Strengthening the Connection Between Health Professions Education and Practice Proceedings of a Joint Workshop (2019) / Chapter Skim
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2 Workforce and Training Data
2 Workforce and Training Data
Pages 5-22
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From page 5... ...
• In addition to the challenges in finding settings and supervisors, there are stringent regulatory requirements about who can over see nursing education, which could complicate efforts to have nurses trained in community-based settings. (Corless, Fraher)
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From page 6... ...
Among professionals classified as health practitioners and technical/support staff, 39 percent work in hospitals. Yet, 42 percent work in ambulatory settings, 15 percent in nursing and residential care facilities, and 5 percent in social assistance settings (note in Fraher, 2018: Sums to 101 percent due to rounding)
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From page 7... ...
TABLE 2-2 Support Occupations in a Sampling from 2017 Who work with many others Sample Support Occupations in the United States, 2017 Nursing Assistants 1,453,670 Psychiatric 65,770 Technicians and Aides Home Health Aides 820,960 Phlebotomists 122,550 Medical Assistants 646,320 Surgical Technologists 100,270 Pharmacy Technicians 453,680 Opticians Dispensing 75,450 and Aides Dental Assistants 337,160 Ophthalmic Medical 48,060 Technicians Therapy Assistants 194,850 Orderlies 52,630 and Aides Health Information 204,220 EMTs 251,860 Technicians Total (sample 4,827,450a professions) : aThis number has been revised since prepublication release.
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From page 8... ...
Authors' analysis of Bureau of Labor Statistics Current Employment Statistics data. Ani Turner, Charles Roehrig, Katherine Hempstead, What's Behind 2.5 Million New Health Jobs?
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Workforce planning efforts need to engage workers, in home- and community-based settings, including such health care professionals as patient navigators, community health workers, paramedics, and dietitians. Workforce training needs to acknowledge and support integrated care delivery models that utilize health professionals in new ways and require interprofessional collaboration, added Fraher.
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From page 10... ...
This program, said Fraher, is a great example of how non-traditional health care workers -- such as handymen -- can serve as essential members of a patient's interprofessional care team. Retooling the Current Workforce Discussions about training for the future of health care largely focus on redesigning the curricula used to prepare students to enter the work environment.
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From page 11... ...
Fraher said that, ultimately, retooling will only be successful if the existing workforce becomes comfortable with taking on new roles and letting go of their traditional tasks; in her view, this can be one of the harder barriers to overcome. Reamer Bushardt, a pharmacist, physician assistant, and senior associate dean at The George Washington University, added that transforming the system will require "humility by all involved" and resisting the tendency to protect one's own profession.
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SOURCES: Presented by Spetz, November 13, 2018. Projected Age Groups and Sex Composition of the Population: Main Projections Series for the United States, 2017–2060.
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From page 13... ...
Because of the variety of settings for LTC, that workforce is also varied: Institutions are primarily staffed by certified nursing assistants and licensed practical nurses who are supervised by registered nurses (RNs) , while patients in home- and community-based settings are cared for by a combination of people: family members, friends, clergy, community members, direct-care workers, nurses, therapists, counselors, pharmacists, and physicians (see Figure 2-4)
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Spetz said the majority of the LTC workforce is made up of nurses, home health aides, and personal care aides (privately employed workers who assist with daily care activities)
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(2019) test project called Independence at Home Demonstration trains and analyzes outcomes of home care–based teams led by physicians and nurse practitioners; Veterans Health Administration programs train patient-aligned care teams; and other small pilot projects that train home care aides to be collaborative care team members.
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From page 16... ...
Other challenges included interference with productivity requirements, insufficient communication with the university or college, and students being inadequately prepared for work in clinical settings. MacDonell noted that concerns with productivity expectations and staff shortages were also commonly reported, as was the view that "seeing patients" ultimately takes priority over training students.
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From page 17... ...
She also brought up work being done in Washington State, mentioned previously in this chapter, that creates a career ladder for personal care aides through a joint arrangement between the workers union and the state government. Those in state government believe there will be a cost savings in the end by ensuring adequate training and a better wage so nursing aides can earn more money while attaining additional specialization and knowledge.
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From page 18... ...
This could be used as part of the ROI argument for continuing the program, Fraher suggested, along with documentation of a happier and more committed prison workforce, and statistics showing a diminished need for emergency care and fewer hospitalizations. The Role of Technology Several participants discussed the role of technology in training students and retraining the existing workforce.
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From page 19... ...
For example, students need to learn about social determinants of health, working in teams, the structure of the health care system, patient safety, and value-based care. MacDonell agreed, saying that if students lack a "reality-based course" about what a clinical setting will be like, "it really creates havoc within the clinical setting." Bushardt shared his experience as a department chair and clinical operations executive at an academic health center.
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From page 20... ...
She cited a pilot project in California that is trying to shift the clinical rotation experiences for students away from acute care settings. The project is based on a program at Thomas Jefferson University in which clinical placements are completely community-based and 98.5 percent of students pass the NCLEX.
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From page 21... ...
Spetz responded to Cox by describing a challenge posed by the current financial incentive structure. These incentives are aimed at training in acute care, she said, so a change in training toward greater community-based settings would require a shift in dollars: Some community settings may view training students as a financial burden for which they need to be compensated, and universities may not have the money to do so.
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From page 22... ...
2017. The roles and value of geriatricians in healthcare teams: A landscape analysis.
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