Developing a Student Training Process: On-Boarding and Orientating to Your Health Center Community
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This document presents a webinar focused on developing a student training process in health centers, hosted by the Community Health Center, Inc. and the National Nurse-Led Care Consortium. It outlines learning objectives related to effective onboarding and the benefits of incorporating social determinants of health in training. Additionally, it emphasizes the importance of establishing partnerships, infrastructure requirements, and a structured approach to enhance educational experiences for healthcare students.
Developing a Student Training Process: On-Boarding and Orientating to Your Health Center Community
- 1. Welcome We will begin shortly…
- 2. Welcome The National Cooperative Agreement on Health Professions Students in FQHCs Presented by the the Community Health Center, Inc. & the National Nurse-Led Care Consortium WEBINAR 1: Developing a Student Training Process: On-Boarding and Orientating to Your Health Center Community April 25th, 2017
- 3. The Community Health Center, Inc. and its Weitzman Institute will provide education, information, and training to interested health centers in: Visit www.chc1.com/NCA.
- 4. Community Health Center, Inc. Foundational Pillars 1. Clinical Excellence- fully Integrated teams, fully integrated EMR, PCMH Level 3 2. Research & Development- CHC’s Weitzman Institute is the home of formal research, quality improvement, and R&D 3. Training the Next Generation: Postgraduate training programs for nurse practitioners and postdoctoral clinical psychologists as well as training for all health professions students CHC Profile: •Founding Year - 1972 •200+ delivery sites •130k patients
- 6. Learning Objectives: 1. Participants will describe two ways that contribute to an effective onboarding process for students. 2. Participants will identify two benefits onboarding students to Social Determinants of Health during a training program.
- 7. Get the Most Out of Your Zoom Experience • Send your questions using Q&A function in Zoom • Look for our polling questions • Live tweet us at @CHCworkforceNCA and #FQHCStudents and #HRSAnca • Recording and slides are available after the presentation on our website within one week • CME approved activity; requires survey completion • Upcoming webinars: Register at www.chc1.com/nca
- 8. Speakers From Community Health Center, Inc.: Margaret Flinter, APRN, PhD, Senior Vice President & Clinical Director Amanda Schiessl, Interprofessional Student Coordinator Anna Rogers, Director of the National Cooperative Agreement Reema Mistry, MPH, Project Coordinator, National CooperativeAgreement From National Nurse-Led Care Consortium: Kristine Gonnella, MPH, Program Manager, Community Health Partners for Sustainability Sarah Hexem, Law and Policy Director From National Student Nurses Association: Trisha Mims, MSN, MBA/HCM, Director of Program and Education From Community College in Philadelphia: Laureen Tavolaro-Ryler, MSN CNS
- 9. Training the Next Generation is Core to our Mission
- 10. University of Connecticut I CAN Grant Nurse Practitioner Students AmeriCorps Students 2014-2015
- 11. Essential components to organizing and supporting safe, high quality, satisfying, and productive educational and training experiences Identify your wishes and priorities: • Which professions/work group? • Which schools/universities /training programs? • Which sites/preceptors? Identify your capacity: • How many sites? • How many preceptors? • How many hours/days? CHC/NIMAA Inaugural Medial Assistants
- 12. Identify your infrastructure requirements: • IT (hardware, licenses, training) • HR (training, onboarding, tracking • Facilities (space, furniture, equipment) Nurse Manager, Patrick Murphy, with Quinnipiac University DEU Nursing Students
- 13. Scaling Up: Making It Work • Create a process map of the student experience from start to finish • Develop a comprehensive “playbook” to solidify the program and process to use as a base for continual improvement • We hope that everyone is working towards creating a strong quality improvement infrastructure including coaches • If you don’t, identify someone that can coach or reach out to the NCA for additional resources on process mapping Consider: Assemble a team and a coach Clinical microsystem goes to work on designing a system
- 14. Purpose: To promote a highly organized, streamlined, and efficient process that supports the needs of CHC, the academic/training institutions, and the students. Healthcare Students Playbook
- 15. Review, accept and maintain affiliation agreements with the academic/training institution Play #1: Establishing Contractual Relationships
- 16. Play #1: Considerations Review the contract for these essential elements of the agreement Factors you might consider in determining to accept a school
- 18. Providing the essential training and orientation to work processes and technology systems that support a high quality learning experience Providing Essential Training & Orientation
- 20. Ensuring a post-experience assessment on the part of CHC and the student to evaluate the effectiveness and satisfactoriness of the experience
- 21. Questions?
- 22. Reminders Complete our survey! Sign up at www.chc1.com/NCA
Editor's Notes
- #6: http://www.nachc.com/client/NACHC_Workforce_Report_2016.pdf
- #8: ALDON: Done by 3:00-3:05 Kerry
- #10: CHC created a “student and trainees” workforce group which included various key departments and leadership. The group met weekly for a year to develop a Playbook, redesign workflow, and create a new process for hosting students that involved virtually every department of CHC. I was hired as the Interprofessional Student Coordinator to coordinate the components outlined in the Playbook. For over 44 years CHC has hosted 100s of students and residents without someone like me in this role. In reality there are dozens of people who are involved in this process. Whether there’s one person developed to it or you’re looking at the dozens of people involved, the key to a successful program is to have a plan and to have each of the steps/responsibilities outlined in a playbook. Developing a plan for hosting students at your health center is key as a strong process will minimize burden and maximize capacity.
- #11: Every year, CHC welcomes almost 200 students from many schools, colleges, and universities—undergraduate, graduate, professional, certificate programs—in medicine, dentistry, behavioral health, nursing, social services, public health and more. The key to providing high quality, interdisciplinary, structured experiences is through a strong process. A strong process can help minimize burden and maximize capacity.
- #12: It’s important to begin by identifying the essential components to organizing and supporting safe, high quality, satisfying, and productive educational and training experience. The first step would be to identify the goals you would like to achieve with developing a process for hosting students at your health center. Identify your wishes and priorities: Which professions/work group? Which schools/universities /training programs? Which sites/preceptors? An important step in minimizing burden is by identifying your capacity. Identify your capacity: How many sites? How many preceptors? How many hours/days?
- #13: Next you should identify the basic physical and organizational structure and facilities needed for hosting students at your healthcare center, as this will help you assess your resource and space capacity.
- #14: Consider: Assembling a team and a coach Create a process map of the student experience from start to finish Develop a comprehensive “playbook” to solidify the program and process to use as a base for continual improvement We hope that everyone is working towards creating a strong quality improvement infrastructure including coaches If you don’t, identify someone that can coach or reach out to the NCA for additional resources on process mapping
- #15: Purpose: To promote a highly organized, streamlined, and efficient process that supports the needs of CHC, the academic/training institutions, and the students. A process map that was created will be used to walk you all through some important plays from our playbook.
- #16: Play #1 outlines the process for determining whether you’d like to establish a contractual relationship with an institution Are we going to establish a contractual relationship with this particular requesting university? We encourage you to have students go back to their universities and have the university reach out to you to discuss a potential affiliation agreement The relationship is not with the individual but with the university then with the individual At a senior level, the organization needs to decide if you are going to contract with this university or within the university the particular program.
- #17: Do not need to read them off
- #19: Preparing the students to complete a placement; training and orientation needed for a successful placement
- #20: Important components of the Human Resources play is to focus regulatory standards such as HIPAA and infection control. Important to orientate the student to our environment and culture. In order to reduce burden, it’s important to have effective communication with the preceptors/clinical leadership to confirm the technology/systems and training necessary for an effective and successful placement.
- #21: CHC’s “student and trainees” workforce group meets quarterly throughout the year to evaluate and ensure that every student—and their preceptors –have a great experience, with smooth on-boarding, appropriate resources and support, a meaningful education/training experience, and a smooth exit.