ED 377 365 CE 067 806 TITLE National Health Care Skill ... · Association of Medical Assistants American Dental Association ... FL Dearborn Public Schools, Dearborn, MI Department

DOCUMENT RESUME

ED 377 365 CE 067 806

TITLE National Health Care Skill Standards.

INSTITUTION Far West Lab. for Educational Research andDevelopment, San Francisco, Calif.

SPONS AGENCY Department of Education, Washington, DC.

PUB DATE 94

NOTE 51p.

PUB TYPE Guides Non-Classroom Use (055)

EDRS PRICE MF01/PC03 Plus Postage.

DESCRIPTORS *Allied Health Occupations; *Allied HealthOccuntions Education; Competence; *Competency BasedEduci. ion; Core Curriculum; *EmploymentQualifications; Job Analysis; *Job Skills; NationalSurveys; *Occupational Clusters

IDENTIFIERS *National Standards; Secretarys Comm on AchievingNecessary Skills

ABSTRACTThis booklet contains draft national health care

skill standards that were proposed during the National Health Cake

Skill Standards Project on the basis of input from more than 1,000

representatives of key constituencies of the health care field. The

project objectives and structure are summarized in .31.e introduction.

Part 1 examines the need for health care skills standard .1; Part 2

summarizes the research methodology used during the project. Part 3

lists the proposed standards, examines their relationship to the

Secretary's Commission on Achieving Necessary Skills competencies,and explains their purpose/scope. The standards are grouped as

follows: health care core standards (academic foundation,communication, systems, employability skills, legal responsibilities,

ethics, safety practices, interpersonal dynamics);therapeutic/diagnostic core standards (health maintenance practices,client interaction, intrateam communication, monitoring clientstatus, client movement); therapeutic cluster standards (data

collection, treatment planning, implementing procedures, client

status evaluation); diagnostic cluster standard:. (planning,

preparation, procedure, evaluation, reporting); information services

cluster standards (analysis, abstracting and coding, systems

procedures, documentation, operations); and environmental services

cluster standards (environmental operations, aseptic procedures,

resource management, aesthetics). Part 4 lists major activitiesslated for the next phase of the project, and part 5 lists the

members of various committees. (MN)

**********************************************************************Reproductions supplied by EDRS are the best that can be made

from the original document.***********************************************************************

Quality & Excellence

RE SKILL

0

ElFarWestA WM LABORATORY

STANDARDS

U S DEPARTMENT OF EDUCATIONO'er OECIJcat.ona Firgo.iwi dr1 l'^p,1,41.

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

Cpi"t/his document hac been reproduced asreceived from the person or urgani/ationoriginate- ,;

Minor changes have been made toimprove reproduction quality

Pnints of view or opinions stated in thisdor tin'ent du nut 111.t.E.!,' tidy inp.f111

OFRI rmsition or pota v

BEST COPY AVAILABLE

2

Quality & Excellence

I I I

HEALTH CARE SKILL

STANDARDS

National

Health

Care

Skill

Standards

oFarWestLABORATORY

3

Disclaimer: This publication was prepared pursuant to a grant fromthe U.S. Department of Education. Grantees undertaking such projectsare encouraged to express their judgment freely ir professional andtechnical matters. Opinions do not, therefore, necessarily representofficial U.S. Department of Education position or policy. Furthermore,parties involved in the development of the national skill standards arenot responsible for the actual performance of health care workers whileapplying the national skill standards. Nor are they responsible forinappropriate or unintended uses of the standards.

Discrimination: Title VI of the Civil Rights Act of 1964 states: "Noperson in the United States shall, on the ground of race, color, or na-tional origin, be excluded from participation in, be denied benefits of, orbe subjected to discrimination under any program or activity receivingfederal financial assistance." Tide IX of the Education Amendments of1972 states: "No person in the United States shall, on the basis of sex, beexcluded from participation under any education program or activityreceiving federal financial assistance." The National Health Care SkillStandards Project, in receiving funds from the U.S. Department ofEducation, operates in compliance with these laws.

Publication: This booklet has been prepared with guidance and assis-tance from health care experts from around the country. We thankthem for their insight and support. This booklet represents an interimstage in the development of the standards. We welcome feedback fromall users. Your input will be reviewed and combined for the finalpublication of these standards, planned for 1995.

Permission to use or reproduce portions of this document is grantedfor not-for-profit educational and research purposes only. For otherpurposes, please request permission in writing from the NationalHealth Care Skill Standards Project, Far West Laboratory.

plABORATORYFar West

National Health Care Skill Standards ProjectFar West Laboratory for Educational

Research and Development730 Harrison StreetSan Francisco, CA

94107-1242Telephone: (415) 241-2725

Fax: (415) 241-2702

4

AcknowledgmentsWe thank the following organizations for making significantcontributions to tl- is project:

Add-A-Comp® Program, Methodist Hospital, Indianapolis, INAlexian Brothers Hospital, San Jose, CA American Association forMedical Transcription American Association for Respiratory Care

American Association of Colleges of Nursing AmericanAssociation of Medical Assistants American Dental AssociationAmerican Federation of Teachers/Federation of Nurses and HealthProfessionals American Health Information ManagementAssociation American Hospital Association American MedicalAssociation American Medical Technologists American NursesAssociation American Occupational Therapy Certification BoardAmerican Physical Therapy Association American Society fcrHealthcare Central Service Personnel American Society forHealthcare Education & Training American Society for HealthcareEnvironmental Services American Society for Healthcare HumanResources Administration American Society of HospitalPharmacists American Speech- Language -Heal ing AssociationAssociation of Health Occupations Teacher Educators Associationof Surgical Technologists Association of University Programs inHealth Administration Auburn Faith Hospital, Auburn, CA BethIsrael Hospital, Boston, MA Bioscience Skill Standards ProjectBoulder Community Hospital, Boulder, CO Brigham andWomen's Hospital, Boston, MA Bureau of Health Professions, USDepartment of Health and Human Services CMG ConsultingCalifornia Organization of Nursing Executives California-PacificMedical Center, San Francisco, CA California Paramedic andTechnical College, Long Beach, CA Cardiovascular Institute,Mountain View, CA Chabot College, Hayward, CA Charlotte-Mecklenburg Hospital Authority, Charlotte, NC CincinnatiTechnical College, Cincinnati, OH Clinica de Salud de Valle deSalinas, Salinas, CA Committee on Alliec' Health Education andAccreditation CompCare Consulting, Richmond, VA CosumnesRiver College, Sacramento, CA Davies Medical Center, SanFrancisco, CA Daytona Beach Community College, DaytonaBeach, FL Dearborn Public Schools, Dearborn, MI Department ofVeterans Affairs Medical Center, San Francisco, CA Dixie RegionalMedical Center, St. George, UT East Alabama Medical Center,Opelika, AL East Carolina School of Medicine, Greenville, NCEducation Development Center, Institution for Education andEmployment Florida State Department of Education, HealthOccupations Education Friends House Hands On Bodywork,Berkeley, CA Health Care Workers Union - Local 250 HealthCareers Education, Cdlifornia State Department of Education

JACKNOWLEIX:MENTS iii

Health Occupations, Michigan State Department of EducationHealth Occupations Students of America (HOSA) HospitalCouncil of Central California Idaho State Board of VocationalEducation Illinois Hospital Association Indiana Department ofWorkforce Development Indiana State Department of EducationInternational Association of Healthcare Central Service MaterielManagement Iowa State University Joint Commission onAccreditation of Health Care Organizations Kaiser-PermanenteMedical Care Program Longmont United Hospital, Longmont, CO

Marin General Hospital, Greenbrae, CA MPR AssociatesNational Association of Biology Teachers National Association ofSupervisors and Administrators of Health Occupations EducatorsNational Association of Health Unit Coordinators NationalCouncil of State Boards of Nursing National ExecutiveHousekeepers Association National League of Nursing NationalNetwork of Health Career Programs in Two-Year CollegesNational Organization for Competency Assurance NationalSociety for Patient Representation & Consumer Affairs NewEngland Baptist Hospital, Boston, MA Newton WellesleyHospital, Newton, MA North Bay Medical Center, Fairfield, CANorth Carolina State Department of Public Instruction 4 NorthCoast Rehabilitation Center, Santa Rosa, CA Palms of PasadenaHospital, St. Petersburg, FL Pew Health Professions Commissions

Fitt County Memorial Hospital, Greenville, NC Publisher'sCoalition Richland Memorial Hospital, Colun'bia, SC RushUniversity, Chicago, IL Service Employees International UnionSociety of Nuclear Medicine Southeastern General Hospital,Lumberton, NC St. Agnes Medical Center, Fresno, CA St. Pau!

Ramsey Medical Center, Saint Paul, MN San Francisco StateUniversity Center for Advanced Medical TechnologySummerfield Convalescent Hospital, Santa Rosa, CA Summit onRadiologic Sciences and Sonography Sutter Health, Sacramento,CA Tallahassee Community Hospital, Tallahassee, FL Tennessee

State Department of Education Texas Hospital Education &Research Foundation, Austin, TX Thomas Jefferson University,Philadelphia, PA United States Air Force Utah State Office of

Education Health Occupations Program Victor Valley HighSchool, Victorville, CA Visiting Nurses Association WashingtonState Department of Education West Jersey Health System,Camden, NJ Wiregrass Hospital and Nursing Home, Geneva, AL

iV -ACKNOWLE1X;MENTS

Table of ContentsAcknowledgments iii

Introduction vii

How Does the NHCSSP Work? ix

Part I The Need for Skill Standards 1

The Role of Skill Standards in Education and Workforce Preparation 2

Organizing Occupational Functions in Health Services 5

Part II Research Mee- iology 8

Part III National Health Care Skill Standards 10

National Health Care Skill Standards and SCANS 10

Filling a Gap 11

NHCSSP Core and Cluster Standards 12

Health Care Core Standards 14

Academic Foundation 14

Communication 14

Systems 15

Employability Skills 15

Legal Responsibilities 16

Ethics 16

Safety Practices 17

Interpersonal Dynamics 17

Therapeutic/Diagnostic Core Standards 18

Health Maintenance Practices 18

Client Interaction 18

Intrateam Communication 19

Monitoring Client Status 19

Client Movement 20

Therapeutic Cluster Standards 21

Data Collection 21

Treatment Planning 21

Implementing Procedures 22

Client Status Evaluation 22

Diagnostic Cluster Standards 23

Planning 23

Preparation 23

Procedure 24

Evaluation 24

Reporting 24

Information Services Cluster Standards 25

Analysis 25

Abstracting and Coding 25

Systems Procedures 26

Documentation 26

Operations 27

Environmental Services Cluster Standards 28

Environmental Operations 28

Aseptic Procedures 28

Resource Management 29

Aesthetics 29

Part IV Next Steps for the NHCSSP 30

Part V NHCSSP Participants 31

"Quality doesn't just happen; it is the result of carefulplanning, high standards, intelligent direction, professionalcommitment, and skillful implementation. The preparationof a quality workforce has been a guiding focus of theNational Health Care Skills Standards Project."

Nancy Langley Raynor, Chief ConsultantNorth Carolina Department of Public Instruction, and

Chair of The NHCSSP Policy Advisory Committee

"To improve community health status, it is imperative thathealth workers have the appropriate knowledge and skills toprovide quality health care."

Barbara Bloom Kreml, DirectorDepartment of Human Resources,

American Hospital Association

8

Introduction

"From a national perspec-tive, h.falthy life means avital, creative, and produc-tive citizenry contributingto thriving communitiesand a thriving nation."

-- Healthy People 2000

Over the past ten years, health care has been one of the nation'sfastest growing industries. It faces many challenges created by arapidly changing environment in the decades ahead. These includean increasingly diverse client population, remodeled deliverysystems, and new technology. To meet such challenges, healthservices of tomorrow may look radically different from today. Ifcurrent trends continue, experts have predicted that most care willbe delivered in outpatient centers, perhaps even in community-based networks of facilities. Inpatient care will come to mean "inten-sive care." And more care will be delivered in the client's home.

The decade of the 1990s has brought increasing awareness thatrevisions in the way health care is delivered and financed are anational priority. Since 1985, health care reform proposals have beenwritten at the national, state, and organizational levels all across thenation. Six principles have provided the foundation for reform:quality, security, simplicity, responsibility, choice, and savings. Theultimate goal is to deliver quality care for all at a price society canafford.

To achieve this goal, one element of health care reform stands out asfundamental and essential: the education and training of thenation's over 10 million health care workers. The level of knowledgeand skill of the current and future workforce is critical if qualityhealth care is to be secure, simple, responsibly delivered, and char-acterized by consumer choice and savings.

In recognition of the need for a highly skilled health care workforce,the U.S. Department of Education has funded the National HealthCare Skill Standards Project (NHCSSP), a collaborative endeavoramong health services, labor, and the education community to betterprepare tomorrow's health care worker by developing skill stan-dards today. The NHCSSP is directed by Far West Laboratory forEducational Research and Development (FWL), in collaborationwith the National Consortium of Health Science and TechnologyEducation (NCHSTE), the Service Employees International Union(SEIU), and over one hundred health care organizations.

The NHCSSP has involved representatives from key constituenciesin a comprehensive process of research, review, and revision toensure that the resulting standards meet the needs of the industry.Over 1,000 individuals have participated in the process. The stan-dards make explicit the knowledge and skills health care workersneed in order to provide quality health care. This booklet containsthe standards in draft form. During the upcoming year, the stan-

9 INTRODUCTION - Vii

dards will continue to be revised and validated. Additionally,prototype assessment tasks will be developed linked to these stan-dards. The standards should serve as a model for business, workers,and education, and are compatible with major federal initiativessuch as Goals 2000: Educate America Act, the School-to-WorkOpportunities Act, and the Carl D. Perkins Vocational EducationAct.

1 0

Viii -iNTRODUCHON

How Does theNHCSSP Work? The National Health Care Skill Standards Project (NHCSSP) is one

of 22 projects funded by the U.S. Departments of Education andLabor to develop national skill standards for various industries. It isa collaborative effort, involving diverse stakeholders in the healthcare field. The organizational plan for the project has been struc-tured to ensure that the full range of constituencies are representedand heard. Several groups and committees have been working todevelop, review, validate, and disseminate the health care skillstandards.

Figure 1 illustrates how the project is organized. As shown, Far WestLaboratory (FWL) has responsibility for project management and

Figure 1How Does the NHCSSP Work?

SPONSOR

U.S.Departmentof Education

U.S.Department

of Labor

PROJECT TECHNICALEVALUATION MANAGEMENT POLICY CONSULTATION

MPR Far West Policy NCHSTEAssociates Laboratory Advisory

Committee

DEVELOPMENT

StandardsDevelopmentCommittees

1

REVIEW

StandardsReview

Committee

Expert Ad HocReview

Committee

11

Health CareDelivery Site

How Do Es THE NHCSSP WORK? ix

implementation of project activities. Working closely with FWL isthe Policy Advisory Committee (PAC), which is charged withestablishing project policy and providing input on project work. ThePAC consists of major policymakers from across the nation who areresponsible for the training and employment of health care workers.The NCHSTE, a national group of health care educators and busi-ness and association representatives, provides technical supportand resources. Overall evaluation of project activities is beingconducted externally by MPR Associates.

Several groups and committees are involved with drafting andreviewing the standards. Draft standards are generated by theStandards Development Committees. Three separate entities areformally charged with reviewing these draft standards: the Stan-dards Review Committee, the Expert Ad Hoc Review Committee,and Health Care Delivery Site Focus Groups.

This project structure has been designed to ensure coordination ofproject work and allow for input from a variety of sources. Bothwithin and across project committees and groups, there is represen-tation of the health services industry, labor, -Id education.

1 2

x How Dots NHCSSI' Won?

Part IThe Need for

Skill Standards

"Education has long beencritical to success. Tomor-row it will be essential forsurvival. The standardiza-tion of the skills outcomesof education will make thedelivery of that educationaleffort easier for allinvolved."

Harry R. Nevling,Past President,

American Society forHealthcare Human

Resources Administration

Health care skill standards are statements which answer the ques-tion, "What does a worker need to know and be able to do to contrib-ute to the safe and effective delivery of health care?" The standardswill inform current and future health care workers, employers, andeducators what skills and knowledge workers need to succeed in

a job and in a career. It is envisioned that these standards will helpprovide the foundation for better worker preparation, both in school

and on the job.

The Benefits of Skill Standards

A major benefit of having nationally validated health care skillstandards is the potential to forge strong links among variousstakeholders. National skill standards can provide a common lan-guage, common goals, and A common reference point for employers,workers, students, labor, educators, and consumers. In addition,national skill standards can provide benefits particular to eachstakeholder. For example:

Employers can recruit, screen, and place potential employeesmore efficiently.

Workers can know what to expect on the job and be betterprepared, thereby increasing their mobility and opportunity -radvancement.

Labor organizations can increase employment security throughportable skills and credentials.

Students can have clear direction to help them set goals andtrain for future employment.

Educators can design quality curriculum and instruction con-sistent with the needs of the industry.

Consumers can benefit from high quality, efficient health caredelivery from well-trained workers.

13

THE NEED FOR SKILL STANDARDS -1

The Role of Skill Standards in Education and WorkforcePreparation

In the face of a thriving global economy, expectations for workforcepreparation have changed over the past decade. At least two factorsare responsible. The first is that today's work place demands work-ers who are more flexible and highly skilled than ever before. Thesecond is the fear that the U.S. is losing its competitive edge overnations that are successfully training their workforce for high-levelskills.

Concerns over workforce preparation have been mirrored by con-cerns over educational achievement. During the 1980's an alarm bellsounded with the U.S. Department of Education report, A Nation atRisk, alerting the nation to the need for upgrading academic achieve-ment levels and setting a broad program for doing so. The responseto this and other critical documents was a new national effort repre-sented in America 2000: An Education Strategy. This reform initiativeled in 1991 by then Governor Bill Clinton and President George Bushset goals for students to achieve "world class" academic and careerpreparation skills as a means for enhancing national econc nic well-being. The Carl D. Perkins Vocational and Applied Technoloc,., EducationAct of 1990, which initiated a major reform of federal efforts toreshape vocational education, places similar emphasis on the impor-tance of academic and work place preparation for all students.

Another closely related reform initiative is represented in a 1991report of the U.S. Secretary of Labor's Commission or: Achieving Neces-sary Skills (SCANS). It expresses the same concerns that Americanstudents lack basic academic skills, knowledge about work, and theability to function in a changing work environment. The report setsforth standards deemed necessary for success in a high performancework place, that is, the modern work place characterized by prob-lem-oriented teamwork. It lays much of the groundwork for anational voluntary system to promote the use of skill standards.

In summary, concerns about school effectiveness and work placepreparation have led to increasing calls for greater accountability ineducation and training. In turn, this has led to a federally legislatedmovement towards the development and use of skill standards.Currently, skill standards are the focus of numerous national andstate initiatives. In 1992, the U.S. Departments of Education andLabor funded projects to develop national skill standards in manyfields. The NHCSSP is but one of 22 standards projects covering arange of different industries.

I.41 THE NEED FOR SKILL STANDARDS

Several recent federal initiatives have since been enacted, givinggreater legitimacy to and raising the visibility of these 22 nationalskill standards projects. For example, the Goals 2000: Educate AmericaAct, which provides grants to states to support educational reform,calls for states to develop challenging standards systems. It alsoestablishes a National Skill Standards Board to oversee the develop-ment and use of national skill standards. The Board is 'charged withstrengthening the links between school and the work place bygenerating support among employers, workers, educators, studentsand parents. The 22 national skill standards projects have alreadymade substantive progress toward this aim.

The recently passed School-to-Work Opportunities Act is yet anotherfederal initiative that provides support for skill standards develop-ment and use. This act funds education programs that preparestudents for the work place or additional career preparation at thepostsecondary level. It calls for school-to-work programs that arebased on standards that conform to the national skill standards.

What are the two guiding principles for these new legislative initia-tives? First, collaboration -- all groups must be represented in projectand program planning. In the NHCSSP, groups that had not previ-ously worked together collaborated intensely to develop the Na-tional Health Care Skill Standards. Second, linkages programs willhave to create links between elementary, secondary, and post-secondary programs to meet industry requirements. Skill standardsprovide a common language for curricula across all levels of educa-tion and industry, enhancing the prospects for effective coordinationand linkage.

In summary, well-articulated skill standards are key to the nationalstrategy to upgrade worker skills and increase American globaleconomic competitiveness. Figure 2 depicts how skill standardsdeveloped by industry, labor, and education provide the foundationfor worker preparation in the high performance work place of thefuture. Within this framework, educators and industry can worktogether to produce work-ready, entry-level employees, therebyhelping to ensure American economic competitiveness in years tocome.

15ThE NEED FOR SKILL STANDARDS 3

"Given the pace of restruc-turing in the health careindustry, it is increasinglyimportant that workersnave a core set of skills thatthey can carry with them asthey move from one sectorof the industry to another.A set of national skillstandards will give healthcare workers greater flex-ibility in finding andkeeping jobs within theindustry, and will ensure ahighly skilled, bettertrained, and more accom-plished workforce."

John J. Sweeny,International President,

Service EmployeesInternational Union (SEIU)

4 -- Ti NEED FOR SKILL STANDARDS

Figure 2The Role of Skill Standards in the Creation

of High Performance Work Places

7.E4Aftvorc

CLIENT-CENTERED

INTERACTION

SKILLSTANDARDS

a 2*

SaSOOGNIleC°

INFORMATIONMANAGEMENT14111MINIIMI

rDES

High performance workplaces are the key to economic competitive-ness. Skill standards link employers, workers, and educators byproviding a common language and common goals.

16

Organizing Occupational Functions in Health Services

An industry is broadly defined both by the people who work in itand by what it produces. The health services sector, most simply,produces "health." This product is the result of many workers'efforts. A health care worker is any person who provides servicesthat impact the health status of individuals and the community. Inline with this definition, standards for the health services sectorshould make explicit the knowledge and skills involved in produc-ing "health."

One fundamental issue for standards development is organizing thestandards to best reflect how an industry defines itself. Certainly,the standards should cover the major areas of work, but should theyaddress only specific occupations, focus on groups of occupations,or envelop all occupations? Alternatively, should standards beorganized around some other characteristic, such as site of caredelivery, or type of service or function? Project participants andstaff researched and discussed these questions for many monthsbefore agreeing that a broad approach was the best answer.

Three major characteristics of the health services sector influencedthe final decision: (1) currently, over 250 health care occupationsexist; (2) health care occupations are continually changing; and(3) professional associations and labor organizations have alreadyestablished standards for a number of specific occupations. Thus,the decision was made not to direct standards at specific occupa-tions; rather, national standards should address major categories of

occupations and functions. This broad approach avoids duplicationof previous efforts and makes a unique and vital contribution to thepreparation of health care workers. Specifically, the NHCSSP soughtto develop standards for (1) a core set of skills essential and appro-priate to all workers in health services; and (2) four clusters ofrelated occupations and functions. Furthermore, the standards forthese core and cluster areas would target health care workers at thecareer-entry and technical (i.e., pre-baccalaureate) levels.

.17

THE NEED FOR SKILL STANDARDS - 5

Health care core and occupational clusters can be seen in Figure 3.The clusters are broadly defined according to their functions:

Therapeutic* functions maintain or change the health status ofthe client over time including care management, dentistry,dietetics, home health medicine, nursing, pharmacy, rehabilita-tion, respiratory care, and others.

Diagnostic* functions create a picture of client health status ata single point in time including cardiology, imaging, medicallaboratory, radiography, and others.

Information services functions document client care includ-ing medical records management, unit coordination, utilizationreview, and others.

Environmental services functions provide a therapeutic envi-ronment for the delivery of care including central supply,facility maintenance, food service, housekeeping, and others.

Figure 3Health Care Core and Occupational Clusters

Health Care CoreFoundation Skills for All

Health Services

Therapeutic Diagnostic Information EnvironmentalCluster Cluster Services Cluster Services ClusteProvides Creates a ')ocuments Creates atreatment picture & processes therapeuticover time of health information

status& supportive /environment /

Thzrapeutic-Diagnostic Core

Common skills fortherapeutic &

diagnostic workers

*There is a notable overlap between the knowledge and skills required fortherapeutic and diagnostic functions. A set of standards applicable to bothwas developed and is referred to as the Therapeutic /Diagnostic Core.

186 THE NEED MR SKILL STANDARDS

The Dictionary of Occupational Titles (DOT) categorizes occupationsaccording to how they function in relation to people, things, or data.Similarly, the health care clusters reflect the object of the workers'attention: therapeutic and diagnostic workers interact with people(clients), environmental service workers manipulate things, andinformation service workers manipulate data. The cluster standardsrepresent common expectations of workers across occupationswithin each cluster.

Rather than replace existing credentialling or licensing, these newlyproposed core and cluster standards serve as a foundation for latercareer specialization and apply to a majority of health care workers.This configuration is consistent with the Carl D. Perkins Vocationaland Technology Education Act of 1990. The Perkins Act mandatesbroad vocational training, rather than job-specific training, and anintegration of academ17 and vocational skills. The Act also requiresprograms to provide students with a general understanding of "allaspects of the industry."

19tE NEED wiz SKILL STANDARDS - 7

Part IIResearch

Methodology Skill standards were developed in three stages: (1) backgroundresearch; (2) drafting of the standards; and (3) review andvalidation of the standards. F.,,,ure 4 shows the three stages.

"This project has created aforum for gathering stake-holders around the table todebate practices that havelong been in existence. Theoutcome will be newcollaborations and linkagesb.uilt on a single set ofexpectations (standards)that will guide both thepreparer and employer ofhealth care services."

Beverly Campbell, ChairNational Consortium on

Health Science andTechnology Education

8 ,1-AR( II MI 11101X)1 (X.1

Staff began the standards development process by reviewing sev-eral strands of related research (e.g., allied health professions,organizational theory, consensus group methodology, and workredesign). Staff then collected and analyzed data in a sample ofexisting task analyses from around the nation that identify thespecific tasks health professionals perform as part of their duties.Sixty occupations across ten data sets were examined. Competenciesdeveloped by health professional associations were examined aswell. As a result of these analyses, broad categories of skills andtasks common to occupations within and across clusters were

Figure 4Research Methodology for

National Health Care Skill Standards Project

Background Research

Literature Review

Task Analyses

VStandards Development

Core StandardsDevelopment Committee

Cluster StandardsDevelopment Committees

VReview & Validation

Standards ReviewCommittee

0 Expert Ad HocReview Committee

Delivery Site FocusReview Croups

0

identified. This information was summarized to provide a starting

point for subsequent standards development activities.

At the second stage, representatives from health services, labor, and

education served on standards development committees to draft

standards for the health care core and for each cluster. The commit-

tees met and drafted the skill standards, using both the summariesof the task analyses and their own varied and substantial expertise.

The third stage of the process, standards review and validation, wasconducted in three ways. First, a 44-member standards reviewcommittee convened to review the draft standards. The committeeincluded representatives from professional associations in addition

to other stakeholder groups. None of these participants had beeninvolved previously in the development process, ensuring the

independence of their review. Participants systematically reviewed

the draft standards. Their responses were collected and analyzed

both quantitatively and qualitatively for informing the later revision

process.

Next, a mail survey was conducted, in which 40 targeted health careexperts, educators, and practitioners across the nation were asked to

evaluate the standards' appropriateness and usefulness. This survey

allowed the NHCSSP to access indivicl, is with particular expertisewho were unable to attend key committee meetings.

Finally, over 25 focus group discussions of health care workers were

conducted at 16 different health care delivery sites across the coun-

try to appraise and validate the draft standards. Sites were selected

to include facilities that varied along a number of dimensions: large,

medium and small sized facilities; proprietary and not-for-profit

status; primary, acute, tertiary, and chronic care; urban, suburban

and rural facilities; facilities with large and small Medicaid ormanaged care patient populations. The process included both

workers and supervisors.

The combinotion of these different and independent modes ofreview provided credibility and a richness of information to the

review and validation effort. The standards were revised based on a

synthesis of the information provided by these multiple forms of

review.

21RFsFARci I Mu lovollxnf 9

Part IIINational Health

Care Skill Standards

"The most important taskfacing the federal govern-ment is to help the nationfocus its attention onlinking the various piecesof and partners inpostsecondary training inways that will providecoherent and high-qualitytraining opportunities forindividuals at variousstages in their workinglives."

Committee onPostsecondary

Education and Trainingfor the Workplace

National Research Council

This section presents the extensively reviewed draft NHCSSPstandards. As described below, these standards are logically con-nected to generic employability standards, such as SCANS, as wellas to occupation-specific standards in the health services industry.

National Health Care Skill Standards and SCANS

As described previously, the U.S. Secretary of Labor's Commissionon Achieving Necessary Skills (SCANS) defines generic work placeskills needed by workers in the modern work place. The SCANSstandards consist of foundation skills (basic skills, thinking skillsand personal qualities) and work place competencies (managingresources, interpersonal situations, accessing and storing informa-tion, understanding systems, and using technology).

The primary application of SCANS to the NHCSSP was to informthe development of standards for the health care core. In importantways, this core represents an extension of SCANS skills into thehealth care context. Table 1 shows the points of overlap between theSCANS skills and the eight health care core standards.

Table 1Summary of SCANS Employability Skills

and the NHCSSP Core StandardsSCANS Foundation Skills (SCANS Competencies: Ability to Use... I

Health CareCore Standard

SCANSBaskSkills

SCANSThinking

Ski lls

SCANSPersonalQualitin Resources

inter-persmal Information Systems Technology

AcademicFoundation X X

Communication X X X X X

Systems X X X X

EmployabilitySkills X X X X X X X

LegalResponsibilities X X X

Ethics X X X

Safety Practices \ X X

InterpersonalDynamics X X X X X X

X indicates areas win re NI ICSSP core standard overlaps with SCANS, but isspecific to the health services industry

10 NA FIONAL FIFAI 111 CAM' SKILL Si ANDARDS

22

"Excellent skillspreparation in-creases the likeli-hood of excellentwork performance.Tomorrow's em-ployer will acceptnothing less in thetotal quality man-agement environ-ment of the 21stcentury."

--Judi Hansen,Director

Region RecruitmentServices

Kaiser-PermanenteMedical Care

Program,Southern California

Region

Figure 5NIICSSP Standards in Relation to SCANS and Occupa-

tional-Specific Standards

Filling a GapPrior to this project, skill standards were available at the generic(e.g., SCANS) and the occupational-specific levels. The NHCSSPstandards fill the gap between these two levels. Specifically, theyprovide a means for both entry into health services employment aswell as horizontal and vertical movement in a career area. In manyhealth care occupations, mastery of knowledge and skills is indi-cated through certification or licensure. The NHCSSP core andcluster standards help to prepare health care workers for occupa-tional-specific training, certification, and licensure.

Figure 5 shows the different levels of standards that apply to healthcare workers. They are represented as concentric circles, beginningat the center with general employability skills, moving outwards toNHCSSP standards (core and clusters), and ending with occupa-tion-specific standards (technical and professional).

23 NATIONAL HI A1:1-11 CAKE SKILL STANDARDS - 11

NHCSSP Core and Cluster Standards

In their current form, the NHCSSP standards represent contentstandards, indicating what knowledge and skills are expected. Theyare not performance standards which indicate the level of achievementnecessary to demonstrate mastery. This project will undertake thesetting of performance standards that align with the content stan-dards as a next phase of work.

The NHCSSP standards presented here are intended as a model ortemplate for local adaptation and use. They can be used by busi-ness, education, and labor constituents to begin the process ofupgrading or revising training, hiring, and performance evaluationpolicies, procedures, and practices.

As a broad statement of knowledge and skills that workers in healthservices should ha.fe, each NHCSSP standard follows a specificformat. The standard statements consist of three parts: (1) a brieftitle describing the area or topic covered by the standard; (2) ageneral description of knowledge and skills; and (3) specific appli-cations to clarify or illustrate what is meant by the standards state-ment. The specific applications provided are not meant to cover allpossible applications.

Figure 6 provides a graphic model, showing the connections amongthe sets of NHCSSP standards. This is followed by a completelisting of the actual standards, beginning with those for the healthcare core.

24

1 2 NA FIONA!. HE Al I I; CAM SI\ II I SI ANDARDS

Figure 6 NHCSSP Standards

Health Care CoreAcademic FoundationCommunicationSystemsEmployability SkillsLegal ResponsibilitiesEthicsSafety PracticesInterpersonal Dynamics

Therapeutic/Diagnostic CoreHealth MaintenancePracticesClient InteractionIntrateam CommunicationMonitoring Client StatusClient Movement

InformationServices Cluster

EnvironmentalServices Cluster

Analr_ s EnvironmentalTherapeutic Diagnostic Abstracting Operations

Cluster Cluster and Coding AsepticData Planning Systems ProceduresCollection Preparation Procedures ResourceTreatment Procedure Documentation ManagementPlanning Evaluation Operations AesthetdcsImplementing ReportingProceduresClient StatusEvaluation

25

NATIONAL HEALTH CARE SKILL STANDARDS - 13

Health Care CoreStandards

The industry core is a set of broad standards that serve as a founda-tion to occupations and functions across the health services. Thesestandards specify the knowledge and skills that the vast majority ofhealth care workers should have.

Proposed Standards:

ACADEMIC FOUNDATION

Health care workers will know the academic subjectmatter required for proficiency within their area. Theywill use this knowledge as needed in their role.

The follozving may be included:

Read and write, including charts, reports, and manuals

Perform mathematical functions

Use health care terminology

Apply knowledge of life sciences, such as biology,chemistry, physics, and human growth and development

Be aware of the history of health care

COMMUNICATION

Health care workers will know various communicationmethods to give and obtain information. They willcommunicate effectively, both orally and in writing.

The following may he included:

Assess others' ability to understand

Adapt communication to individual needs, includingparaphrasing or translating

Ask for clarification when needed

Be sensitive to multicultural and multilingual needs

Use facility-specific guidelines and methods of sendingand receiving information

Access and use electronically-produced information

2614 HEAL rH CARE CORE STANDARDS.

Health Care Core SYSTEMS

Standards(continued)

Health care workers will understand how their role fitsin with their department, their setting, and the overallhealth care environment. They will identify how keysystems relate to the services they perform and affectquality of care.

The following may be included:

Be aware of the range of services offered

Be aware of how reimbursement affects care delivery

Prevent unnecessary waste and duplication

Fully use available facility resources, such as where tofind help or information

EMPLOYABILITY SKILLS

Health care workers will understand how employabilityskills enhance their employment opportunities and jobsatisfaction. They will demonstrate key employabilityskills and will maintain and upgrade skills, as needed.


Exhibit personal skills, such as attendance, time manage-ment, and individual responsibility

Maintain professional conduct and appearance

Use analytical skills to solve problems and makedecisions

Adapt to changing situations

Upgrade technology skills as needed

Understand various career options and the preparationrequired for them

Anticipate needs of clients and coworkers

27HEAL 11-1 CARE CORE STANDARDS - 15

Health Care CoreStandards(continued)

16 HEALTH CARE. CORE SrANDARDS

LEGAL RESPONSIBILITIES

Health care workers will understand their legal responsi-bilities, limitations, and the implications of their actionswithin the health care delivery setting. They will per-form their duties in accordance with laws, regulations,policies, and legislated rights of clients.


Be aware of malpractice and liability issues

Maintain client confidentiality

Operate within scope of practice

Comply with legal requirements for documentation

ETHICS

Health care workers will understand accepted ethicalpractices with respect to cultural, social, and ethnicdifferences, particularly within the health care environ-ment. They will perform their duties within establishedethical guidelines, supporting sensitive and qualityhealth care delivery.


Exhibit loyalty to fellow workers and the organization

Respect client rights and self-determination

Promote justice and equal treatment of all persons

Recognize the importance of client need over otherconsiderations

Report any activity that adversely affects the health,safety, or welfare of clients or fellow workers

28

Health Care CoreStandards(continued)

SAFETY PRACTICES

Health care workers will be aware of the existing andpotential hazards to clients, coworkers, and self. Theywill prevent injury or illness through safe work practicesand follow health and safety policies and procedures.


Use Universal Precautions to control the spread of infec-

tion

Apply principles of body mechanics, such as properlifting techniques

Prevent fire and electrical hazards

Use instruments and equipment as directed

Manage hazardous materials

Follow emergency procedures and protocols

Apply pertinent regulatory guidelines, including OSHA

standards

INTERPERSONAL DYNAMICS

Health care workers will understand the role and respon-sibilities of individual members as part of the health careteam, including their ability to promote the delivery ofquality health care. They will interact effectively andsensitively with all members of the health care team.

The folic Wing may he' included:

Practice team membership skills, such as cooperation,leadership, and listening

Respect cultural and religious differences of team mem-

bers

Be aware of the implications of the health care hierarchyin interacting with others

Manage conflict within the work place through consider-ation of others' points of view

Respect inter- and intra-disciplinary issues

29 HEALTI I CARE CORE STANDARDS - 17

Therapeutic/ I The therapeutic/diagnostic core standards are a set of standards

Diagnostic Core that apply to both therapeutic and diagnostic occupations and

Standardsfunctions. The standards focus, for the most part, on direct clientcare.

Proposed Standards:

HEALTH MAINTENANCE PRACTICES

Therapeutic and diagnostic workers will understand thefundamentals of wellness and the treatment of diseaseprocesses. They will encourage the practice of preventivehealth behaviors among their clients.


Be knowledgeable of available preventive health screen-ings and examinations

Explain preventive health practices, such as good nutri-tion and stress .management

Show knowledge of illness prevention

CLIENT INTERACTION

Therapeutic and diagnostic workers will understandhow to explain planned procedures and goals to clients.They will use various explanation strategies and answerclients' questions.


Determine clients' ability to understand

Respond to clients' concerns and fears

Use language appropriate to the situation

Use facility guidelines for giving health care information

Respect clients' cultural differences

3018 DIERAPEUTIC/ DIAGNOSTIC CORE STANDARDS

Therapeutic/Diagnostic Core

Standards(continued)

INTRATEAM COMMUNICATION

Therapeutic and diagnostic workers will understandhow to communicate within a team. They will conveycritical client information to appropriate team membersin a timely manner,


Observe and report unsafe environmental conditions

Recognize unusual occurrences in treatment progress

Document and report information about changes inconditions that might introduce risk to clients or staff

MONITORING CLIENT STATUS

Therapeutic and diagnostic workers will understand theprocess for monitoring client health status. They willassess health status according to respective professionalstandards and report results to the treatment team.


Measure and report client vital signs or other indicatorsof health status

Record client health status according to facility protocol

Assist in determining the need for follow-up or alterna-tive care

31

THERAPELICIC/ DIAGNOSTIC CORE STANDARDS - 19

Therapeutic! CLIENT MOVEMENT

Diagnostic Core Therapeutic and diagnostic workers will understand theStandards principles of proper body mechanics for positioning,

(continued) transferring, and transporting clients. They will performthese activities efficiently and without injury to clientsor self.

The following mat/ be included:

Position client to ensure comfort

Recognize center of gravity and base of support in orderto use proper lifting techniques

Utilize appropriate transport or transfer equipment

Reassure clients and inform them of what to expectduring activity

32

20 Ti ILIZAPEUTIC/ DIAGNOSTIC CORE STANDARDS

Therapeutic ClusterStandards

These standards apply to occupations or functions primarily in-volved in changing the health status of the client over time. Thestandards specify the knowledge and skills that the worker in thetherapeutic cluster should have.

Proposed Standards:

DATA COLLECTION

Therapeutic workers will know the facility protocol andguidelines for collecting data. They will report resultsand assist the treatment team in identifying client healthcare needs, strengths, and problems.


Observe client, instrumentation, and environment

Follow facility policies and procedures

Record and report information

TREATMENT PLANNING

Therapeutic workers will understand the general pur-pose and components of the treatment plan. They willassist in planning procedures according to facilityprotocol.


Help involve client in planning

Participate in problem identification and recognize

possible interventions

Recognize and match resources to needs

3 3

TI IERAI'EUTIC CLUSTER STANDARDS - 21

Therapeutic ClusterStandards(continued)

22 TIIERAPEUTIC CIES IFR STANDARDS

IMPLEMENTING PROCEDURES

Therapeutic workers will understand the procedureswithin their scope of practice and how these proceduresrelate to the goals and objectives of the treatment plan.They will execute the procedures accurately and in atimely fashion, supporting the treatment team.


Organize own work and assignments

Document actions

Use correct equipment and instruments according tomanufacturer guidelines

CLIENT STATUS EVALUATION

Therapeutic workers will know the clients' needs,strengths, and problems. They will assist in the evalua-tion of client status in order to reach treatment goals.


Provide feedback to treatment team

Use appropriate evaluation tools and instruments

Make suggestions to modify or change treatment plan

34

Diagnostic ClusterStandards

These standards apply to occupations or functions primarily in-volved in creating a picture of the health status of the client at asingle point in time. The standards specify the knowledge and skillsthat the worker in the diagnostic cluster should have.

Proposed Standards:

PLANNING

Diagnostic workers will understand the components andimplications of requests for procedures. They will readthe request for services and plan when and how toimplement the services.


Identify purpose and intent of request

Report any inconsistency or error in the request to appro-priate personnel

Involve appropriate persons in planning

Match resources to needs

PREPARATION

Diagnostic workers will know the steps of proceduralset-ups. They will prepare the supplies, equipment, andclient for procedures, according to facility protocol.


Identify and gather equipment necessary for proc, dure

Routinely maintain and calibrate equipment

Explain procedures and give related information to client

35DIAGNOSTIC CLUSTER STANDARDS - 23

Diagnostic Cluster PROCEDURE

Standards Diagnostic workers will know the logic and sequence of(continued) the procedure, including alternative methods. They will

perform procedures to create precise and accurate products.


24 DIAGNOSTIC CLUSTER STANDARDS

Use appropriate supplies and equipment

Monitor quality of sample or specimen

Interpret results of procedure to assure a quality product

Produce proper documentation

EVALUATION

Diagnostic workers will understand the principles ofquality assurance. They will continuously evaluate theprocedure and its product.


Analyze product for diagnostic quality and take appropri-ate action

Recognize abnormal results and take action consistentwith level of training

Customize, adjust, or modify procedures, as needed andwithin established guidelines

REPORTING

Diagnostic workers will understand the need for precise,accurate, and timely reporting. They will produce andreport results using appropriate communication channels.


Use written, oral, and keyboarding skills to producereports

Deliver reports to all appropriate parties

Confirm that all necessary information is received by the

parties involved

36

Information Services These standards apply to occupations or functions that document

Cluster Standards jclient care. The standards specify the knowledge and skills thatworkers in the information services cluster should have.

Proposed Standards:

ANALYSIS

Information service workers will know the quantitativeand qualitative requirements for client information.They will analyze that information for various purposes.


Verify client information

Use computer programs to process information

Prepare various reports

Know requirements of external agencies, such as insur-ance companies, courts, and regulatory bodies

ABSTRACTING AND CODING

Information service workers will know how to read andinterpret a medical record, using knowledge of anatomy,physiology, disease processes, and medical terminology..They will extract required information from the medicalrecord.


Locate information in the record for various purposes,such as filing, coding, or information processing

Recognize standardized coding systems and uniformdata definitions

Convert narrative information into a statistical database

Use automated systems

Maintain specialty registries

37 INFORMATION SERVICES CLUSTER STANDARDS - 25

Information ServicesCluster Standards

(continued)

SYSTEMS PROCEDURES

Information service workers will understand thesources, routes, and flow of information within thehealth care environment. They will contribute to thedesign and implementation of new or revised systemsor processes within their scope of work.


Verify that system information is accurate and complete

Analyze systems functions to improve efficiency

Educate and orient staff to use of systems

Ensure data security and confidentiality by controllingaccess and release of information

DOCUMENTATION

Information service workers will understand the contentand multiple uses of health information. They willdocument appropriate information.


Obtain and record client information using appropriateterminology

Utilize available technology to document information

Follow legal aspects and regulations of documentation inrequests for information

Create, route, and mail correspondence regarding themedical record

Transcribe health information

Perform admission, discharge, and transfer functions

Categorize and prioritize health information requests

38

26 -INFORMATION SERVICES CLUSTER STANDARDS

Information Services OPERATIONS

Cluster Standards(continued)

Information service workers will understand the opera-tions used to enter, retrieve, and maintain information.They will use health information equipment and materi-als safely and efficiently in daily operations.

The following mail be included:

Select and use automated systems

Maintain equipment and supplies

Perform general troubleshooting

Use and maintain filing, storage, and retrieval systems

39

INFORMATION SERVICES CLUSTER STANDARDS - 27

EnvironmentalServices Cluster

Standards

1

These standards a -ply to occupations or functions involving director indirect client care that create a therapeutic environment forproviding that care. The standards specify the knowledge and skillsthat workers in the environmental services cluster should have.

Proposed Standards:

ENVIRONMENTAL OPERATIONS

Environmental service workers will understand theresponsibilities of their assigned role. They will performtheir tasks safely, following established internal andexternal guidelines.


Assist in the selection of materials, supplies, and equip-ment necessary to provide services

Use equipment safely

Monitor, observe, and report unsafe practices

Continuously evaluate results and procedures

ASEPTIC PROCEDURES

Environmental service workers will know the workpractices that maintain a clean and healthy environment.They will follow recommended practices to reduce oreliminate pathogenic organisms.


Practice Universal Precautions

Practice prescribed techniques to prevent nosocomialinfections

Prevent infection by cleaning, disinfecting, or sterilizingsurfaces, instruments, and equipment

Maintain sanitary food service environment and practiceproper food handling procedures

Conform to OSHA standards /guidelines

4028 -ENVIRONMENTAL SERVICES CLUSTER STANDARDS

Environmental' RESOURCE MANAGEMENT

Services Cluster i Environmental service workers will understand theStandards principles and techniques of resource management. They

(continued) I will ensure the careful use of available resources to maketimely decisions which meet or exceed clientexpectations.


Contain costs and reduce waste

Provide quaiity service

Practice time management

Identify and solve potential problems and anticipateclient needs

Know and use inventory appropriately

Practice recycling and waste management

AESTHETICS

Environmental service workers will understand theimportance and rationale for maintaining an environ-ment that is aesthetically appealing. They will upholdfacility standards for service, maintenance, and upkeep.

The following may he included:

Maintain facility in good repair

Recognize therapeutic and functional aspects of color,

decor, and furnishings

Maintain an organized work environment, free from

clutter

Promote facility accessibility through a variety of meth-

ods, such as proper signage and offering directions

Ensure high quality of food for staff and clients, Includ-ing presentation, taste, and service

4iENVIRONMENTAL SERVICES CLUSTER STANDARDS - 29

Part IVNext Steps

for theNHCSSP

30 NEXT STEPS FOR THE NHCSSP

The NHCSSP has completed the first of two phases of work. Thisbooklet represents the product of the first phase the draft stan-dards themselves. The focus now shifts to determining the usabilityof the draft standards as guidelines or as starting points for localand regional use, both by health care providers and by educators.During Phase II, the following work will be undertaken:

continued validation and revision of the draft skill standards inorder to further integrate the viewpoints of all major stake-holders.

the development of performance standards and model assess-ment tasks aligned to the draft content standards. A similarmethodology to that applied in the initial standards develop-ment process will be used: research to provide a conceptualfoundation, committee standards and assessment developmentwork, and a review strategy that incorporates multiple modesof evaluation.

the development of formal links or crosswalks between thehealth care skill standards and academic curricula and teachingpractice. The Carl D. Perkins Vocational and Applied Technol-ogy Act of 1990 requires schools to integrate vocational andacademic education, and provide students with an understand-ing of all aspects of the industry they plan to enter. Schools willbe able to use the formal links in their effort to fulfill theserequirements.

case studies or pilot tests of how the national health care skillstandards can be implemented at selected sites across thecountry. How the standards operate both in guiding educa-tional practices and in affecting the actual delivery of healthservices will be observed.

the development of a multimedia dissemination product andmarketing strategy for distributing the skill standards inmultiple formats, such as hard copy, diskette, and electronictransmission through the Internet.

the preparation of a cadre of organizations knowledgeable inthe use of the NHCSSP information database. These groupswill be able to maintain and update the database as needed.

42

Part VNI-ICSSP Committee Members

Policy Advisory CommitteeMonika AringDirector, Institute for Education

and EmploymentEducation Development CenterNewton, MA

Barbara Bloom KremlDirector, Department of Human

ResourcesAmerican Hospital AssociationChicago, IL

Joyce BorndahlAVA-HOE Vice PresidentAmerican Vocational AssociationFond du Lac, WI

Joyce Brandt, PhDSchool of EducationUniversity of LouisvilleLouisville, KY

Beverly CampbellProgram Manager, Health CareersEducation

California State Department ofEducation

Sacramento, CA

Jean Gayton Carroll, MDAssociate Director, Department of

StandardsJoint Commission on Accreditation

of Healthcare OrganizationsOakbrook Terrace, IL

Joho Cromer, PhDProvost, Health Education CenterNational Network of Health Career

Programs in Two-Year Colleges,Inc.

St. Petersburg, El.

John Fauser, PhDRetired Director, Commmittee on

Allied I lealth Education andAccreditation/AMA

Wheaten, IL

Len FinocchioAssociate DirectorPew Health Professions CommissionSan Francisco, CA

Catherine GergoraVice President, Human ResourcesNew England Baptist HospitalBoston, MA

Judi HansenDirector, Southern California Region

Recruitment ServicesKaiser-PermanentePasadena, CA

Jim Koeninger, PhDExecutive DirectorHealth Occupations Students of

mericaIrVing, TX

Judy Leff, PhDProject DirectorBioscience Skill Standards ProjectEducation Development CenterNewton, MA

Patricia Leitsch, PhDAssistant Professor, School of

EducationUniversity of LouisvilleLouisville, KY

Laurene McLemoreHealth Science and Technology

EducationTennessee State Department of

EducationNashville, TN

Patricia McWethyExecutive DirectorNational Association of Biology

TeachersReston, VA

4 3

V. Jane Muhl, PhDProgram Consultant, Health

OccupationsUniversity of IowaIowa City, IA

Harry R. Nevling(Executive Council Member)Director of Human ResourcesLongmont United HospitalLongmont, CO

Edward H. O'Neil, PhDExecutive DirectorPew Health Professions CommissionSan Francisco, CA

Margaret Peisert(Executive Council Member)Service Employees International

UnionWashington, DC

Nancy Raynor (Committee Chair)Chief Consultant, Business and

Marketing EducationNC State Department of Public

InstructionRaleigh, NC

Doris SmithMarketing Coordinator/Publisher'sCoalition

Hanover, MD

Sandra SmithAguirre InternationalRosslyn, VA

Carole StacyCurriculum Specialist, I Iealth

OccupationsMichigan Department of EducationLansing, MI

NI -ICSSP Comm' rt EE MEMBERS - 31

Standards Development CommitteesArlene AdlerSummit on Radio logic Science and

Sonographv Indiana UniversityGary, IN

Johnny BanuelosShop StewardHealth Care Workers Union-Local 250Santa Clara, CA

Nancy BylAmerican Physical Therapy AssociationAlexandria, VA

Annette CallejoCardio- Vascular InstituteMountain View, CA

Eric ChristensonManaging DirectorCMG ConsultingWalnut Creek, CA

Louise DavisonProgram Director, I lealthOccupations

Florida State Department ofEducation

Tallahassee, El

Sheila ElliottDirector, Environmental ServicesKaiser-Permanente San DiegoMedical Center

San Diego, CA

loan EmslieDirector, Kaiser DivisionI lealth Care Workers Union Local 250San Jose, CA

Barbara Ens leyDirector, Medical Assistant ProgramHaywood Community CollegeClyde, NC

Buck EvansProgram SupervisorWashington State Department (0

EducationOlympia, WA

32 NIICSSI'C1,a \HI 16

Roxanne FraserManager of Admitting and

TransportationKaiser-Permanente South San

Francisco Medical CenterSouth San Francisco, CA

Mike GarciaChairman, Board of DirectorsHealth Occupations Students of

AmericaAustin, TX

Alexandra B. GekasExecutive DirectorNational Society of Patient

Representation and ConsumerAffairs

Boston, MA

Rosie GhaniPharmacy TechnicianDepartment of Veterans Affairs

Medical CenterSan Francisco, CA

Beth Green EideDirector, Technical ServicesSt. Paul's Ramsey Medical CenterSt. Paul, MN

Kris HamptonI)eposit CashierHealth Care Workers Union-Local 250Pittsburg, CA

Scott HessSpecialist, I lealth Occupations

ProgramUtah State Office of FducationSalt Lake City, U

Rosie I licksI lealth OccupationsIndiana State Department of

EducationIndianapolis, IN

44

Helen HirmandPhlebotomy Program CoordinatorCenter for Advanced Medical

Technology-SFSUSan Francisco, CA

Al HolladayDirector, Environmental ServicesRichland Memorial HospitalColumbia, SC

Jane HullVisiting Nurses AssociationClaremont, CA

Kerry JohnsonDirector of Environmental ServicesTallahassee Community HospitalTallahassee, FL

Katherine KanyAmerican Federation of Teachers/

Federation of Nurses and HealthProfessionals

Washington, DC

Barbara Bloom KremlDirector, Department of Human

ResourcesAmerican Hospital AssociationChicago, IL

Travis LargeMaterials ManagementHealth Care Workers Union-Local 250San Jose, CA

Linda LuescherField RepresentativeI lealth Care Workers Union-Local 250San Jose, CA

I3onney LynchI lands On BodyworkBerkeley, CA

Anita MathewsDirector, I learnt Information

ServicesPalms of Pasadena I lospi to'St. Petersburg, EL

Standards Development Committees (continued)Laurene McLemoreHealth Science and Technology

EducationTennessee Department of

EducationNashville, TN

Dan MiddletonRespiratory TherapistNapa, CA

Vernon MorenoEnvironmental Services

DirectorMarin General HospitalSan Rafael, CA

Carolyn O'Daniel, PhDJefferson Community CollegeLouisville, KY

Keith OrloffCalifornia Paramedic and

Technical CollegeLong Beach, CA

Mary PareCritical Care NurseSutter Memorial HospitalRoseville, CA

Mike PhillipsHealth Careers EducationConsultant

Sutter Health/California Health

Careers PlanningSacramento, CA

Diane PremeauAssistant Director of Health

InformationWashington HospitalFremont, CA

Carl SellsDearborn Public SchoolsDearborn, MI

June ShimozakiROP Medical Transcription InstructorLodi, CA

Bradford SmithVictor Valley High SchoolVictorville, CA

Nadine StratfordUnit Coordinator SupervisorPrimary Children's Medial CenterSal'. Lake City, UT

Roy SwiftDeputy DirectorAmerican Occupational Therapy

Certification BoardRockville, MD

Mary ThomasonInformation ManagerDixie Regional Medical CenterSaint George, UT

4 5

Barry WeinbergAthletic TrainerOakland Athletics Baseball ClubOakland, CA

Paula WinklerDirector of Clinical EducationIllinois Hospital AssociationNaperville, IL

Christine WirawanLicensed Vocational NurseAlexian Brothers HospitalSan Jose, CA

Dorothy M. Witmer, PhDHealth Occupations SupervisorIdaho State Board of Vocational

EducationBoise, ID

Christine WongOccupational TherapistDavies Medical CenterSan Francisco, CA

Nancy WorkmanDirector of Medical RecordsKaiser- Ferrnanente Riverside Medical

CenterRiverside, CA

NHCSSI' COMMITTEE NilEmBERs 33

Standards Review Committee

Diane AncilMedical TranscriptionistDavid Grant Medical CenterTravis AFB, CA

G. Michael AncilChief Master Sergeant,

Radiology ManagerTravis AFB, CA

Teresa AsmanDirector of Service ExcellenceLexington Medical CenterWest Columbia, SC

Sandy AyresPresidentNational Association of Health

Unit CoordinatorsEau Claire, WI

Debbie BenderResearch AssistantHealth Care Workers Union-

Local 250Oakland, CA

Bruce BirdInternational Association of

Healthcare Central ServiceMateriel Management

Salt Lake City, UT

Penny S. Cass, PhDDean and Professor, College of

NursingUniversity of WisconsinOshkosh, WI

Janice CostaAmerican Society for

I lealthcare Education andTraining

Valley Village, CA

Donna DavidsonVice President, Patient Carr

ServicesSutter HealthSacramento, CA

Scott DavisInternational Association of

Healthcare Central Service MaterielManagement

Inglewood, CA

Eugene De SantisSupervisor, Environmental ServicesSaint Agnes Medical CenterFresno, CA

L. Mac DetmerDirector, Committee on Allied Health

Education and Accreditation/AMAChicago, IL

Edward DunnDirector, Human ResourcesWest Jersey Health SystemCamden, NJ

Karen EilsDirector, Occupational Therapy

DepartmentDavies Medical CenterSan Francisco, CA

Bruno GiacomuzziAmerican Society for Healthcare

Environmental ServicesJoliet, IL

Sharon Goldsmith, PhDDirector of Professional AffairsAmerican Speech-Language-Hearing

AssociationRockville, MD

Teri GomezOutreach CoordinatorClinica de Salmi de Valle de SalinasSalinas, CA

Debra HigginsManager of Clinical OperationsUniversity of Pittsburgh Medical

CenterPittsburgh, PA

34 NI-ICSSP Comm'rii r Mt N1111.16

Jeffrey IacobazziCoordinator, School-to-Work Transition

ProgramsIndiana Department of Workforce

DevelopmentIndianapolis, IN

Kit KennedyPharmacy TechnicianAmerican Society of Hospital

PharmacistsSan Diego, CA

Joan Knapp, PhDPresident, Joan Knapp and AssociatesPrinceton, NJ

Roscoe LamplughGeneral ManagerNovaMed LaboratoryCanoga Park, CA

Sherry Makely, PhDDirector, Add-A-Comp ProgramMethodist HospitalIndianapolis, IN

Juan MartinezInjury Prevention SpecialistClinica de Salud de Valle de SalinasSalinas, CA

Alvin Morris, DDSProfessor EmeritusPawley's Island, NC

George MortonAmerican Association of MedicalTranscriptionists

Spring Valley, CA

Rebecca S. Newsome, PhDAmerican Association of Medical

AssistantsRichmond, KY

Virginia NielandDirector of the l)epartment of AccreditationAmerican Physical Therapy AssociationAlexandria, VA

46

Standards Review Committee (continued)

Martha S. O'Connor , PhDDirector, Accreditation DepartmentAmerican Occupational Therapy


Sandy ParkerDirector, HIT ProgramChabot CollegeHayward, CA

William PastreichDirector, Local 767Service Employees International

UnionHyannis, MA

Jose M. PerezEnvironmental Services DirectorNorth Bay Medical CenterFairfield, CA

Rose RobinsonWiregrass Hospital & Nursing

HomeWiregrass, AL

Gail SmithProgram ChairHealth lnfo:mation Management

ProgramCincinnati Technical CollegeCincinnati,

Mickey SperryNational Association of Health Unit

CoordinatorsSpokane, WA

Paul Stark, PhDAssociate Dean of TechnologyDaytona Beach Community CollegeDaytona, FL

Sharon StithCosumnes River CollegeMedical Record Technician ProgramSacramento, CA

Frances M. StrychazHealth Care ConsultantMill Valley, CA

Catherine SvedmanExecutive Director, American

Society for HealthcareEnvironmental Services

Chicago, IL

Sarah Trovillion-WoltersManager of Nursing InformationEast Alabama Medical CenterOpelika, AL

Dr. Jack TrufantDean of the College of Health

SciencesRush UniversityChicago, IL

4?

Susan TuckerAssistant Director of NursingKaiser-Permanente Medical CenterMartinez, CA

Patricia Wahl, PhDDirector, School of NursingSan Diego State UniversitySan Diego, CA

John WebbChief of Environmental

Management Services, Mour tainHome VA Medical Center

Mountain Home, TN

Cyrus Whaley, PhDAssociate ProfessorDepartment of Diagnostic ImagingThomas Jefferson UniversityPhiladelphia, PA

Carolyn Yocom, PhDDirector of Research ServicesNational Council of State Boards of

NursingChicago, IL

NHCSSP m FITE E MEMBERS 35

Expert Ad Hoc Review Committee

Thomas AlexandrowitzDirector, Environmental ServicesRancocas HospitalWillingsboro, NJ

Michelle ArmstrongExecutive DirectorAssociation of SurgicalTechnologists

Englewood, CO

Laura AvakianVice President, Human ResourcesBeth Israel HospitalBoston, MA

Richard Bamberg, PhDDean, School of Health Related

ProfessionsUniversity of Alabama at

BirminghamBirmingham, AL

Kenneth BarnettDirector, Environmental Servicesand Linens

Saint Agnes Medical CenterFresno, CA

Laurie BartellMedical RecordsSheridan County Memorial

HospitalSheridan, WY

Polly BednashExecutive DirectorAmerican Association of Colleges

of NursingWashington, DC

Pamela L. MythPresidentPamela L. Myth & AssociatesDurham, NC

3(1 NI ICSSI' Commit-1H MI NMI IV-,

Jennifer BosmaExecutive DirectorNational Council of State Boards of

NursingChicago, IL

Melanie Brodnik, PhDOhio State UniversityColumbus, OH

Linda BrooksExecutive DirectorAmerican Society for Healthcare

Central Service PersonnelChicago, IL

Captain Mark CarlosAssistant Chief Information OfficerUnited States Air ForceTravis AFB, CA

Clara Chann, PhDDean of Health CareersTriton Community CollegeRiver Grove, IL

Roy ClarkeField RepresentativeHealth Care Workers Union-Local 250Sacramento, CA

Will ClaytonField RepresentativeHealth Care Workers Union-Local 250Sacramento, CA

Cynthia DavenportManager, Program DevelopmentAmerican Dental AssociationChicago, IL

Shirley FichenwaldDirector of Education and

AccreditationAmerican Health Information

Management AssociationChicago, IL

48

Cheryl GelmanDirector of Academic AffairsAssociation of University Programs

in Health AdministrationArlington, VA

Barbara GoodhartSenior Hospital Conference Vice

PresidentHospital Council of Central

CaliforniaPleasanton, CA

Betty HannaExecutive DirectorInternational Association of

Healthcare Central ServiceMateriel Management

Chicago, IL

Marlene HollandDirector, Department of EducationMarin General HospitalGreenbrae, CA

Anna JohnsonExecutive DirectorAmerican Association of Medical

AssistantsChicago, IL

Linda Kramer, PhDSenior Associate DeanThomas Jefferson UniversityPhiladelphia, PA

Sandy LewensonAssociate Director of AccreditationNational League for NursingNew York, NY

Peter LindDirector of Environmental ServicesKaiser-Permanente Medical CenterStockton, CA

Kathy LipscombField RepresentativeHealth Care Workers Union-1 .ocal 25(1San Francisco, CA

Expert Ad Hoc Review Committee (Continued)

Brena Mano lyDirector, Accreditation

DepartmentAmerican Occupational Therapy


Margaret T. McNallyVice President, Health

ProfessionsGreater New York Hospital

AssociationNew York, NY

Rita Munley Gallagher, PhDSenior Policy FellowAmerican Nurses AssociationWashington, DC

Alexander PetersEnvironmental Services

SupervisorMarin General HospitalGreenbrae, CA

Russell Porter, PhDAssistant Executive DirectorBoard of Medicine, Commonwealth

of VirginiaRichmond, VA

Dorothy RoushPhlebotomistSun City West, AZ

Peg SebastianCenter of Health AffairsIllinois Hospital AssociationNaperville, IL

George StangerManager of Central ProcessingCalifornia-Pacific Medical CenterSan Francisco, CA

Mary B. TownsendDirector, Decision Analysis

CorporationIrvine, CA

Sue WatkinsMedical Records/Cancer Registry

DirectorTri-County Regional Cancer RegistrySanta Barbara, CA

Fran YurickExecutive Director of Materials

ManagementSaint Mary's HospitalSan Francisco, CA

William ZellmerProfessional & Government AffairsAmerican Society of Hospital

PharmacistsBethesda, MD

We thank the following organi-zations for making significantcontributions to the project:

Health Care Delivery Sites (on-site focus group review)

Beth Israel HospitalBoston, MA

Boulder Community HospitalBoulder, CO

Brigham and Women's HospitalBoston, MA

Charlotte-Mecklenberg HospitalAuthority

Charlotte, NC

Friends HouseSanta Rosa, CA

Kaiser-Permanente MedicalCenter

Los Angeles, CA

Kaiser-Permanente Medical CenterPasadena, CA

Illinois Masonic Medical CenterChicago, IL

J. Bowman CenterChicago, IL

Longmont United HospitalLongmont, CO

Newton Wellesley HospitalBoston, MA

North Coast Rehabilitation CenterSanta Rosa, CA

Pitt County Memorial HospitalGreenville, NC

49

Rush Presbyterian-St. Luke's HospitalChicago, IL

Southeastern General HospitalLumberton, NC

Summerfield Convalescent HomeSanta Rosa, CA

NHCSSP COMMITtEE MEMBERS - 37

Far West Laboratoryfor Educational Research and Development

Srijati Ananda, PhD Project DirectorJoan E. Da\'anzo, MSW, PhD Associate Director

Jane SanbornBlair Gibb

Vince Constab i leoQua ng Dang

Stanley Rabinowitz, PhD Technical AdvisorBruce Raymond Technical Advisor

MPR Associates

Paula I ludis, l'hD Project Evaluator

Policy Advisor Committee

Nancy Raynor Chair

illFar WestLABORATORY

National Health Care Skill Standards ProjectFar West Laboratory for Educational

Research and Development730 Harrison StreetSan Francisco, CA

94107-1242Telephone: (415) 241-2725

Fax: (415) 241-2702

I BEST COPY AVAILABLE

Documents

ED 377 365 CE 067 806 TITLE National Health Care Skill ... · Association of Medical Assistants American Dental Association ... FL Dearborn Public Schools, Dearborn, MI Department