A Prescription for Healthcare Training in Tennessee
U.S. Dept. of Labor TAACCCT Grant Application
Roane State Community College (RSCC)
and TN Consortium Institutions
Technical Proposal
Arguably one of the most critical training priorities facing the nation is the need to prepare a
highly skilled healthcare workforce. Ensuring Tennessee's TAA-eligible, dislocated and
underemployed workers have opportunities to obtain training in healthcare fields that meet their
interests, skill levels and that fit their individual circumstances is even more important in TN.
Providing Tennesseans with training for careers in healthcare will meet employer-driven demand
for more skilled healthcare workers, address the concern that the state is investing in training for
TAA workers at a significantly lower level than the nation, and also address the problem that
state unemployment rates are dramatically higher in many areas than the national average.
Tennessee’s 13 community colleges and 27 technology centers, led by the Tennessee Board of
Regents, have joined Roane State Community College (RSCC) in A Prescription for Healthcare
Training in Tennessee (RX TN) to help ensure healthcare training and the important support
services needed by students to successfully complete training and go to work, are available
across the state. The design of RX TN includes Training Prescriptions to build/enhance specific
healthcare training programs where there are gaps in meeting industry-driven demand and
Student Support Prescriptions to support all students in or trying to access healthcare training at
the consortium institutions resulting in completion and employment.
1. Statement of Need
1
A Prescription for Healthcare Training in Tennessee
U.S. Dept. of Labor TAACCCT Grant Application
Roane State Community College (RSCC)
and TN Consortium Institutions
i. Serving the Education and Training Needs of TAA Workers
Impact of Foreign Trade: Since January 1, 2007, 471 TAA-eligible layoffs have occurred across
Tennessee impacting over 30,000 workers according to data provided by the Tennessee
Department of Labor and Workforce Development (TDOL&WD). Examples follow:
Petition #
Company
City
73558
80188
64916
71811
71610
73690
74906
73962
73581
72504
72703
75252
74339
71745 (& A)
Robert Bosch LLC
Berkline
Panasonic
Ficosa NA
Chattanooga Group
LSI Marcole, Inc.
Philips Luminaries
Ford Motor Credit
Dell Products
Penske Logistics
Young Touchstone
GoodYear Tire
Sitel Operating Corp
Servicemaster
Johnson Cty
Morristown
Knoxville
Crossville
Hixson
Manchester
Sparta
Franklin
Nashville
Spring Hill
Lexington
Union City
Memphis
Memphis
LWIA
1
2
3
4
5
6
7
8
9
10
11
12
13
13
Decision
Date
5/14/2010
6/1/2011
2/26/2009
12/9/2009
1/29/2010
5/24/2010
12/14/2010
7/6/2010
11/23/2010
4/28/2010
6/18/2010
4/6/2011
2/16/2011
1/8/2010
# of
Employees
178
595
40
100
289
44
275
155
358
300
148
2099
245
250
These high numbers of TAA-eligible dislocated workers combined with continuing high
unemployment clearly demonstrate the need to offer training to TAA and other dislocated
workers. According to the U.S. Department of Labor1 (USDOL), TN had 34 TAA Certifications
in FY 2011(3% of the total 1,116 national certifications) and those certifications impacted 7,042
workers (8% of the total U.S. TAA workers). Only California and New York each had more
TAA workers impacted in FY 2011. An average of $3,546 was spent nationally on each TAA
worker in training but in TN only $770 was spent. More needs to be done to serve the needs of
1
United States Department of Labor. (2011). Trade Adjustments Assistance for Workers. Fiscal Year 2011 Report
to the Committee on Finance of the Senate and Committee on Ways and Means of the House of Representatives. [
Electronic Version]. 12, 15-16.
2
A Prescription for Healthcare Training in Tennessee
U.S. Dept. of Labor TAACCCT Grant Application
Roane State Community College (RSCC)
and TN Consortium Institutions
TAA workers in TN. Unemployment numbers are beginning to improve nationally, but high
unemployment, including TAA workers, continues in TN at higher than the national average.
Many layoffs are large and impact not only the workers, but the community as a whole. In
West TN a Goodyear layoff had an indirect impact on over another 1,800 employees resulting in
total annual lost wages to the area of over $180M and a tax impact of ~ $5M annually2.
The 13 community colleges and 27 technology centers in the RX TN Consortium serve every
county in the state and have the capability of reaching each TAA worker and other citizens as
well as all employers in the state.
Partnerships with TAA Agencies: In TN, the community colleges and technology centers
work closely with TDOL&WD including the TAA program and the Local Workforce Investment
Areas (LWIAs). In most cases, the LWIA services and TAA program are co-located in the
2
Younger Associates. (September 2009). The Economic Impact of Goodyear Operations On the Economy of Obion
County & The Goodyear Employment Region. Memphis·Jackson, TN: Author.
3
A Prescription for Healthcare Training in Tennessee
U.S. Dept. of Labor TAACCCT Grant Application
Roane State Community College (RSCC)
and TN Consortium Institutions
Career Centers and services are seamlessly delivered to the TAA worker. Services include the
delivery of core services such as career assessment/planning to TAA-eligible workers by the
LWIA staff and joint case management by the LWIA and TAA staff in the Career Centers.
Consortium members have extensive experience in working with TAA staff to recruit TAA and
other dislocated workers to their training programs and facilitating the necessary
paperwork/documentation to ensure streamlined and effective delivery of training services.
Initial discussions have taken place with TDOL&WD and the LWIAs across the state and they
are more than willing to ensure coordination with the TAA services/staff in their locations. This
is further demonstrated in a TDOL&WD letter of commitment (on file) to ensure services are
provided to TAA and other dislocated workers, and other citizens.
Education and Training Needs of TAA Workers in Communities to be Served: Understanding
the typical TAA worker as well as the breadth of characteristics and needs/barriers among TAA
workers are critical in designing programs to best meet their needs and that result in successful
training and employment while at the same time meeting employers and industry-driven needs.
Characteristics of Eligible Workers3
Males = 55%
Females = 45%
Mean age = 45.6
Education:
Younger than 40 = 33%
Less than High School = 17%
40 – 50 = 31%
High School = 58%
50 – 60 = 27%
Associate’s Degree or some college = 17%
Over 60 = 8%
Bachelor’s or above = 8%
These characteristics demonstrate the need for programs that offer training to male and female
high school graduates and address barriers as a result of them being out of school for a
significant amount of time (20+ yrs).
Needs surveys from recent layoffs also confirm the characteristics/needs indicated above.
Company
Quebecor
Less
Than HS
Educ.
9.1%
H.S. /GED
Education
Only
77.6%
Some
College/Post
Secondary
13.3%
Interest in
More
Training
79.8%
Industry
TAA
Manufacturing Yes
3
U.S. Department of Labor:
http://wdr.doleta.gov/research/keyword.cfm?fuseaction=dsp_resultDetails&pub_id=2442&mp=y
4
A Prescription for Healthcare Training in Tennessee
U.S. Dept. of Labor TAACCCT Grant Application
Roane State Community College (RSCC)
and TN Consortium Institutions
46.9% (189/403) respondents identified a health career program as their most preferred from a
list of 28 career programs/certificates. -Health and Information Technology was the second
most popular program/certificate among respondents, with 91/403 (22.6%) indicating it as one
of their top choices.
Goodyear
1.1%
49.8%
45%
72.6%
Manufacturing Yes
>1200 emp.
21% (248/1193) respondents identified a health career program as their most preferred from a
list of 78 career programs/certificates.
American
1.7%
48.6%
49.9%
76%
Manufacturing No
Ordnance
376 emp.
Approximately one-half of the respondents identified a health career program as their most
preferred interest area for training.
Briggs 402 11.1%
51.5%
37.4%
70%
Manufacturing No
employees
Approximately 20% of the respondents identified a health career program as their most
preferred interest area for training.
The need for services to support students in training is common among all student populations
but greater for non-traditional students such as TAA workers that are not familiar with accessing
services and navigating the postsecondary systems. The need to ensure students are aware of and
can access these services to ensure college completion and employment is demonstrated in the
state’s results of the Community College Survey of Student Engagement (CCSSE)4 :
How important are the
following services?
Academic advising/planning
Career Counseling
Peer or other tutoring
Transfer credit assistance
Very
Not at all
62%
49%
40%
50%
9.9%
20.6%
26.9%
26.5%
How often do you use the
following services?
Academic advising/planning
Career Counseling
Peer or other tutoring
Transfer credit assistance
Rarely/
Never
38.4%
54.5%
49.2%
38.2%
In its executive summary of 2010 findings, CCSSE noted the importance of integrating student
support into learning experiences. Despite the fact that community colleges offer a number of
4
www.ccsse.org (May 2, 2012) Data Source: 2009 CCSSE Cohort (Tennessee Consortium = all TN community
colleges)
5
A Prescription for Healthcare Training in Tennessee
U.S. Dept. of Labor TAACCCT Grant Application
Roane State Community College (RSCC)
and TN Consortium Institutions
support services, students cannot use them “if they are unaware of them, don’t know how to
access them, find them to be inconvenient, or feel stigmatized by using them.”
ii. Evidence of Job Opportunities in the Targeted Industries and Occupations
Targeted Industry and Occupations: One proposal could not possibly address all of the career
fields on a healthcare career lattice. RX TN is strategically designed to enhance/expand/develop
training based on employer-driven needs (see attached letters) while taking advantage of
opportunities to develop/deliver training in cost effective manners that utilize research, work
from Round 1 TAACCCT proposals, and previously established successful models in its design.
RX TN is designed to offer a variety of training opportunities that are designed to meet the
education levels and needs of TAA workers that vary from short-term up to degree offerings that
will articulate to 4 year degrees and beyond and provide students the opportunity for ongoing
career advancement and life-long learning. The proposal will provide students within the career
lattice (See Core Element 2) services to improve chances of successful entry into healthcare
programs, graduation and employment. The Student Support Prescriptions will support
students in healthcare training programs within the lattice while the Training Prescriptions will
specifically focus on training for Occupational Therapy Assistants, Surgery Technicians, LPNs
transitioning to RNs, Medical Informatics Technicians, Phlebotomists, ECG Technicians, Patient
Care Technicians, Emergency Management Dispatch, and Allied Health leadership
(opportunities skilled healthcare workers to move into leadership/management positions).
Evidence of Employer-Driven Demand: Tennessee has 13 Local Workforce Investment Areas
(LWIAs). The ambulatory healthcare and/or hospital industries have been identified as high
6
A Prescription for Healthcare Training in Tennessee
U.S. Dept. of Labor TAACCCT Grant Application
Roane State Community College (RSCC)
and TN Consortium Institutions
growth industries in 12 of the 13 LWIAs.5 State employment growth is projected to be 0.5%
annually for 2008 to 2018. However, annual growth in most healthcare sectors far exceeds that6:
2008 – 18
Projected
Growth
1.6%
2.8%
Industry Sector
Education/Health Services
Ambulatory Health
Care Services
Industry Sector
Health /Social Assistance
Nursing & Residential
Care Facilities
2008 – 18
Projected
Growth
1.9%
2.5%
State labor market projections show the need for the identified healthcare training7.
Occupation
Medical Record &
Medical Information
Technicians
Surgical Technologists
Police, Fire,
Ambulance Dispatcher
Occupational Therapy
Assistants
Registered Nurses
Phlebotomist
ECG Technician
Medical Assistants
(including Patient Care
Technicians)
Base
2008
Annual Openings Due To:
Projec- Growth Replace- Total Annual
tion
ment
Open- Percent
2018
ings Change
Median
annual
salary
3,080
3,400
3,510
4,150
40
80
60
90
100
160
1.30%
2.00%
$28,407
$36,573
2,790
3,290
60
60
120
1.80%
$28,975
560
61,610
3,190
740
700
71,750
3,430
810
10
1,020
20
10
10
1,080
40
10
20
2,090
60
20
2.30%
1.50%
0.70%
0.90%
$45,902
$55,814
$27,467
$42,848
10,230
12,970
270
110
360
2.4%
$30,679
U.S. Bureau of Labor Statistics demonstrates the expected growth/need for the targeted careers8:
Occupation
Percent Change
2010 – 20
Annual Median Wage
2010
5
Tennessee Department of Labor and Workforce Development http://www.tn.gov/labor-wfd/outlooks/select.htm
(4/5/2012)
6
Annual Workforce Report 2010 An Update on Tennessee’s Greening Economy, http://www.tn.gov/laborwfd/Publications/EmploymentSecurity/AnnualWorkforceReport2010.pdf, April 16, 2012.
7
Source: http://www.sourcetn.org/admin/gsipub/htmlarea/uploads/OccupationProjections.pdf (3/21/2012)
http://www.tn.gov/labor-wfd/wages/2010/TOC000.htm (4/11/2012)
8
Source: http://www.bls.gov/opub/ooq/2012/spring/art02.pdf; April 17, 2012
7
A Prescription for Healthcare Training in Tennessee
U.S. Dept. of Labor TAACCCT Grant Application
ECG Technologist/Technician
Medical Records/Medical Info Technician
Registered Nurse
Occupational Therapy Assistant/Aide
Medical/Clinical Laboratory Technologist and
Technician (including Phlebotomists)
Surgical Technologists
Roane State Community College (RSCC)
and TN Consortium Institutions
29%
21%
26%
41%
13%
$49,410
$32,350
$64,690
$47,490
$46,680
19%
$39,920
A Study of Healthcare Occupations in Northwest Tennessee – Workforce Needs, Career Ladder,
Awareness Programs, and Financial Sources for Training was conducted by the Middle TN State
University Business and Economic Research Center in 2008. Key findings in this study support
the need for current and future healthcare workers. The Nashville Technology Council released
its jobs report in the first quarter of 2011 showing that 925 healthcare positions were, at that
time, open in middle Tennessee and that the healthcare industry was a leading employer for
health informatics (HIT) positions. They also conducted a survey and issued a report finding that
78% of respondents indicated a shortage of candidates for HIT positions in middle TN and most
identified education/training opportunities as the biggest barrier to generating a sufficient
workforce in the Nashville Metropolitan area. Projections of the demand/shortage for RNs have
varied due to the dynamic economic conditions but show it ranges from the need for 581,000
new positions by 2018 (increasing workforce 22%) to a projected shortage of 260,000 by 20259.
The need for and support of training in the career areas demonstrated above is also further
supported by employers with which the consortium is currently working. This is demonstrated
in the attached letters of commitment, leveraged support budget narrative and the Core Element
#5: Strategic Alignment section of this proposal.
The availability of healthcare professionals is a challenge in TN, driven by many of the same
factors as in other parts of the country including the retiring baby boomer generation and aging
population. In addition, an expanding retirement industry in pockets of the state is a unique
9
Robert Rosseter, “American Associations of Colleges of Nursing, Fact Sheet: Nursing Shortage,” May 3, 2010.
8
A Prescription for Healthcare Training in Tennessee
U.S. Dept. of Labor TAACCCT Grant Application
Roane State Community College (RSCC)
and TN Consortium Institutions
factor that drives the need for more area healthcare workers. About 13% of individuals are 65 or
older in the U.S. and TN, but many counties in TN exceed this such as Clay at 20%, Cumberland
at 26%, Decatur at 20%, Loudon at 21.5% and Pickett at 22.5%.10 This need is further detailed
in strategic plan documentation such as the East Tennessee Development District addressing the
area’s higher than average baby boomer growth rates and the need for infrastructure to support
them.11 TN’s projections for growth of the industry have/continue to be positive per the
Economic Reports to the Governor since 2007 which states “health and education services are
expected to realize the strongest rate of job growth over the long-term horizon” (2011)12. A
Georgetown University report shows the need for healthcare workers: “The share of workers
with at least some college or better … increased from 82 percent in 1983 to 92 percent in 2007
and is projected to increase to 95 percent in 2018.”13
Skills Required in the Healthcare Industry and Occupations: RX TN will offer a variety of
healthcare training components based on employer-driven demand with supporting labor market
data and also offer a choice of training length and skill to meet the needs of TAA workers and
others.
Career Field/Training
Educational Certificate/ Degree
AAS Degree in Occupational Therapy
Occupational Therapy
Assistant
Occupational therapy practitioners help people across the lifespan participate in the things they
want/need to do through the therapeutic use of everyday activities. Common occupational
therapy interventions include helping children with disabilities to participate fully in school and
social situations, helping people recovering from injury to regain skills, and providing supports
10
Sources: Persons 65 & older- http://quickfacts.census.gov/qfd/states/00000.html (April 11, 2012)
East Tennessee Development District, Comprehensive Economic Development Strategy 2007 – 2008, Alcoa, TN
12
Matt Murray, An Economic Report to the Governor of the State of Tennessee, Knoxville, TN: Center for
Business and Economic Research at the University of Tennessee, January, 2007, 2010, 2011, 2012.
13
Carnevale, A.P., Smith, N. & Strohl, J. ( June 2010). Help Wanted: Projections of Jobs and Education
Requirements through 2018. Georgetown University Center on Education and the Workforce. Retrieved from
http://cew.georgetown.edu/ . 50.
11
9
A Prescription for Healthcare Training in Tennessee
U.S. Dept. of Labor TAACCCT Grant Application
Roane State Community College (RSCC)
and TN Consortium Institutions
for older adults experiencing physical and cognitive changes.
AAS Degree in Allied Health
Allied Health
Students enter community college with a previous healthcare certification and often articulate
from a Tennessee Technology Center with a skilled healthcare certificate. This AAS degree
offers leadership and management training to be more effective/promotable in the workplace and
prepare for supervision/management positions and additional education.
AAS Degree in Medical Informatics
Medical Informatics
Technicians/MIT
MIT is an emerging field; a blend between Health Info, IT and Health Information.
Surgical Technicians (STs) AAS Degree in Surgical Technology
STs are allied health professionals who are an integral part of the team of medical practitioners
providing surgical care to patients. They work under the supervision of a surgeon to facilitate the
safe and effective conduct of invasive surgical procedures, ensuring that the operating room
environment is safe, that equipment functions properly, and that the operative procedure is
conducted under conditions that maximize patient safety. They possess expertise in the theory
and application of sterile and aseptic technique and combine the knowledge of human anatomy,
surgical procedures, and implementation tools and technologies to facilitate a surgeon’s
performance.
AAS Degree in Nursing
Registered Nurses (RNs)
(LPN to RN Mobility)
RN’s work in varied settings ranging from hospitals to homecare. All RN practice is governed
by the TN State Board of Nursing via the TN Division of Health. RNs are required to have
licenses renewed biennially. RNs are trained in physical assessment, patient care management
and oversight, and in the management and supervision of other employees. The AAS in Nursing
degree prepares LPN’s to transition to the RN level of practice.
Certificate of Completion and National Healthcare Association
Phlebotomist
Testing for Certification
Phlebotomists specialize in drawing blood and work in a variety of healthcare settings. They are a
crucial part of the medical team with skills necessary to obtain quality lab specimens.
Certificate of Completion and National Healthcare Association
ECG Technician
Testing for Certification
This healthcare professional serves in medical and testing clinics to prepare patients for testing,
calculating heart rates, identifying and resolving artifacts from tracing, etc.
Certificate of Completion & National Healthcare Assoc.
Patient Care Technician
Certification for ECG, Phlebotomy and Patient Care Technician
(PCT)
PCTs play a vital, growing role in healthcare with tremendous employment opportunities with
hospitals, medical offices, and long term care facilities. They provide basic patient care skills,
ECG testing, Phlebotomy, and other advanced medical skills.
iii. Gap Analyses: The RX TN consortium has identified a number of key gaps in training
students for careers in healthcare professions. These include the lack of/limited availability of
training in specific regions in the state, the lack of clinical sites, and the lack of adequate
10
A Prescription for Healthcare Training in Tennessee
U.S. Dept. of Labor TAACCCT Grant Application
Roane State Community College (RSCC)
and TN Consortium Institutions
labs/simulation opportunities. Another major gap identified is the fact that many students start
college ill-prepared to navigate the educational system and to achieve academically.
The consortium facilitated a GAP analysis14 on availability of education versus occupational
demand. This analysis helped to drive/support the need for the specific occupations identified
for additional training focus. Highlights of the analysis indicated gaps across the state between
projected demand and supply as well as within regions of the state that need to be addressed.
Occupation
TN
East TN (LWIAs
LWIA Middle
West TN (LWIAs
1, 2, 3, 4, 5
TN(LWIAs 6, 7, 9
8, 10, 11, 12
including
including
including
Knoxville)
Nashville)
Memphis)
RNs
XXX
*
*
*
Surgical Techs
X
*
*
*
Medical Assistants**
XXX
*
*
*
Note: TN Gap Analysis: 0 = No GAP; X = Gap of 400 or less; XXX = above 1000 jobs;
LWIA Gap Analysis: * = Significant gap identified at regional level
**Includes Medical Informatics, Phlebotomists, ECG Techs and Patient Care Techs
The Allied Health degree prepares individuals that already have healthcare training/certification
to be competitive for supervisory, management-level positions within their chosen
discipline. Health science and HR departments in hospitals note their preference for a degreed
person over that of a non-degreed person, all other characteristics and qualifications being
equal. This is also evident in a review of employment ads in newspapers and on websites.
Gaps in Institutional Ability to Implement Core Elements and Impact: Consortium members
have identified key gaps in the ability to provide the training and services identified in this
project. In each case, the gaps can be addressed with successfully implemented funding that will
help ensure these barriers are overcome for project implementation and sustainable.
14
WIN Strategic Compass. (April 2012). Curricula Assessment and Gap Analysis of Occupational Supply and
Demand for LWIA 1-15 (Generated for Roane State Community College.). Kingston, TN.
11
A Prescription for Healthcare Training in Tennessee
U.S. Dept. of Labor TAACCCT Grant Application
Core
Element
1. Evidence
Based
2. Stacked/
Latticed
Credentials
Level
No Gap –
Excellent
evidence to
support
proposal
Highly
significant
gap – High
Priority
3. Online/
Technolo
gyEnabled
Learning
Highly
significant
gap – High
Priority
4. Transferability
Articulation
5. Strategic
Alignment
Significant
gap –
Medium
Priority
Gap –
Room for
Improvement
Highly
significant
gap – High
Priority
Roane State Community College (RSCC)
and TN Consortium Institutions
Gap
Impact*
1. Documentation &
Assistance to Students
2. Coordination Across
Training Institutions (i.e.
training in East TN is not
available in West TN)
3. Insufficient Short-Term
Entry Level Options
1. Shared technology
across institutions
2. Simulation training tools
(reduce need for onsite
clinical time)
3. Technology-enabled
Student Support Services
1. Students do not take advantage of
entry level or advanced training or
spend too much time on healthcare
training “waiting” lists
2. Employer/Industry-driven needs are
not met
None
1. Communication to
students
1. Cost inefficiency causing duplicate
services at institutions and lack of
services at other institutions
2. Lack of quality and timely
training/limits size of programs due to
clinical space availability
3. Students do not receive timely
answers to questions
1. Students do not understand training
options available to them or see
opportunities for career advancement.
1. Opportunity for
1. Lack of fully meeting
improved working
employer/industry-driven workforce
relationships with
needs
employers and industry
Student
1. Availability of Student
1. Students do not take advantage of
Support
Services in Advising,
entry level or advanced training
Counseling, etc.
2. Students spend too much time on
2. Availability of Career
healthcare training “waiting” lists
Assessment, College
3. Students do not successfully
Entrance Tests, etc.
complete training
*These impacts are clearly more dramatic on TAA-eligible and other non-traditional students that
do not have experience in navigating postsecondary systems and are facing a multitude of other
barriers/challenges.
Another key gap in the delivery of services is the availability of adequate instructional tools and
real life applications. According to a new survey from the National League for Nursing, a lack
12
A Prescription for Healthcare Training in Tennessee
U.S. Dept. of Labor TAACCCT Grant Application
Roane State Community College (RSCC)
and TN Consortium Institutions
of quality clinical sites, qualified faculty and/or limitations imposed by clinical agencies (# of
students, etc.) have created barriers to effective clinical education in pre-licensure nursing
programs. Pamela Ironside, the principle investigator, states that students have limited “handson” opportunities due to limitations at the clinical facilities; therefore, simulated experiences are
needed to help provide students with “hands-on” clinical experiences.15
2. Description of the Project: Strategic Approach and Core Elements
RX TN is designed to improve the opportunities for TAA workers and others in healthcare
training and at the same time better meet the needs of healthcare employers. The project contains
strong Student Support Prescriptions to serve all TAA workers and others to prepare for and
make good decisions in selecting healthcare training as well as being successful once they start
training to complete and obtain employment. While Student Support Prescriptions are designed
to serve students/potential students across the healthcare career lattice at RX TN institutions, the
proposal also contains Training Prescriptions to address specific occupational training needs
that are currently not available or need enhancing to meet employer and industry-driven needs.
i.
Core Element 1 - Evidence-Based Design:
Much of the design of this grant reflects the
best of funded Round 1 TAACCCT grants; other federally funded models through the U.S.
Departments of Labor and Education; current work going on in TN spearheaded by Complete
College America and the Lumina Foundation/Gates Foundation; and nationally-based research.
Evidence for the Student Support Prescriptions: TN and the Tennessee Board of Regent
schools/consortium institutions are focused on meeting the goals of Complete College America
15
Clinical shortcoming hamper nursing ed (September 10, 2009). Community College Times. Retrieved May 2,
2012 from http://www.communitycollegetimes.com/Pages/Academic-Programs/Clinical-shortcomings-hampernursing-ed.aspx
13
A Prescription for Healthcare Training in Tennessee
U.S. Dept. of Labor TAACCCT Grant Application
Roane State Community College (RSCC)
and TN Consortium Institutions
(CCA)16 and the Complete College Tennessee initiative. TN was 1 of 10 states selected to
receive a CCA Completion Innovation Challenge grant ($1M). Focus areas of this work are
directly tied to the goals in RX TN and the needs of TAA and dislocated workers, adults, and
others in training. Much of this infrastructure work in TN is also funded by a Lumina Grant.
This proposal has been partially designed based on the work underway in these initiatives to
accelerate time to credentials by creating programs that encourage students to balance work and
family obligations and develop initiatives with the Technology Centers that will strengthen
program linkages and expand articulation opportunities for students desiring to pursue
community college associate degrees. TN community colleges have recently re-designed their
developmental skills courses to accelerate completion to ensure students are prepared for
college-level training, but not spend more time than needed in completing this preparation. This
example of shortening the time to completion is a strong recommendation in the CCA17 report.
RX TN sees the Cincinnati State Technical and Community College (CSTCC) Round 1 health
care proposal as the model from which RX TN will be built. After thoroughly reading the
CSTCC proposal and discussions with their staff, their Enhanced Retention strategy was used to
build the RX TN Student Support Prescriptions including addressing general education
competency discrepancies, channeling students to learning support, establishing stronger
advisor/student relationships (Completion Coaches) and components to prepare students for the
rigor of health science course work. Virginia has a similar fully developed Completion Coach
16
The Council for Adult & Experiential Learning. (February 2012). The Learning That Maturity Brings: An Analysis
of the Value of Prior Learning Assessment for Mature Learners. CAEL's 2012 Research Briefs on PLA.
http://www.cael.org/Research-and-Publications/All-Publications
17
Complete College America.(September 2011). Time is the Enemy Summary. Retrieved April 3, 2012 from
http://www.completecollege.org/docs/Time_Is_the_Enemy_Summary.pdf
14
A Prescription for Healthcare Training in Tennessee
U.S. Dept. of Labor TAACCCT Grant Application
Roane State Community College (RSCC)
and TN Consortium Institutions
program in the high schools18. This model is currently being successfully implemented with
adults in Virginia’s Round 1 TAACCCT grant led by Tidewater Community College and
documented in a Stanford University study19.
RSCC’s Help to Opportunities program (funded with a U.S. Dept. of Education grant) focused
on serving the needs of Adults and Dislocated Workers. Best practices identified have been the
use of college readiness software to pre-test adult students for taking the COMPASS (form of the
ACT college entrance test for adult students) and then assign computer-based readiness work to
help prepare them for taking the COMPASS. This initiative has proven successful in helping
students eliminate/reduce the need for pre-college level remediation.
While each RX institution offers prior learning assessment similar to that recommended by
leading research such as CAEL’s work20, students often find the process difficult and with gaps.
A review of and discussions with personnel from Northeast Iowa Community College’s Round 1
TAACCCT consortium grant shows many opportunities for RX TN including applications for
improving developmental education and student services; implementing portable, stackable
credentials in a career lattice; and using hybrid/online curriculum delivery methods. TN is
blessed to have work underway (Lumina and Complete College America funded) to significantly
enhance the prior learning assessment process from which RX TN can benefit and also enhance.
Evidence for the Training Prescriptions including technology-enabled components: The
CSTCC proposal was also used to develop the RX TN Training Prescriptions in this proposal.
18
Kemp, S; Kang, W; Douglas, C. Impact of the Career Coach, 2009 – 2010 Annual Report.
http://www.vccs.edu/Portals/0/ContentAreas/Workforce/CCPerformancesReport200910.pdf (4/2/2012)
19
Bettinger, E.P. & Baker R. (March 7, 2011). The Effects of Student Coaching: An Evaluation of a Randomized
Experiment in Student Mentoring. Stanford University School of Education. Retrieved from
http://ed.stanford.edu/sites/default/files/bettinger_baker_030711.pdf
20
Klein-Collins R. (2011). Strategies to Produce New Nurses for a Changing Profession. Council for Adult and
Experiential Learning. Retrieve from http://www.cael.org/pdfs/132_innovationinnursingeducation2011-1-
15
A Prescription for Healthcare Training in Tennessee
U.S. Dept. of Labor TAACCCT Grant Application
Roane State Community College (RSCC)
and TN Consortium Institutions
RX TN plans to build off of their work in the areas of creative clinical location development,
simulations, stackable healthcare credentials and the implementation of a Allied Healthcare AAS
degree. The transition to providing health care programs in an online/hybrid format has been
slower nationally than other occupations. However, it is doable, and there are schools around the
country that have successfully implemented programs such as Santa Ana College (CA).
The focus on short term training and the related curriculum development will be based on
models already available around the country such as Edmonds Community College’s Patient
Care Technician21 that includes EKG, Phlebotomy and patient care training.
The design of key elements to offer healthcare training in a cost-effective and technologyenabled manner is also based on prior research and recommendations documented by the
Council for Adult and Experiential Learning22 (CAEL) addressing clinical capacity issues and
simulation models while improving learning outcomes and positively impacting reasoning skills.
Evidence for Overall Grant Design (including technology-enabled components), Management
and Implementation: Consortium members have seen and participated in the successes made
possible in meeting employer and industry-driven workforce needs and supporting/promoting
their growth through targeted projects that are geographically/regionally defined and/or industry
and/or sector focused including the TriState Regional Workforce Alliance (Georgia, Alabama,
Tennessee) (http://tristateworkforce.com/ ). In this example, consortium members have played
key roles in providing workforce training and securing grant and business/industry funding to
support training development and sustainability. Additionally, the consortium has identified the
need to deliver healthcare training in cost effective ways using technology-enabled approaches as
21
Edmonds Community College Patient Care Technician training: http://patientcare.edcc.edu/ (April 11, 2012)
Klein-Collins R. (2011). Strategies to Produce New Nurses for a Changing Profession. Council for Adult and
Experiential Learning. Retrieve from http://www.cael.org/pdfs/132_innovationinnursingeducation2011-122
16
A Prescription for Healthcare Training in Tennessee
U.S. Dept. of Labor TAACCCT Grant Application
Roane State Community College (RSCC)
and TN Consortium Institutions
well as enhancing the current statewide partnership in sharing curriculum including a unique
approach in sharing healthcare labs. This approach is patterned after the design put forth by
Quinsigamond Community College (Massachusetts community colleges) in their Round 1
TAACCCT grant. The concept of sharing labs across institutions detailed in this proposal is not
a newly designed concept. It is modeled after the successful NorthWest Ohio Allied Health
Education Consortium (www.OhioAlliedHealth.com ).
The use of distance learning to cost
effectively address the training of students across institutions is also included in these models
and the RX TN design. This virtual delivery model is supported in Tidewater Community
College’s TAACCCT Round 1 proposal, positive experience of TN’s community colleges, and
research conducted by VCCS Institutional Research23. The recommendation for the use of
internet-based virtual classrooms for the delivery of training, student services and grant
management (meetings, interviewing, etc.) is based on experience at Chattanooga State (and
other schools around the state and nation). They found the integration of fully online course
content, instructional redesign directed at increased student feedback/engagement and highly
interactive synchronous sessions, retention rates in high demand courses such as Anatomy and
Physiology were higher than in either the traditional classroom or fully online alternatives. An
internet-based virtual solution is MUCH more cost effective than the traditional equipmentintensive distance learning classrooms. Research supports the transition to using distance
education and technology in training as exampled in the article “Shaping the Future of Nursing
Education Today Using Distant Education and Technology”.24
23
VCCS Institutional Research. Student Success Snapshot: Success at a Distance - A Comparison of Delivery
Moses. Issue #11, December 2009. http://www.nvcc.edu/about-nova/directories--offices/administrativeoffices/oir/bulletins/docs/3111vccsstudentsuccesssnapshot0811.pdf (4/2/2012)
24
Jones, D.P. & Wolf, D. M.( Spring 2010). Shaping the future of Nursing Education today Using Distant Education
and Technology. The ABNF Journal.
17
A Prescription for Healthcare Training in Tennessee
U.S. Dept. of Labor TAACCCT Grant Application
Roane State Community College (RSCC)
and TN Consortium Institutions
RSCC has extensive experience in working with grant-based consortiums. As a consortium
member in the Anne Arundel’s National Stem Round 1 TAACCCT grant, RSCC has seen and
participated in an excellent example of how to conduct communication through the use of
internet-based software. In talking to other TAACCCT Round 1 grant recipients, it is clear there
are quality internet publically accessible models available such as the one designed by the
Missouri Community Colleges (http://www.mccatoday.org/?page=MoHealthWINs ) to
communicate information among consortium members and others. This proposal plans to
provide a communication avenue that incorporates the best of all of these models.
Benchmarking trips and conference calls/webinars using grant-funded and other technology
will ensure the most effective use of prior developed products and curriculum, consortium design
and communication, as well as taking advantage of lessons learned.
Summary of Core Element 1: Evidence-Based Design Elements (Detailed Above)
Evidence (Core
Element #1:
EvidencedBased Design)
Completion and
Retention
strategies
including prior
learning assmt.,
developmental
studies redesign
and Completion
Coaches
(Addresses Core
Elements 3, 4 &
5)
Prior Research And/or Internal Validity Cited*
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Complete College America research
CAELs research
RSCC’s US Dept. of Ed Help to Opportunities
VA high school completion coach program
Tidewater Community College Round 1
TAACCCT Grant
Stanford University Study
NE Iowa Community College Round 1
TAACCCT Grant
Cincinnati State & Technical Community
College Round 1 TAACCCT Grant
Complete College TN/ Lumina Grant Work
Prior experience using simulation technology
by many of the consortium community colleges
Strong*
Mod- Preerate* liminary*
1. X
2. X
3. X
4. X
5. X
6. X
7. X
8.X
9. X
10. X
18
A Prescription for Healthcare Training in Tennessee
U.S. Dept. of Labor TAACCCT Grant Application
Pre- and
Healthcare
Training offered
in technologyenabled and
cost-effective
designs
(Addresses Core
Element 2, 3, 4
& 5)
Effective
consortium and
regional industry-driven design
(Addresses Core
Element 5)
Sharing/effective
uses of
healthcare
labs/equipment
including using
simulation
equipment
(Addresses Core
Element #3)
Effective
portable
stackable
credentials with
transferability/art
iculation options
(Addresses Core
Element #2)
Basic project
design,
communication
strategies, etc.
(Addresses Core
Element #3)
Roane State Community College (RSCC)
and TN Consortium Institutions
1. NE Iowa Community College Round 1
TAACCCT Grant
2. NorthWest Ohio Allied Health Education
Consortium
3. Tidewater Community College Round 1
TAACCCT Grant
4. RSCC’s US Dept. of Ed Help to Opportunities
5. Santa Ana & Edmonds Community College
6. CAEL
7. VCCS Institutional Research
8. Chattanooga State
1. TriState Regional Workforce Alliance
2. NE Iowa Community College Round 1
TAACCCT Grant
3. NorthWest Ohio Allied Health Education
Consortium
1. Quinsigamond Community College Round 1
TAACCCT Grant
2. NE Iowa Community College Round 1
TAACCCT Grant
3. NorthWest Ohio Allied Health Education
Consortium
4. CAELs research
5. Roane /Cleveland/Chat States and
Roane/Walters States current Health Care
Consortiums
6. CAEL/
1. NE Iowa Community College Round 1
TAACCCT Grant
1. X
2. X
3. X
4. X
5. X
6. X
7. X
8. X
1. X
2. X
3. X
1. X
2. X
3. X
4.
X
1. Anne Arundel Community College Round 1
TAACCCT Grant
2. Missouri Community College’s Round 1
TAACCCT Grant
3. RSCC US DOL Grants including a CBJTG and
Jobs Accelerator Challenge Grant
5. X
6. X
1. X
1. X
2. X
3. X
*Refer to the SGA Appendix A for definitions
Program Overview/Student Support and Training Prescriptions: The above evidence,
consortium team member expertise, and important employer and industry-driven input has driven
the design of the Student Support and Training Prescriptions as detailed below.
19
A Prescription for Healthcare Training in Tennessee
U.S. Dept. of Labor TAACCCT Grant Application
Roane State Community College (RSCC)
and TN Consortium Institutions
Student Support Prescriptions
How the Prescription Facilitates Retention and Completion
Support Service
Prescriptions
Skills assessment and readiness services
Diagnostic skills
TAA workers/others will be assessed to determine their readiness for
assessment and
college-level work. Based upon the results, participants will be
college readiness
provided with self-paced competency curricula designed to improve
testing
their specific skill deficiencies. Improving COMPASS test readiness
(Addresses Core
will help students reduce the need for pre-college level classes,
Element 3)
accelerating their time to begin pre-requisites for the targeted Nursing &
Allied Health programs and ultimately to completion and employment.
Learning Support
For participants requiring remediation to raise their competency levels
remediation
in math, reading, and/or writing, the consortium institutions will provide
(Addresses Core
Learning Support systems based upon nationally recognized best
Element 3)
practice.
Prior Learning
TAA/other participants will be assessed to determine if they have
Assessment (PLA) military/other work experience or non-credit training that could be
(Addresses Core
applied toward college credit, thereby reducing the time to degree
Element 4)
completion. The Center for Adult and Experiential Learning (CAEL)
conducted a large-scale study of over 60,000 college students that
revealed that students with PLA credit had higher degree-earning rates
and needed less time to graduate.
Career exploration and academic planning services
Career aptitude
TAA/other participants will be provided with computer-based and direct
and interest
contact services to assist them in determining the appropriate training
assessment and
for the career field best suited to their skills, aptitude, and interests. The
facilitated career
USDOL funded Virtual Career Network (www.vcn.org) will be one of
exploration
the valuable tools students will be encouraged to use. This will help
(Addresses Core
those who are undecided about a career direction to effectively and
Elements 2 and 3) efficiently develop an academic plan that will set them on the most
direct and timely road to completion. It will also help them develop a
plan to continue training after employment in order to move up the
career pathway. This career-exploration intervention will also be
provided to participants “on hold” for limited-admission Nursing &
Allied Health programs (whose academic performance will not qualify
them for acceptance) to develop a “Plan B” that will direct them to a
more viable career resulting in college completion and employment.
Healthcare Career A special workshop for participants expressing interest in careers in
Workshop
Nursing and /or Allied Health will provide exposure to the real-world
work environment as well as the academic rigor required for acceptance
into these programs. Participation in this workshop will help to affirm
students’ true interest in pursuit of these fields and provide a preemptive
wake-up call if alternative career options would be more appropriate.
Academic Plan
TAA/other participants will be assisted (as an early intervention) in the
preparation
development of an academic plan. This plan will provide a roadmap for
(Addresses Core
the training needed for employment in the chosen field. Academic plans
Elements 2, 3 and
could include “stacked” credentials to move students into the workforce
20
A Prescription for Healthcare Training in Tennessee
U.S. Dept. of Labor TAACCCT Grant Application
Roane State Community College (RSCC)
and TN Consortium Institutions
4)
while continuing education and/or demonstrating the required next
educational path to job advancement. At this point, some participants
may be directed to short-term, non-credit training; programs or
alternative academic programs. The goal will be to develop a plan most
appropriate to the educational and employment needs of the student.
Academic preparation and supplementary instruction services
Academic “Boot
These workshops will be designed to get students ready for the
Camps” for
academically rigorous healthcare programs to which they have been
students accepted
admitted. Workshops to include “refresher” subjects such as math for
into Nursing and
health sciences, medical terminology and other identified academic
Allied Health
needs as well as training in the use of campus-based software tools and
programs
learning strategies to sharpen study skills. These workshops will be
(Addresses Core
designed to improve students’ ability to persist to completion, both
Element 3)
through advanced preparation and increased awareness of academic
support systems on their campuses.
Digital literacy
Training to enhance students’ ability to be effective online learners will
training
be offered through the “Boot Camps” and through access to online self(Addresses Core
paced modules. Since a primary instructional delivery mode for the
Element 3)
programs within the scope of the grant will be online, it is essential that
students have a solid foundation in basic computer literacy to succeed in
the online didactic portion of the coursework.
Institutional
Each of the consortium institutions offers a variety of resources for
learning support
supplementary learning support, such as Learning Centers with peer and
resources
professional tutors, online tutoring services such as SmartThinking.com,
(Addresses Core
etc. These have recently been enhanced with the state supported CCA
Element 3)
and Lumina work discussed above.
Innovative
As part of state-wide efforts to comply with the Complete College TN
practices for
Act (2010), and increase the number of college graduates in TN, all
enhanced learning consortium institutions are designing mission-specific strategies to
and supplementary enhance student engagement, improve learning, and increase
instruction
completion. Examples include learning communities; integrated courses
(Addresses Core
in Nursing/Allied Health pre-requisites such as Anatomy & Physiology
Element 3)
and English Composition; learning strategies/career planning courses;
supplementary instruction in core courses, and numerous others.
Students in RX TN will have access to these instructional strategies that
are based on best practice for adult learners.
Supplementary
As a means of reducing attrition, particularly during the first year of
instruction/tutoring enrollment in Nursing, Surg Tech and OTA programs, tutoring will be
in “gatekeeper”
provided for courses in which students have historically struggled.
courses in Nursing Because of the specialized nature of these courses, more generalized
and Allied Health
tutoring services would not be adequate to serve the academic needs of
programs
these students. RSCC, as the lead for these programs, would offer these
services onsite and then develop online study guides (see below).
Shared online
The instructional resources cited above and others will be developed as
learning tools
online modules to serve as portable, replicable, and sustainable learning
(Addresses Core
resources for students at all participating institutions and across the
Element 3)
nation. A grant web portal will house these online resources.
21
A Prescription for Healthcare Training in Tennessee
U.S. Dept. of Labor TAACCCT Grant Application
Roane State Community College (RSCC)
and TN Consortium Institutions
Retention and Completion Coaching services
High-touch
Based upon strong evidence supporting the efficacy of coaching services
advisement to
(Stanford University study, 2011; Community College Research Center,
support
2011), the project will provide participants with access to Completion
participants’
Coaches. These coaches will lead the student support teams at each
success from initial consortium institution to ensure that participants have a personalized
assessment
academic plan for completion and are utilizing the academic, careerthrough
planning, and counseling services that will support their persistence.
completion of
Coaching services will be provided in multiple modes -- from one-onappropriate
one counseling, to group advisement, to online access to coaches
education and
through synchronous and asynchronous technologies. Coaches will be
training to job
provided training through models that have been successful in other
placement.
TAACCCT grants and community colleges around that nation.
(Addresses Core
Element 3)
Training Prescriptions
1.
2.
3.
4. Transfera- 5. Strategic
Evidence Stackable/ Online/
bility/
Alignment
Based
Latticed
TechnoArticulation
Credenlogy
tials
Enabled
Surgical Technology: Offer a new Surgical Technology AAS Degree in the multiple county
service area through Roane, Walters & Cleveland State Community Colleges. This will be
offered with technology-enabled components for a significant portion of the curriculum as
well as on-ground lab and clinical participation. Once developed, the curriculum and
program design will be available for use nationwide.
X
X
X
X
X
Occupational Therapy Assistant (OTA): Expand Roane State’s (RSCC) OTA program in a
unique model where students at consortium member colleges can take their general education
at their “home” college, transfer to RSCC and access OTA classes online while still
physically located at their home college, drive to RSCC for hands-on lab classes and then
return to their “home” college territory (where the jobs are) to finish their clinicals. Phase 1
of this program will be with RSCC, Cleveland and Chattanooga States, Phase 2 would add
Walters State and Phase 3 would take place beyond the life of the grant to expand further.
X
X
X
X
X
Medical Informatics: Build off of the work Nashville State and Volunteer State have begun
to fully develop a Medical Informatics AAS Degree that will be available primarily online
through any TN Community College. Phase 1 will be to offer this program at Dyersburg,
Columbia, Cleveland and Roane States and Phase 2 would take place beyond the life of the
grant to add additional schools as needed.
X
X
X
X
X
Licensed Practical Nurse to Registered Nurse (LPN-to-RN) Mobility: Streamline,
standardize and technology-enable to ensure effective articulation, the LPN-to-RN mobility
classes currently available to allow working LPNs or LPNs just finishing training to acquire
their RN AAS Degree. This will be a working partnership including community colleges in
the consortium offering RN training as well as coordinating with the Technology Centers that
Training
Prescriptions/
Core Element
22
A Prescription for Healthcare Training in Tennessee
U.S. Dept. of Labor TAACCCT Grant Application
Roane State Community College (RSCC)
and TN Consortium Institutions
offer LPN training.
X
X
X
X
X
Allied Health (AH) AAS Degree: Enhance/share RSCC and Volunteer State’s AH AAS
Degree with consortium community colleges including a technology-enabled curriculum
delivery and strong recruiting/articulation component from short-term healthcare training
completers, the Technology Centers healthcare graduates, and other healthcare workers.
X
X
X
X
X
Phlebotomist & ECG Technicians: Technology-enable and expand RSCC’s short-term
healthcare training for Phlebotomists and ECG Technicians to be offered via primarily online
learning through consortium community colleges Volunteer, Columbia, ( and Technology
Centers across the state.
X
X
X
X
X
Patient Care Technician: RSCC to develop a Patient Care Technician program, including
phlebotomy and ECG training, for technology-enabled (primarily) at consortium community
colleges and Technology Centers across the state.
X
X
X
X
X
Emergency Medical Dispatcher (EMD): Technology-enable and expand RSCC’s EMD (and
other community dispatchers) to be offered via primarily online learning through consortium
community colleges and Technology Centers across the state.
X
X
X
X
X
ii.
Core Element 2: Stacked and Latticed Credentials
Industry Engagement to Identify Credentials: The whole career lattice of training opportunities
offered at the consortium institutions and available for articulation represent cohesive healthcare
career options. This lattice has been developed over the years based on regular and
comprehensive input from employer-based Advisory Boards, employers/industry, and labor
market analysis. The addition and/or enhancement of healthcare training programs in RX TN
have been designed based on employer-driven needs for skilled workers in specific career fields.
These needs are documented in the attached employer letters, via Advisory Board
meetings/minutes, through regular networking opportunities with industry leaders and as a result
of various analyses. Expressed industry-driven needs are the basis for RX TN. Throughout
implementation, employer-driven Advisory Boards and employer subject matter experts will be
consulted for input and review of curriculum and program design. Ongoing participation in and
23
A Prescription for Healthcare Training in Tennessee
U.S. Dept. of Labor TAACCCT Grant Application
Roane State Community College (RSCC)
and TN Consortium Institutions
engagement with professional organizations such as the Tennessee and American Nurses
Associations, National League for Nursing, Tennessee and American Associations of Public
Health and participation on hospital and other advisory boards such as Covenant Health Care
System already is taking place and will continue. The role of Advisory Boards at the
consortium institutions is very important as detailed in their Advisory Board handbooks.
Plans to Stack and Lattice Credentials: The design of healthcare training at Tennessee Board of
Regent institutions for short term, vocational (Tennessee Technology Centers and other
institutions), AAS degree training and beyond has been established on a career lattice basis
allowing students to enter training at multiple entry points and to move up/across the lattice as
their personal and professional goals, resource availability and individual circumstances would
allow. The use of a PreAllied Health Certificate has been piloted at some RX TN institutions and
will be extended to others in the near future. This was funded through the TN Lumina grant to
provide students a stepping point to make the decision on which Allied Health career(s) to
pursue. The RX TN project provides the opportunity to enhance the career lattice with
new/expanded training opportunities (Training Prescriptions) and student services (Student
Support Prescriptions) to allow students to access training to meet their needs with a specific
focus on the needs of TAA-eligible dislocated workers.
Students can access training across the
state for the jobs on the healthcare career lattice. Additionally, the Student Support
Prescriptions will support students in all of these programs especially TAA, dislocated and
underemployed workers. The availability of RX TN developed training and career lattice is
detailed below and is being implemented in areas across the state where employer-driven need
and data have documented specific needs.
24
A Prescription for Healthcare Training in Tennessee
U.S. Dept. of Labor TAACCCT Grant Application
Institution
Roane State
CC
Volunteer
State CC
Cleveland
State CC
Chattanooga State CC
Columbia
State CC
Dyersburg
State CC
Roane State Community College (RSCC)
and TN Consortium Institutions
Deliver Training (listed) and Healthcare Student Support Prescriptions
Medical Informatics, Surgery Tech, OTA, Allied Health, LPN to RN, Phlebotomy,
ECG Tech, Patient Care, EM Dispatcher. Serve a total of 375 students.
Medical Informatics, Allied Health, Phlebotomy, ECG Tech, Patient Care, EM
Dispatcher. Serve a total of 394 students.
Medical Informatics, OTA, Surg Tech, Allied Health, LPN to RN. Serve a total of
200 students
OTA, Allied Health. Serve a total of 135 students.
Medical Informatics, Allied Health, LPN to RN, Phlebotomy, ECG Tech, Patient
Care. Serve a total of 289 students.
Medical Informatics, LPN to RN, Phlebotomy, ECG Tech, Patient Care, EM
Dispatch. Serve a total of 204 students.
25
A Prescription for Healthcare Training in Tennessee
U.S. Dept. of Labor TAACCCT Grant Application
Jackson
State CC
Motlow
State CC
Nashville
State CC
Northeast
State CC
Pellissippi
Southwest
Walters
State CC
TTCMemphis
TTCNashville
TTC-McMinnville
TTC-Murfreesboro
Remaining
23 TTCs
Roane State Community College (RSCC)
and TN Consortium Institutions
Phlebotomy, ECG Tech, Patient Care. Serve a total of 179 students
LPN to RN. Serve a total of 120 students
Medical Informatics. Serve a total of 220 students
LPN to RN, Phlebotomy, ECG Tech., EM Dispatcher. Serve a total of 229 students
LPN to RN. Serve a total of 150 students
LPN to RN, Allied Health. Serve a total of 185 students.
Surg Tech, Allied Health, LPN to RN, Patient Care, ECG Tech., EM Dispatch.
Serve a total of 244 students
Phlebotomy, ECG Tech, EM Dispatch. Serve a total of 134 students.
ECG Tech, Patient Care, EM Dispatch. Serve a total of 175 students .
Phlebotomy, ECG Tech. Serve a total of 65 students
Phlebotomy, ECG Tech. Serve a total of 65 students
These institutions will be encouraging students to articulate to CCs and participate in
healthcare training opportunities. Serve a total of 25 students each = 575 students
Prior Learning Assessment (PLA): PLA at RX TN institutions25 provides the opportunity for
military/veterans to receive credit for military service/training and students to receive credit for
appropriate work experience and work-based training (including apprenticeships). Through the
Tennessee Board of Regents, the Lumina and Complete College America work is focusing on
policies for evaluating and awarding credit to adult learners as well as streamlining the processes
for PLA. The RX TN consortium sees great value in impacting students navigating through and
taking full advantage of the PLA process and will ensure RX TN takes the lead in implementing
the state’s new streamlined procedures Training, oversight and resources will be provided to
Completion Coaches/faculty advisors to help them be well-prepared to accomplish this goal.
25
Examples of TN Community Colleges Prior Learning Assessment: Roane State http://www.roanestate.edu/catalog/?id=224; Volunteer State - http://volstate.edu/CareerPlacement/Credit-forLife.php?ref=az ; Dyersburg http://www.dscc.edu/paying%20for%20college/va%20benefits/prior%20credit%20evaluation ; Pellissippi http://www.pstcc.edu/catalog/12-13/admreg/altcre.php : Cleveland State http://catalog.clevelandstatecc.edu/content.php?catoid=3&navoid=123 ; TTC-Murfreesboro http://www.ttcmurfreesboro.edu/sites/default/files/murfreesboro/documents/TTCcatalog%200910.pdf
26
A Prescription for Healthcare Training in Tennessee
U.S. Dept. of Labor TAACCCT Grant Application
iii.
Roane State Community College (RSCC)
and TN Consortium Institutions
Core Element 3: Online and Technology-Enabled Learning:
The RX TN
project has been designed using online and technology-enabled strategies for both the delivery of
the Training Prescriptions and Student Support Prescriptions. The use of technology-enabled
solutions is designed to address a multitude of needs/barriers that will lead to enhanced
outcomes, training completion and employment. These include: (1) The sharing of curriculum
and, most uniquely, healthcare labs so each school does not have to build/pay for its own labs.
This is being piloted by having the Occupational Therapy Assistant and Surgery Technology
students access all their classes except their “labs” from their “home” college and then drive to
the “lab-based college” for their hands-on lab classwork., (2) The delivery of courses using
software that is compatible with the course management system used by all TN community
colleges but is considerably less expensive than the traditional distance learning classrooms.
This software is internet-based making it portable for accessing training in many of TN’s rural
locations, at employer locations, and by students “on-the-road” that are required to travel for
personal or work-related obligations. This will be used with Medical Informatics, LPN to RN,
Allied Health, Phlebotomy, ECG Technician, Patient Care Technician and the Emergency
Medical Dispatcher Training Prescriptions., (3) The delivery of many of the Student Support
Prescriptions will be conducted through software by building components such as
supplementary study guides for healthcare courses that will be available on the internet., and (4)
The use of specific software, computers, simulation models and other components in the
classroom will add significant value to student learning that will ultimately, positively impact
student success and graduation.
iv.
Core Element 4: Transferability and Articulation:
As is demonstrated in Core
Element 2 Stacked /Latticed Credentials, RX TN institutions have a well-developed career lattice
with multiple entry/transfer points for moving up/across the lattice. Articulation agreements are
27
A Prescription for Healthcare Training in Tennessee
U.S. Dept. of Labor TAACCCT Grant Application
Roane State Community College (RSCC)
and TN Consortium Institutions
already in place and documented with 4 year institutions to allow students to articulate and
continue their education. RX TN offers the opportunity to expand the Training Prescriptions
across RX TN institutions and the nation and to enhance the number of articulation agreements.
Career
Field/Train
-ing
General
Articulation
/ Transfer
Info
Training
Length
RX TN
institution
healthcare
programs
that take up
to 2 yrs. to
complete
(after
accepted)
Educational
Certificate/
Degree
-Certificates and
Diplomas (that
often transfer to
community
colleges)
-College AAS
Degrees (some
transfer to 4-year
institutions)
-College AS
Degrees that
transfer to 4 year
institutions
Industry
Certification
Multiple
AAS Degree in
Occupational
Therapy
Natl. Board
of Certification of
Occupational Therapy
and TN
licensure
AAS Degree
in Allied
Health
(no state/natl.
certification,
but strong
employerdriven
demand)
AAS Degree
in Medical
Informatics
(no state/natl
certification,
but strong
employerdriven
demand)
Occupational
Therapy
Asst.
~ 2 years
Allied
Health
~1 year
AAS Degree in
after
Allied Health
prerequisite
healthcare
training
Medical
Informatics
Technicians
~ 2 years
AAS Degree in
Medical
Informatics
Articulation/
Transfer
TTC diplomas articulate to up to
30 college credit hours.
Approved college credit transfers
within CCs and to many 4 yr TN
and other institutions
TN CCs graduates in health
sciences often pursue an Allied
Health Science Leadership 4 year
degree at Middle TN State Univ. or
King College or other 4 year degree
opportunities.
Variety of Master's Level
Healthcare Degrees including Allied
Health Science Leadership Degrees
Many OTAs work for a few years
then acquire a 4 year degree (variety
of areas). OTAs wanting to become
an Occupational Therapist then
obtain a Master’s from programs
such as Belmont’s.
Students articulate to Allied
Health AAS with prior healthcare
training/experience.
4-Yr.: Articulation with Middle
and East TN States & Trevecca
Universities.
Variety of Master's Level
Healthcare Degrees
Students will articulate into the
program with prior TTC allied
health or health info training.
4-yr degree articulation with
Trevecca University
Master’s in Health Care
Informatics at Lipscomb
Working on 4-yr articulation with
a # of schools - Univ. of TN,
Memphis, Middle TN State.
28
A Prescription for Healthcare Training in Tennessee
U.S. Dept. of Labor TAACCCT Grant Application
Surgical
Technicians
(ST)
~2 years
AAS Degree in
Surgical
Technology
Registered
Nurses
(LPN to RN
Mobility)
Phlebotomist
Up to 2
years
AAS Degree in
Nursing
48 clock
hours
Non-Credit
Certificate of
Completion
Emergency
Medical
Dispatcher
56 clock
hours
Non-Credit
Certificate of
Completion
ECG
Technician
40 clock
hours
Non-Credit
Certificate of
Completion
Patient Care
Technician
40 clock
hours
Non-Credit
Certificate of
Completion
v.
Natl. Board
for Surgical
Technology
and Surgical
Assistant –
Certified ST
TN RN
Licensure
(based on
NCLEX-RN)
Natl.Healthcare Assoc.
Phlebotomist
Certificate
TN Dept. of
Emerg.
Mgmt. EM
Dispatcher
Certificate
Natl. Healthcare Assoc.
ECG Technician Cert.
Natl. Healthcare Assoc.
Patient Care
Certificate
Roane State Community College (RSCC)
and TN Consortium Institutions
With this proposal, students
will be able to articulate into the
program with prior TTC health
info training.
4-yr degree to Middle and East
TN States & Trevecca
Bachelor’s and Master’s in Nursing
at a number of state and natl. post
secondary institutions
Allied Health AAS Degree at
selected TN community colleges
Allied Health AAS Degree at
selected TN community colleges
Allied Health AAS Degree at
selected TN community colleges
Allied Health AAS Degree at
selected TN community colleges
Core Element 5: Strategic Alignment:
Coordination with Employers and Industry: Each RX TN consortium member operates
healthcare training programs that are designed and implemented based on formal employer/
industry Advisory Board guidance and approval. As technology and industry-driven demands
change, these advisory members are critical partners in ensuring the programs are enhanced to
help graduates be prepared for the current/future workforce. The commitment of both large and
small healthcare employers to participate on Advisory Boards, serve as 3rd party subject matter
experts, offer their facilities for clinicals, participate in the delivery of training through classroom
participation, offer interview opportunities to graduates that will result in employment, etc. are
detailed in the attached commitment letters with examples below.
29
A Prescription for Healthcare Training in Tennessee
U.S. Dept. of Labor TAACCCT Grant Application
Employer
Covenant Health
Summit Medical
SkyRidge
Medical Center
Blount Memorial
Hospital
Hiring
Needs
4,000
700
240
900
Roane State Community College (RSCC)
and TN Consortium Institutions
Other Commitments
Note: Over Life of the Grant
RNs=1500; OTAs=25; Surg Techs=100; Med Info = 40; Patient
Care Techs = 150/Advisory Board and classroom participation,
subject matter expertise (SME), clinical sites, interviews, &
equipment/supply donations
Adv. Bd. & classroom participation, SME expertise, & interviews
Hiring needs similar to 2011 = 49 RNs, 6 Phlebotomists & 3
Medical Technologists/ Advisory Board and Clinical Sites
RNs, Surg Techs, EM Dispatchers, EKG Techs, Info Techs and
others/Classroom/Job Readiness components, Adv. Bd, SME,
clinical sites, interviews and equipment/supply donations
Industry professional association partnerships are a critical tool in keeping abreast of changes
that will impact the curricula design including RX TN Training Prescriptions. Each healthcare
program coordinator and Dean work closely with the appropriate accrediting organizations for
their career fields and they/faculty participate in industry associations. Industry association
participation includes the Tennessee Nurses Assoc., Appalachian Consortium of Nursing
Education and Practice, Nursing Institute of the MidSouth, TN and American Occupational
Therapy Assoc., Assoc. of Surgical Technologists, Natl. Board of Surgical Technology and
Surgical Assisting, and National Network of Health Career Programs in Two-Year Colleges.
Coordination with the Public Workforce System: RX TN institutions work closely with the
Local Workforce Investment Areas (LWIAs) and TDOL&WD including the TAA program. The
LWIA services and TAA program are co-located in the Career Centers and services are
seamlessly delivered to the TAA worker. Services include the delivery of core services such as
career assessment/planning by the LWIA staff and joint case management by the LWIA and
TAA staff in the Career Centers. Consortium members work with the LWIAs to recruit TAA
and other dislocated workers to USDOL-funded training such as RSCC’s USDOL CommunityBased Job Training Grant (CBGTG), Cleveland State’s USDOL CBJTG, and Jackson State’s
30
A Prescription for Healthcare Training in Tennessee
U.S. Dept. of Labor TAACCCT Grant Application
Roane State Community College (RSCC)
and TN Consortium Institutions
recent successfully completed CBJTG in healthcare where they met or exceeded all performance
measures/goals.
Initial discussions have taken place with the state LWIAs, and they are more
than willing to provide WIA services and to ensure coordination with the TAA services/staff.
This is further demonstrated in a TDOL&WD letter of commitment (on file) to ensure services
are provided to TAA and other dislocated workers, and other citizens. RX TN is aligned with a
career pathways structure that is coordinated with work being accomplished across the state and
driven by the U.S. Depts. of Education; Health and Human Services; and Labor to “promote the
use of career pathways approaches as a promising strategy to help adults acquire marketable
skills and industry-driven/recognized credentials through better alignment of education, training
and employment, and human and social services among public agencies and with employers26”.
Outreach and Coordination of Educational Institutions and Other Organizations: RX TN
demonstrates a comprehensive outreach and coordination model with ALL TN 13 community
colleges and 27 technology centers. In addition, each of these schools have documented PLA
and articulation agreements and relationships with other private and public schools across the
state and region to ensure opportunities for continued education and career advancement within
and outside the healthcare career lattice. The consortium is in a continual mode of expanding
and reaffirming the articulation agreements to ensure a streamlined transition for graduates. RX
TN will also ensure availability and understanding of these agreements is a focus of the Student
Support Prescription Completion Coaches, and information is well documented and available to
students and staff. Additionally, the Lumina-funded work going on at the state level to provide a
more streamlined articulation of students from RX TN institutions will be of benefit to RX TN
students and RX TN will serve as an avenue to accelerate the implementation of this work.
26
Dann-Messier, B., Oates, J., & Sheldon, G. (April4, 2012). Education, Health and Human Services, and Labor
Release Joint Career Pathways Letter. US Department of Education, Office of Vocational and Adult
Education. Letter retrieved from Http://www.ed.gov/about/offices/list/ovae/index.html.1.
31
A Prescription for Healthcare Training in Tennessee
U.S. Dept. of Labor TAACCCT Grant Application
3.
Roane State Community College (RSCC)
and TN Consortium Institutions
Work Plan and Project Management
Project Work Plan
Priority 1: Evidence-Based Design
Activities
Implementers
Costs
a. Plan/conduct bench-Project & Asst. Strategy
$92,000
marking trips & virtual
Director
Total:
Equipment: $0
conferences
to
key
pro-Curriculum
Strategy 1:1
grams in order to finalize Specialists
$40,000
-Data/Tech Mgr. Year 1:
Implement RX TN RX TN implementation
including Training plan and to incorporate best -Current Allied
Health and
and Student Support of Round 1 TAACCCT
grantees
&
others
Nursing Deans
Prescriptions based
on best of Round 1 b. Debriefing meetings to and selected
TAACCCT grantees incorporate knowledge into faculty
Year 2:
$32,000
RX TN design
-Accountant/
and other premier
c. Ongoing contact with Compliance
models
identified “best”
Officer
Year 3:
$20,000
institutions
Completion
Coaches
Priority 2: Stacked and Latticed Credentials
a.Credentials
Curriculum
-Program Director Strategy
$1,061,000
Stacked
and Latticed
Strategy
2:1
development/enhancement -Curriculum
Total:
including
changing
Specialists
(CS)
Develop/Enhance
delivery method to
-Occupational
Training
online/hybrid
Therapy Asst.
Prescriptions for
delivery via internet- b. Review and Approval of Program
curriculum by Adv. Board Coordinator Teri
based virtual
& Subject Matter Experts Gergen
classrooms and
(SMEs)
-RSCC Dean
shared labs at
c.
Coordination
with
Laman (Surg Tech
consortium
Time
Start Date: 11/12
End Date: 3/13
Milestones:
-4 trips/virtual events
planned
-4 trips/virtual events
completed
Start Date: 10/2012
Deliverables
-Implementation Plan
developed to
include
detailed
evidence-based
strategies
-Ongoing Plan
enhancement
-Final
approved
syllabi and
curriculums
and related
products
delivered to
USDOL
- Final
approved
32
A Prescription for Healthcare Training in Tennessee
U.S. Dept. of Labor TAACCCT Grant Application
institutions
and
Identify
Opportunities for
Curriculum
Enhancement and
Delivery to
additional
Consortium
Institutions and
others.
consortium institutions for
setting up classrooms and
Labs
d. Schedule and deliver
classes
e. Set up and coordinate
clinical experiences
f. Regular meetings with
consortium members to
assess employer-driven
needs
g. Dissemination of results
on website and other
outlets to encourage
additional participation
a. Meet with state
representatives to fully
Strategy 2:2
understand state level PLA
Enhance the
understanding of the work to determine
optimization opportunities
Prior Learning
Assessment (PLA) b. Select faculty for
developing PLA resources
processes and
and training components
implement more
c. Implement training and
rigorous PLA
resource delivery
components
Roane State Community College (RSCC)
and TN Consortium Institutions
& Allied Health) Equipment:
-Vol State Dean
Brandon (Medical
Info.)
Year 1:
-RSCC Dean
Hinkle (LPN to
RN)
-RSCC Cont. Ed Year 2:
Director Kirk
Harris (short term
training)
-RX TN
Year 3:
institutions VPs of
Academics and
Healthcare Deans
-Adv. Board and
SMEs
$0
$411,000
$325,000
$325,000
-Program Director Strategy
$822,000
Total:
-Asst. Program
Equipment: $0
Director
-Program
Year 1:
$200,000
Coordinators
Year 2:
Year 3:
$350,000
$272,000
End Date 9/2015
syllabi and
curriculums
and related
products source
Milestones:
for training
-CSs hired
-Curriculums approved -Training
delivered using
by Advisory Boards
new/enhanced
and SMEs
curricula
--Students recruited
-ID 8 more
and enrolled in
institutions for
programs
-Information posted on delivery of
curricula
RX TN website
promoting each
curriculum
-Participation in at
least 8 dissemination
activities (meetings,
conferences, etc.)
Start Date:
-PLA processes
implemented
End Date:
for use with
TAA and other
Milestones:
eligible
-Online training
students
completed with RX
TN staff
-Training completed
with healthcare
faculty, college
advisors, RX TN
Completion Coaches,
etc.
33
A Prescription for Healthcare Training in Tennessee
U.S. Dept. of Labor TAACCCT Grant Application
Roane State Community College (RSCC)
and TN Consortium Institutions
Priority 3: Online and Technology-Enabled Learning
Activities
Implementer(s)
a. Selection made for
-Project Director
technology vendor/
-Data/Tech Mgr
purchases completed
-Program
Strategy 3:1 b. Technology installed at Coordinators
RX TN institutions
-IT staff at each
Implement internet- c. Training developed/
institution
based virtual
scheduled/delivered on use
technology
of technology
a. See Strategies 3.1 and
Strategy 3:2
2.1
Deliver Training
Prescriptions via
internet-based virtual
applications
a. See Strategy 3.1
Strategy 3:3
Deliver Student
Support
Prescriptions with
internet-based virtual
applications
a. See Strategy 6.1
Strategy 3:4
Manage RX TN with
Strategy
Total:
Costs
$765,000
Equipment:
Year 1:
Year 2:
Year 3:
$0
$255,000
$255,000
$255,000
-Data/Tech Mgr.
-Curriculum
Specialists
-Deans & Faculty
-Program
Coordinators
Strategy
Equipment:
Total:
Year 1:
Year 2:
Year 3:
$1,969,000
$389,000
$400,000
$750,000
$819,000
-Data/Tech Mgr.
-Completion
Coaches
-RX TN
Institution Staff
Strategy
$4,415,000
Total:
Equipment: $0
Year 1:
Year 2:
Year 3:
$1,225,000
$1,500,000
$1,690,000
Strategy
$1,036,000
Equipment:
$0
Total:
Year 1:
$300,000
Time
Start Date: 10/2012
Deliverables
-Technology
regularly used
within the
End Date: 6/2013
scope of RX
Milestones:
-Technology installed TN
and working at RX TN implementation
institutions
-Technology training
delivered and available
online
Start Date: 7/2013
--Technology
End Date: 6/2015
regularly used
Milestones:
for training
-First class delivered delivery to
via technology
successfully
-Additional classes
meet RX TN
delivered
outcomes
Start Date: 1/2013
-Use of
technology for
End Date:6/2015
student
coaching and
Milestones:
other services
-Career Coaching
delivered via
technology
-Portions of Healthcare
career workshop
delivered via
technology
Start Date:10/1/2012 -Technology
End Date:9/30/2016 regularly used
Milestones:
34
A Prescription for Healthcare Training in Tennessee
U.S. Dept. of Labor TAACCCT Grant Application
Roane State Community College (RSCC)
and TN Consortium Institutions
internet-based and
other virtual
applications
Priority 4: Transferability and Articulation
Activities
a. Develop resources to
support
b. Ensure website clearly
demonstrates
Strategy 4:1
opportunities
Provide resources to
c. Work to expand # of
facilitate enhanced
agreements
articulation
Year 2:
Year 3:
Implementer(s)
-Faculty
-Data/Tech Mgr.
-Project Director
-Articulation staff
at each school
$436,000
$300,000
Costs
Strategy
$203,000
Equipment:
$0
Total:
Year 1:
$50,000
Year 2:
$60,000
Year 3:
$93,000
Priority 5: Strategic Alignment
Activities
Implementer(s)
Costs
a. Meet with individual
-Program
Strategy
$321,000
Equipment:
$0
employers to gain input Director
Total:
Year 1:
$107,000
b.Meet with Adv. Boards to -Program
ensure linkages continue Coordinators
Year 2:
$107,000
Strategy 5:1
and are enhanced
-Healthcare Deans Year 3:
$107,000
Ensure RX TN
c. Meet with Local LWIAs -Curriculum
continues to be
to ensure systems are in Specialists
strategically aligned place to meet TAA
with employers/
worker needs and gather
industry, the LWIAs employer-driven input
& others
d.Meet with State
Workforce Board and TN
Dept. of Labor &
Workforce Development
-Implement grant
for grant
training via technology mgmt./
-Hold grant meetings meetings, etc.
via technology
Time
Start Date: 1/2013
End Date:9/30/2015
Milestones:
-Resource link is
available on RX TN
website
-Training/information
is distributed to
improve understanding
of opportunities by
faculty and staff
Deliverables
-RX TN
schools expand
# of
articulation
agreements in
place
Time
Start Date: 4/2013
End Date: 9/2015
Milestones:
-Advisory Board
meetings at schools
offering training
-Presentations to local
and state workforce
boards
-Presentation to TN
Dept. of Labor &
Workforce
Development
Deliverables
Presentations
available on
website for
use/customization by each
RX TN school
and others
around the
country
35
A Prescription for Healthcare Training in Tennessee
U.S. Dept. of Labor TAACCCT Grant Application
Roane State Community College (RSCC)
and TN Consortium Institutions
Priority 6: Grant Management
Activities
Implementer(s)
Costs
Time
a.Hire Staff & implement -Project and Asst. Strategy
$2,914,000 Start Date: 10/2012
grant (appoint interim
Director
Total:
director to ensure a fast
-RX TN
start-up)
consortium
b.Build reporting and
healthcare Deans,
communication systems
VPs of Academics
(narrative & fiscal) for
& institution fiscal
consortium institutions
& administrative Equipment: $0
End Date: 9/2016
c. Develop schedule for
staff
Year 1:
$900,000 Milestones:
regular meetings & training -Accountant/
-All RX TN staff hired
(many via technology)
Compliance
-Implement effective
Strategy 6:1 d. Conduct consortium
officer
internal internet-based
Ensure effective
member meetings to ensure -Data/Tech Mgr. Year 2:
$714,000
communication/reportgrant management grant understanding,
-3rd Party
ing/resource storage
expectation of deliverables Evaluator (w/
systems
Year 3:
$800,000
and outcomes, etc.
grant team
-Fiscal and Project
__________ __________
e. Participate in USDOL
support)
Training conducted on
Year 4:
$500,000
training
-Program
a quarterly basis (& as
f. Engage with Round 1
Coordinators
needed) for all
TAACCCT grantees for
-Admin/Data
consortium members
advice
Clerks
-Design website
e. Hire evaluator and
--Complete Eval. Plan
implement evaluation
design
component
Deliverables
-Meet all
narrative and
fiscal reporting
deadlines
-Meet/exceed
program
outcomes
36
A Prescription for Healthcare Training in Tennessee
U.S. Dept. of Labor TAACCCT Grant Application
Roane State Community College (RSCC)
and TN Consortium Institutions
Project Deliverables: Where possible RX TN will use and/or enhance products already available
from Round 1 TAACCCT grantees and other resources. New products developed will include:
Product/
USDOL Delivery
Date
Allied Health
Curriculum
Fall 2013
Occupational
Therapy Assistant
Curriculum
Fall 2013
Medical
Informatics Tech.
Curriculum
Fall 2013
Surgery Tech.
Curriculum
Fall 2013
LPN to RN
Curriculum
Description
Development Responsibility & 3rd Party
Subject Matter Expert (SME)
Already developed in traditional classroom format. Significant enhancements
will be made to put the curriculum online to make it available at RX TN
institutions.*
Already developed in traditional classroom format. Significant enhancements
will be made to put the curriculum online to make it available at RX TN
institutions.*
.
Partially developed in traditional classroom format. Significant enhancements
will be made to put the curriculum online to make it available at RX TN
institutions.*
Onground/Hybrid (online) curriculum to be developed. Investigation into
current available curricula is already underway.*
Models of this curriculum are currently available. Significant work needs to be
done to benchmark these models, enhance the pathway from technology center
LPN training to community college RN training and to take advantage of online
and more simulation components.*
Already developed in traditional classroom format. Significant enhancements
will be made to put the curriculum online to make it available at RX TN
institutions.*
Fall 2013
Phlebotomy &
ECG Tech
Curriculum
Summer 2013
Patient Care Tech Partially developed in traditional classroom format. Significant enhancements
Curriculum
will be made to put the curriculum online to make it available at RX TN
Fall 2013
institutions.*
Emerg. Medical
Will be developed based on state and national guidelines for onground and
Dispatcher
hybrid delivery.*
Curriculum
Fall 2013
* Subject-Matter Expert (SME) curriculum specialists will be hired to complete this work. SME
expertise will be provided as leveraged funds from Advisory Boards. Additionally, funding has been
set aside for a 3rd party SME reviews.
Healthcare Career Workshop for students interested Project staff and Completion Coaches will
Workshop
in healthcare careers.
develop these components. Feedback from
Development of this workshop
participants will be used to ensure ongoing
Summer 2013
will be intended for on-ground
enhancement.
delivery, but elements will be
suitable for access and available
through the internet.
Academic Boot
Workshop to help healthcare
Faculty will develop these components with
Camps including
students prepare for rigor of
assistance from other grant staff. Feedback
Digital Literacy
training. This component will be from participants will be used to ensure
Training
intended for on-ground delivery, ongoing enhancement.
but elements will be suitable for
Summer 2013
access and available through the
37
A Prescription for Healthcare Training in Tennessee
U.S. Dept. of Labor TAACCCT Grant Application
Online Study
Guides
Summer 2014
internet.
These will be study guides
targeted for specific
courses/topics where it has been
determined healthcare students
need assistance.
Roane State Community College (RSCC)
and TN Consortium Institutions
Developed by faculty (paid for from grant)
based on knowledge, and input from
learning support specialists, students and
Advisory Boards.
RX TN will also purchase products developed by vendors that have been demonstrated as
valuable in Round 1 TAACCCT proposals and through other evidence-based models including
college readiness software, learning support software, career coaching software, and software for
the optimal and cost-effective delivery of virtual, technology-enabled training.
Project Management: RSCC has extensive experience in managing grant funding through
federal agencies. Recent grants have included an $880K EDA grant (Cumberland Business
Incubator), a $2.8M USDOL Community Based Job Training Grant, a $1.6M
USDOL/EDA/SBA Jobs Accelerator Grant, and as a partner in Anne Arundel’s Round 1
TAACCCT grant. Additionally, RSCC was a WIA subcontractor for 6 years for 7 counties (and
prior to that the JTPA Administrative Entity) providing adult, dislocated worker and youth
services. During that time, RSCC met or exceeded the state set WIA performance measures. As
a result of this prior experience, RSCC has a clear understanding of the time and capacity it takes
to successfully implement a DOL based program including participant data tracking and
management, recruitment and pre-training, case management, follow-up, retention, overall
performance measure achievement and reporting. As seen in the attached organizational chart,
project management has been designed to ensure adequate resources are available at RSCC and
also at RX TN institutions with on-ground coordination and support.
Fiscally and administratively, RSCC is well-positioned for grant management and
implementation based on extensive experience in managing federal grants; by serving as a WIA
subcontractor and administrative entity for JTPA; and through the management of other federal,
38
A Prescription for Healthcare Training in Tennessee
U.S. Dept. of Labor TAACCCT Grant Application
Roane State Community College (RSCC)
and TN Consortium Institutions
state, local, and foundation based grants. Vice President for Financial Services, Danny Gibbs
(CPA), has over 24 years of community college experience (various accounting and financial
management positions) and has served as a state auditor. Ms. Jamie Wilmoth has 30 years of
community college accounting and financial management experience. Mr. Gibbs and Ms.
Wilmoth have provided financial management and reporting to a number of federal, state,
foundation and local grants. This experience has resulted in all USDOL fiscal and narrative
reports being submitted on time for USDOL grants. RX TN institutions including Cleveland,
Jackson and Southwest also have experience in managing and implementing USDOL grants.
RSCC has an internal grant management process to review the status of grants (both fiscally
and programmatic) on a quarterly basis. It includes a review of status of deliverables versus the
project work plan, identification of key issues/barriers and strengths, fiscal status versus budget
and expense forecasting. This process was recently successfully reviewed in a federal
monitoring review for the USDOL CBJTG. The process will be expanded to include RX TN
institutions and implemented by the RSCC Grants Development office and RX TN
Accountant/Compliance Officer. RSCC has an internal auditor with grant review responsibility.
Purchasing: As a unit of TN government and the TN Board of Regents (TBR), RSCC and all of
the RX TN institutions follow all TN and TBR purchasing practices/policies including the
appropriate bidding of purchases and the use of pre-bid/contracted purchases from state contract
lists. These procedures have been developed in compliance with federal policy.
Project Staff: The project management staff design is based on the extensive experience of
RSCC and RX TN institutions in managing grant/projects. Project staff include:
39
A Prescription for Healthcare Training in Tennessee
U.S. Dept. of Labor TAACCCT Grant Application
Staff/Start Date
Project Director (FTE=1)
(10/1/12 – an interim director
will be immediately appointed
upon grant receipt)
Project Assistant Director (FTE
= 1) (2/1/13)
Accountant/Compliance Officer
(FTE = 1) (11/1/2012)
Data/Technology Manager
(FTE = 1) (2/1/13)
Administrative Assistant (FTE
= 1) (1/1/13)
Curriculum Specialists (CS)
(FTE = 5.5) (1/1/13)
Student Support Faculty/ Tutors
(hourly rate)
Project Coordinators (FTE = 9)
(1/1/13)
Data Technicians/Admin Asst.
(FTE = 9 (1/1/13)
Completion Coaches (FTE =
15) (2/1/13)
Roane State Community College (RSCC)
and TN Consortium Institutions
Description of Responsibilities
Overall project management, coordination with all RX TN
institutions, reporting and more. This position will be required
to have demonstrated previous project management and
federal grant management experience.
The assistant director will focus on the student support
prescription services, marketing/outreach and other
responsibilities.
This critical position will be a part of the RSCC Business
Office to ensure the proper accounting and compliance in
accounting/reporting in all RX TN institutions. It will be
advertised prior to grant award.
This position will facilitate all aspects of the grant involving
the use of technology and software.
This position will support all grant aspects including file
maintenance, purchasing support, travel arrangements, assistance with
budget monitoring and more.
CSs will be hired to conduct the development work for each
specific career area addressed: Volunteer State/Medical Info
= 1 FTE and RSCC/Allied Health & Surg Tech = 1 FTE/LPN
to RN = 1 FTE/Occup. Therapy Asst. = 1 FTE/Phlebotomy,
ECG Tech, Pat. Care & EM Dispatcher = 1.5 FTE (total 4.5)
Each RX TN community college will have funding for tutors
to help students to be successful, provide prior learning
assessment reviews, conduct healthcare career workshops and
academic boot camps
Each community college will have a .5 up to a 1.0 coordinator
(based on level of participation/students served & number of
technology centers in service area) to facilitate onsite
activities, coordinate with RSCC, etc.
Each community college will have a .5 up to a 1.0 technician
(based on level of participation/students & number of
technology centers in service area) to facilitate onsite data
collection, purchasing & other administrative duties.
Each community college will have 1 or 2 coaches (based on
level of participation/students & number of technology centers
in service area) to conduct/facilitate the delivery of student
support prescription components.
Advisory Boards (ABs): Critical to success will be the role of ABs and subject matter experts
(SMEs). The ABs will be comprised of representatives from industry-related employers. SMEs
will be selected for the expertise in the field as well as in developing/reviewing curricula.
40
A Prescription for Healthcare Training in Tennessee
U.S. Dept. of Labor TAACCCT Grant Application
Roane State Community College (RSCC)
and TN Consortium Institutions
Roles of Community College (CC) and TN Technology Center (TTC) Consortium Members
Institution
Role on Curriculum
Development
Deliver Training Prescriptions
Roane State
CC
Surgery Tech, OTA,
Allied Health, LPN
to RN, Phlebotomy,
ECG Tech, Patient
Care, EM
Dispatcher
Medical Informatics
Medical Informatics, Surgery Tech,
OTA, Allied Health, LPN to RN,
Phlebotomy, ECG Tech, Patient Care,
EM Dispatcher
Volunteer
State CC
Deliver
Student
Support
Prescriptions
Yes
Provide
Students
for
Participation
Yes
Medical Informatics, Allied Health,
LPN to RN, Phlebotomy, ECG Tech,
Patient Care, EM Dispatcher
Medical Informatics, OTA, Surg
Tech, Allied Health, LPN to RN
OTA, Allied Health
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Cleveland
State CC
Chattanooga State CC
Columbia
State CC
Assist/Review
Dyersburg
State CC
Assist/Review
Jackson
State CC
Motlow
State CC
Nashville
State CC
Northeast
State CC
Southwest
State CC
Walters
State CC
Assist/Review
Medical Informatics, Allied Health,
LPN to RN, Phlebotomy, ECG Tech,
Patient Care, EM Dispatcher
Medical Informatics, LPN to RN,
Phlebotomy, ECG Tech, Patient Care,
EM Dispatcher
Phlebotomy, ECG Tech, Patient Care
Assist/Review
LPN to RN
Yes
Yes
Assist/Review
Medical Informatics
Yes
Yes
Assist/Review
LPN to RN, Phlebotomy, ECG Tech.,
EM Dispatcher
LPN to RN, Allied Health
Yes
Yes
Yes
Yes
Surg Tech, Allied Health, LPN to RN,
Patient Care, ECG Tech., EM
Dispatch
Phlebotomy, ECG Tech, EM
Dispatch
Patient Care, EM Dispatch
Yes
Yes
Assist/Review
Assist/Review
Assist/Review
Assist/Review
TTCAssist/Review
Yes
Yes
Memphis
TTCAssist/Review
Yes
Yes
Nashville
TTC-McAssist/Review
Phlebotomy, ECG Tech
Yes
Yes
Minnville
TTC-MurAssist/Review
Phlebotomy, ECG Tech
Yes
Yes
freesboro
Remaining
Yes
Yes
23 TTCs
Note: All CCs and TTCs deliver a variety of healthcare training programs that will be impacted by
RX TN with the delivery of Student Support Prescriptions.
41
A Prescription for Healthcare Training in Tennessee
U.S. Dept. of Labor TAACCCT Grant Application
Roane State Community College (RSCC)
and TN Consortium Institutions
Marketing/Outreach: RSCC has an outstanding public relations department. With guidance
from the Assistant Project Director (specific responsibility for marketing and outreach) the
department will provide support to the grant and coordinate with RX TN institutions to ensure
marketing, student recruiting, informational materials targeted to TAA workers and more.
As detailed in Core Element #1: Evidence Based Design, RSCC has researched and been
involved in models of grant communication and management using technology-enabled tools
such as SharePoint (used by Anne Arundel in a Round 1 TAACCCT). These models will be
replicated in RX TN to ensure effective grant management, communication and reporting.
Sustainability Plan: RX TN has excellent prospects of sustainability and with strong
opportunities for TAACCCT funded components to become galvanized into the operation of
healthcare and other programs across TN, the region and nation. RX TN is not a standalone
project and is aligned with work already underway in the state to transform education including
improving time to credentials and the availability of resources to support these efforts. This
alignment will help ensure long-term sustainability of RX TN related to improving time to
credentials which is the focus of the Student Support Prescriptions. The strong evaluation plan
contained herein will also help to drive sustainability as it will provide the necessary data/results
to document the need for additional funding to continue programs and services. Enhanced costeffective delivery of online training will be implemented in RX TN and is expected to transform
how institutions deliver online/hybrid training by moving them from an equipment intensive
distance learning interactive room model to an internet-based flexible model accessible from a
computer anywhere in the nation. Additionally, building on early models of sharing healthcare
training labs across institutions to meet the demand for healthcare professionals while
reducing/eliminating the need for schools to build and maintain expensive new healthcare labs
42
A Prescription for Healthcare Training in Tennessee
U.S. Dept. of Labor TAACCCT Grant Application
Roane State Community College (RSCC)
and TN Consortium Institutions
will be an important model to help schools delivery training in more cost-effective ways during
these difficult budget times. The Training and Student Support Prescriptions outlined in RX
TN have been designed so the products and resources within them will be sustainable long after
the grant ends and have a lasting impact on the delivery of healthcare training. Dissemination
will be the key to ultimately ensuring sustainability. This will be accomplished through multiple
components including presentations at state, regional and national conferences/associations;
articles in professional magazines; and more.
4. Outcomes
1
Outcome Measures
Total Unique Participants Served
Cumulative
2
Total # of Participants Completing a TAACCCTFunded Program of Study
3
Total # of Participants Still Retained in Their
Program of Study or Other TAACCCT
4
Total # of Participants Completing Credit
Hours
5
Total # of Participants Earning CredentialsAggregate # of degrees and certificates
completed by participants in grant-funded
programs of study
6
Total # of Participants Enrolled in Further
Education After TAACCCT-funded
Program of Study Completion-
7
Total # of Participants Employed After
TAACCCT-funded Program of Study
Completion
8
Total # of Participants Retained in
Employment After Program of Study
Completion
Targets for TAACCCT Program (All Participants)
Year 1: 750
Total:
Year 2: 1500
3939
Year 3: 1689
Total:
Year 1: 50
1500
Year 2: 500
Year 3: 950
Year 1: 128
Year 2: 425
Year 3: 458
Year 1:
Year 2:
Year 3:
Year 1:
Year 2:
Year 3:
180
675
980
70
630
1575
Total: 458
Total:
1835
Total:
2275
Year 1: 0
Year 2: 25
Year 3: 25
Year 4 (follow-up only): 50
Year 1: 25
Year 2: 338
Year 3: 834
Year 4 (follow-up only): 103
Total:
100
Year 1: 0
Year 2: 172
Year 3: 512
Year 4 (follow-up only): 486
Total:
1170
Total:
1300
43
A Prescription for Healthcare Training in Tennessee
U.S. Dept. of Labor TAACCCT Grant Application
9
Total # of Those Participants Employed at
Enrollment Who Received a Wage Increase
Post-Enrollment-
Roane State Community College (RSCC)
and TN Consortium Institutions
Year 1: 0
Year 2: 18
Year 3: 25
Year 4 (follow-up only): 6
Total: 49
Projected targeted number of students to be served was determined on a conservative basis.
Two types of participants were identified. (1) Those participants accessing Student Support
Prescriptions prior to and during training of which the training is not a grant component but a
part of the healthcare career lattice. (2) Those accessing both Student Support and Training
Prescriptions through the grant. It was developed through a roll-up from RX TN institutions that
committed to delivery of training and services based on local employer-driven demand for
specific occupations and supported by labor market data. Based on extensive experience with
WIA performance measures, input from LWIAs and review by WIA experts, the following
assumptions were reflected in the outcomes: (1) 85% of students that start training will complete,
(2) 90% that start will earn credit hours, (3) all students that complete training will earn
credentials, (4) over 50% of students in short-term training will earn multiple stackable
credentials, (5) 95% of students completing training will go to work, (6) approximately 200
incumbent workers will be served of which 25% will receive a wage increase, and (7) 90% of
those going to work will be working at the end of their 2nd quarter of employment.
RX TN is designed to deliver training resulting in graduates that go to work and students that
enter and are retained in healthcare programs. RX TN will also build the infrastructure to service
students and meet employer-driven needs well into the future. The average cost per student
accessing RX TN training is $7,170 and the total average cost of students receiving services
(training and/or student support) through the grant is $3,711. These are competitive numbers
compared to previous USDOL grant awardees and are clearly based on a very conservative
44
A Prescription for Healthcare Training in Tennessee
U.S. Dept. of Labor TAACCCT Grant Application
Roane State Community College (RSCC)
and TN Consortium Institutions
estimate of participants served. TN community colleges average a 93% employment placement
rate with Roane, Chattanooga and Jackson States leading the schools in 2010-11 with a 97% rate.
RX TN institutions already have tracking systems (State’s CMATs system, Access-based, etc.)
in place for other USDOL/WIA formula grants with similarly structured measures. The team
will work together to enhance/standardize those systems to ensure they are adequate to meet the
needs of RX TN, reporting and evaluation plan. Due to the extensive expertise at RX TN
institutions in operating USDOL grants and WIA programs, there is an extensive amount of
knowledge available to guide the technology team in enhancing current systems to meet the grant
needs. RX TN institutions already track much of the data needed to support the grant including
standard demographic and retention/completion in training through their BANNER system.
Specific funding has been set aside to address needs to successfully track data.
Data tracking to support RX TN is a key factor to success. RSCC will provide quarterly reports
to each institution showing the status of their performance versus their goals, comparison to
other RX TN institutions and to the project as a whole. This process will allow for a friendly
inner-consortium competition, opportunities for benchmarking/learning from each other, and
identification of opportunities for technical assistance in order to drive ultimate RX TN
performance measure success. Quarterly review of data by institution will be a part of the formal
internal grant review process detailed above. The result of these internal grant reviews will drive
the need for technical assistance, involvement of institution senior management (college
presidents and TTC directors) and the requirement for the development of an institution
corrective action plan when appropriate.
5.
Bonus Point for Commitment to Submit Non-Program Participant Data: RX TN is
committed to providing non-program participant data.
45