Good Attendance
      • Appropriate Dress
      • Good Grooming
    • Job Shadow
    Proficiency Level: 3=Exceeds Skills requirements, 2 = Meets Skills Requirements, 1=Preparatory
  • 16. Health & Human Services Academies Highly Effective
    • New approach to schooling
      • Combines required graduation classes and technical training
      • Prepares student for the diverse job and career opportunities in:
        • Health
        • Medicine
        • Biological Science
        • Human Services
        • Biotechnology
    • Graduates are prepared academically and vocationally for skilled entry-level jobs and/or entrances into colleges and universities for continued training.
  • 17. Hospitals/Healthcare Associations
    • Resources
      • Education and Talent
      • Auxiliaries/Foundations
        • Grants and Scholarships
          • Current Employees
          • Volunteers
          • Community Members
  • 18. Workforce Advocacy Programs
    • R.O.P. (Regional Occupational Program)
      • Job Shadowing
        • Collaboration with Nursing Education
      • Health Academies
    • High School/College Job Shadowing
    • Community Programs (Rotary)
    • College Internships
    • Patient Ambassador Program
      • Pre-nursing college student (18+)
    (continues)
  • 19. Advocacy Programs (Continued)
    • Human Resource Department Outreach
      • Health to School Speaker’s Bureau
      • Career Fairs
      • Junior Achievement
    • Cal Works (Welfare to Work)
    • Medical Adventure Camp
    • Summer Health Institute
  • 20. Summer Health Institute
    • Purpose
      • Educate and motivate high school students in health careers
    • Format
      • Case Study methodology – multi-disciplinary
        • 28 Hospital staff members presented
      • Articulated College Coursework
        • Based on Jump Start Program-San Diego
      • Site Visits
      • Paid Experience
      • Externship in Clinical and Support
      • departments
      • Student Research/Return Presentations
      • Mentoring
  • 21. Participating Agencies
    • Visiting Nurse Association—Home Health & Hospice
    • Hartnell College
    • Stanford Medical School Center of Excellence
    • University of California, Santa Cruz Biology Labs
  • 22. SHI Curriculum Overview Introduction to Hospital Presented Case Study at Hospital Externship Preparation WEEK 1 Community Advocacy Projects Advocacy Presentations Program Evaluations Graduation WEEK 5 Externships Site Visits to UCSC & Stanford Research and Case Study Draft Review Student case study presentations Cumulative Final WEEK 4 Visiting Nurse Association and Departmental Externships Library Research Orientation Principles of Public Speaking Hospital Administration/Organization Presentations WEEK 3 Hartnell Nursing Lab—1 unit WEEK 2
  • 23. NICU Case Study Sample
    • Baby Boy H was born today at 03:07 hrs to a 27 y.o. G2 now P2 O+ female at 35 1/7 weeks gestational age; birth weight was 2500 gm. The mother received good prenatal care (HBSAg neg. RPR non-reactive, Rubella Immune.) She was scheduled for a visit today, the day of her delivery at which appointment the Group B Strep screen would have been performed. She was admitted in advanced pre-term labor and delivered 2 hours later. On further questioning she commented that she had been leaking amniotic fluid for over 18hours. Her admitting temperature was 100.6F. She received one dose of IV Penicillin 5 million units one hour prior to delivery.
    • At delivery the baby was given APGARs of 5 at 1 minute (1 off for color, 1 off for HR, 1 off for respiratory effort and 2 off for tone) and 7 at 5 minutes (1 off for color, 2 off for tone.) The baby was positioned under the radiant warmer, suctioned, dried and stimulated. Positive pressure ventilation was briefly provided and discontinued once HR respiratory effort and color improved. However free flowing oxygen was necessary to maintain color and the baby was transferred to the NICU. You have been called by the team to evaluate.
    CONTINUES…
  • 24. Case Studies Outlined by Physician Necrotizing Fasciitis Heart Case NICU
  • 25. Discussion 3:00-3:30 p.m.   Discussion 3:00-3:30 p.m. Discussion 3:00-3:30 p.m. Discussion 3:00-3:30 p.m. 3:15 Wrap-Up   Wrap-Up Wrap-Up Wrap-Up 3:00 1:45-3   2:15-3 2:15-3 Dr. Kasting 2:45   Kristina Morales Mary Neimy Introduction to Case Study #1 2:30 Eva Geidt   Health Promotion Physical Therapy Assignments and 2:15     BREAK 1:30-2:15 Student Case Study 2:00 Mind/Body Connection   1:15-2 p.m. Susan Cerney Format Overview 1:45     Dr. Kasting Laboratory Components of a Case Study 1:30 12:45-1:45   Case Study Wrap-Up BREAK 1:15-3:00 1:15 Mike Hutchinson   12:30-1:15 12:30-1:15   1:00 Affiliates   Sonia Morrison Jason Villavert and Administration 12:00-1:15 p.m. 12:45 12:00-12:45   Discharge Planning/Case Mgt Respiratory Therapy Introduction to Mentors 12:30 Jim Griffith   11:45-12:30 11:45-12:30 Welcome Luncheon 12:15 CEO-Planning   Art Gabudao Dr. Kasting CP4 12:00     Social Services APGAR Scoring/ Assessment   11:45 11:15-12:00         11:30 LUNCH   11-11:45 11-11:45 Advance Care Planning Literacy 11:15 RETURN DEMO (VNA) LUNCH LUNCH Communicating w/Compassion 11:00 Hand Massage Roberta Troxell ASSOCIATION     Other Ambassador Stuff 10:45 10:30-11 a.m. NURSE 10-11 a.m. 10-11 a.m.   10:30   VISITING Sharon Roberts Lihjen Wang Team and VNA Assignments 10:15 orientation   NICU Nursing Pharmacy   10:00 NICU with Dr. Kasting and floor/room     9-10 a.m.   9:45 4 teams x 15 mnute rotations through   9-10 a.m. Diane Mallett   9:30     Chuck Morris and Admission Paperwork Rules of Engagement 9:15 8:45-10:30 a.m.   Diagnostic Imaging Pre-Admission Process Finalize Paperwork 9:00 Floor Orientaion and NICU Overview   8:30-9:00 a.m. 8:30-9:00 a.m. Orientation Checklist (Green) 8:45 Morning Review 8:30-8:45 a.m.   Morning Review Morning Review Lab Coats 8:30
  • 26. Patient Room Orientation
  • 27. PATHOLOGY
  • 28. Suite Surgical Sterile Field
  • 29. VISITING NURSES ASSOCIATION
  • 30. Hartnell College Nursing Skills Lab
  • 31. Stanford
  • 32. U.C. Santa Cruz Biology Labs
  • 33. EXTERNSHIPS
  • 34.  
  • 35. Student Case Studies
    • Respiratory Case Study
    • Mr. Ardin is admitted to the hospital after sustaining two fractured ribs and a lung contusion following a motor vehicle collision. His previous health history was positive for smoking and emphysema. He has been on oxygen at 21/min and has been fairly comfortable on MSO4 via PCA.
    • Neurological Case Study
    • Mr. Spina, a 22-year-old male is injured while surfing. He is diagnosed with complete C6 spinal cord injury.
    • Cardiology Case Study
    • Mr. Eddy has been a patient in the critical care unit for three days being treated for a large acute anterior wall myocardial infarction. Mr. Eddy continues to have chest pain unrelieved with a nitroglycerin drip and MS04. He is obtunded, tachycardic, hypotensive, oliguric, and has crackles in both lungs.
    • Burn Case Study
    • You are working the day shift and are assigned to care for Miss Frieri, an 18-year-old female admitted during the night. She was burned in a house fire. She sustained some full-thickness and partial-thickness burns over 30% of her body.
    • Hepatic Case Study
    • Mr. Lopath, age 50, is admitted to your floor from the ED. He is lethargic, cachectic in appearance and mildly combative. He smells strongly of ETOH and has a notably swollen abdomen and lower extremities.
  • 36. Case Studies Must Include
    • Chief Complaint/Present Illness
    • Medical History
    • Basic and Specific Tests
    • Diagnosis
    • Treatment
    • Follow-up Testing
    • Outcomes
    • References
  • 37. HEPATIC ENCEPHALOPATHY PRESENTED BY: Montse , Holly Spier, Nayibe Andrade, Isabel Montenegro
  • 38.  
  • 39.  
  • 40. Community Health Advocacy
    • During the 1 st 5 years of SHI—Stanford University mentioned an important criteria in selection of students for medical school is advocacy for improvement of the health of their community, which begins with the ability to identify community health issues
    • Students were learning about health inside the hospital, but outreach wasn’t part of the curriculum
    • 2008—added advocacy projects, based on top health needs in the community (as reported in the 2001 Tellus Report)
      • Type II Diabetes
      • Elderly Falls
      • Access to Preventive Healthcare for Migrant Families and uninsured
  • 41. Objectives of Advocacy Projects
    • To provide our SHI students with the opportunity to advocate, within their community, a health issue that they feel needs to be addressed
    • To provide them with the resources needed to fulfill the requirements we set for them
    • To give the students the power to create change within their community
  • 42. Goal
    • That our students have a better understanding of the preventable health issues within their own community.
    • Our students will be able to speak on such issues to community members and medical staff with confidence.
    • Each group assigned to a health issue will create and carry out an advocacy project that they design and develop.
  • 43.
    • The number one cause of Emergency Room visits among adults over 65, is preventable Elderly Falls.
    • More than 90 percent of hip fractures occur as a result of falls, with most of these fractures occurring in persons over 70 years of age.
    • Elderly persons who fall are 10 times more likely to be hospitalized and eight times more likely to die as the result of a fall.
    • Hip fracture survivors experience a 10 to 15 percent decrease in life expectancy and a meaningful decline in overall quality of life.
    Elderly Falls
  • 44.
    • Physical Therapy
      • Wednesday, July 16 th presentation
    • Avalon Villa Serra
      • Thursday, July 17 th presentation
    • http://www. nia . nih . gov / HealthInformation / Publications/falls. htm
    • Philips Lifeline
    • MSSP & Linkages Programs
    • Director of ROP
  • 45. Falls Prevention
  • 46.
    • More than 100 Monterey County high school students have parents that are migrant workers.
    • Health-care facilities for migrants need special investments in terms of educational outreach work to educate migrants on the need for prevention of STDs, translation facilities and timely health-care facilities.
    • There are over eight special assistance programs available for uninsured individuals in our county alone.
    Accessing Health Care for Migrant Families
  • 47. Diabetes
    • 20.8 Million people suffer from diabetes
    • Over 90% of obese people suffer from type II Diabetes
    • 9.5 percent are Hispanic/Latino Americans aged 20 years or older (2.5 mil)
    • The total annual economic cost of diabetes in 2007 was estimated to be $174 billion
    • http://diabetes.niddk.nih . gov/dm/pubs/statistics/
  • 48.
    • Clinica de Salud
      • Tuesday, July 15 th tour
    • HELP
      • Tuesday, July 15 th Training
    • Partners for Peace
      • Wednesday, July 16 th presentation
    • The Health Department
    • Head Start
  • 49.
      • Students worked in team setting to formulate plan for accessing resources and develop timelines
      • We used resources and people we met at hospital and community to ask questions, design topic of discussion and prepare for questions
        • For example: First Five of Monterey County
          • Received Spanish and English pamphlets and cookbooks with healthy recipes
      • Presented at local housing complex
        • Preventive health resources
        • Healthy eating habits
      • Conclusion: We accomplished something very important
        • Reached out to community
        • Spoke directly to people in need
        • Sense of pride
    Accessing Health Care for Migrant Families Project
  • 50. ADVOCACY PROJECTS Diabetes Awareness
  • 51. Health Access
  • 52. SHI Outcomes
    • 115 students graduated to date (6 years)
      • Diverse group
      • Over half – 1 st generation with college goals
      • Health Academy/R.O.P. prepared
      • Highly motivated to succeed
    • Increased community collaboration
  • 53. Student Evaluation Averages
  • 54.  
  • 55. Factors to Consider
    • Resources
      • Financial (Sample Budget in packet)
        • Supply Costs
        • Program Costs
          • Instructors, Paid Externships, Transportation, Administrative
      • Hospital Administrative Support
        • Meeting Space
        • Case Study Presenters/Mentors
        • Recognition
          • Welcome Luncheon and Graduation
      • Community College Collaboration
        • Financial, Instructor and Facility Availability
        • Administrative Support for development of their piece
      • Potential Community Partners – Participant or Sponsor
  • 56. Future Healthcare Professionals