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GPS Roll-OutTherapeutic Nursing
Phyllis Dumas and Phyllis Johnson
January 20, 2009
Roll Call for ETC’s
We are about to get started…
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Plan for the DayIntroductionRationale behind pathway
Pathway developmentGeorgia EconomyGeorgia Center for Innovation
Employment OpportunitiesNursing trends, shortages
Courses in the pathwayStandards in each courseTeaching resources to include websitesSharing ideas
Assessment
Ng. rollout Plan
“Linking classroom learning to real-world earning opportunities
available in the state will help the state grow it’s own highly skilled
workforce , attract future economic development, and ensure that every
student is prepared to build a rewarding future right here in
Georgia.”
Kathy Cox, Georgia Superintendent of Schools
Partners in this mission:
Governor’s Office of Workforce DevelopmentState Workforce Investment Board
The State’s colleges and universitiesThe Governor’s Centers of InnovationThe Georgia Department of Labor,
and other groups
Georgia Centers of Innovationhttp://www.georgiainnovation.org/
Purpose of Innovation Centers To encourage new companies to invest and build in the state
Agriculture Innovation Center, TiftonLife Science Innovation Center, Augusta
http://lifesciences.georgiainnovation.org/about/usMiddle Georgia Innovation Center for Aircraft Lifecycle Support, Macon/Warner RobinsInformation and Technology Innovation Center, ColumbusMaritime Logistics Innovation Center, SavannahManufacturing Excellence Innovation Center, Gainesville
The Commission for a new Georgia - identified six Strategic Industries as critical to
Georgia’s economic well being:
AerospaceAgribusiness
Energy and EnvironmentHealthcare and Eldercare
Life SciencesLogistics and Transportation
Georgia Workforce Trends, an Analysis of Long-term Employment Projections to 2014
Georgia Dept. of Labor – Michael Thurmond, Commissioner Published by Workforce Information & Analysis Division
By the year 2014, health services will account for one in every twelve jobs in Georgia.
It is projected to increase by almost 100,000 jobs, placing its employment levels at more than 420,000 jobs by 2014
.
http://www.salary.com/
http://www.bls.gov/oco/
Industry Validation
http://www.nchste.org/national-standards/
Due to an effort to decrease cost, a shift will be seen to physician’s offices and nursing and residential care facilities.
More than 19,000 new positions will be created in the nursing and residential care facility segment of health
services due to the trend toward less expensive home health care and assisted living for the elderly continues
Registered nurses constitute the largest health care occupation, with 2.5 million jobs. About 59 percent of jobs
are in hospitals.
Registered nurses are projected to generate about 587,000 new jobs over the 2006-16 period, one of the
largest numbers among all occupations; overall job opportunities are expected to be excellent, but may vary by
employment setting.
Occupational Outlook Handbook, 2008-09 Edition
Employment change
Employment of registered nurses is expected to grow 23 percent from 2006 to 2016,
much faster than the average for all occupations. Growth will be driven by technological advances in
patient care, which permit a greater number of health problems to be treated, and by an increasing
emphasis on preventive care. In addition, the number of older people, who are much more likely than
younger people to need nursing care, is projected to grow rapidly.
Occupational Outlook Handbook, 2008-09 Edition
The Honor Society of Nursing, Sigma Theta Tau International recognizes the nursing shortage as a major
threat to the future of the world's health care system
According to the U.S. Department of Health and Human Services, Georgia will have a projected 48,000 registered
nurses by 2020, but the agency projects there will be a demand for 80,000 registered nurses.
http://www.gadoe.org/ci_cta.aspx?PageReq=CICTAPlanningNew
Helping students with career choices:
(FREE Career Keys at www.GAColege411.org to “Career Info”
And employment information: State and Regional at Georgia Labor Market Explorer at http://explorer.dol.state.ga.us/
Occupational Supply and Demand at www.occsupplydemand.org This site contains Georgia specific information regarding supply and demand and also identifies nontraditional occupations based on national data for Georgia
Career Pathways
Career pathways are state-approved career enhancement programs defined as a coherent, articulated sequence of
rigorous academic and career related courses usually commencing in the ninth grade and leading to an associate
degree, and/or an industry-recognized certificate or licensure, and/or a baccalaureate degree and beyond. Career, Technical and Agricultural Education (CTAE)
provides all Georgia students with the opportunity to select at least three sequenced electives in a career pathway, along with recommended academic course work, to prepare them to continue their education at any level or enter the world of
work.
Diagnostic Services Career Pathway Biotechnology Research and Development Career PathwayTherapeutic Services - Emergency Services Career PathwayTherapeutic Services - Medical Services Career PathwayHealthcare Informatics Career PathwayTherapeutic Services – Nursing
Introduction to Healthcare ScienceApplications of Therapeutic ServicesNursing EssentialsNursing Internship
Phase IV course – Roll out Spring 2010 – Physical Medicine
Healthcare Science
Correlation with National Healthcare Standards
http://www.georgiastandards.org/DMGetDocument.aspx/HSTE.National%20correlation.pdf?p=6CC6799F8C1371F6467A9E5C0EAB38A74C03D3F744CC2E2C04A3FF2904825110&Type=D
Pathway Selection
Selection of a pathway will be based on self- awareness and the investigation of occupations plus related educational levels aligned
with the pathway. Most high-demand, high-skilled, high-wage occupations in all concentrations still do require education beyond high school. Implementation of
career pathways is a collaborative effort between the local system, the
Technical College System of Georgia and the University System
of Georgia.
Course Description
http://www.gadoe.org/ci_cta.aspx?PageReq=CICTAEHS
http://
www.georgiastandards.org/career.aspx?PageReq=PhaseI
http://www.georgiactae.org/cs_theraserv_intro.html
Healthcare Standards
Georgia CTAE – Curriculum Units
http://georgiactae.org/cs_foundations.html
CTAE Foundation Skills
CNA
Georgia Medical Care Foundation – Train the Trainer – Kathie HoffNurse Aide Training Program www.ghp.ga.gov (click provider information tab, go to Medicaid Provider Manuals and click on View Full List, scroll down to choose NATP Manual (Nurse Aide Training Manual).
Post Secondary - Dual Enrollment with articulation - http://www.gadoe.org/ci_cta.aspx?PageReq=CICTASeam
Integration of Academics
HOSAhttp://www.hosa.org/index.html
http://www.georgiahosa.org/
“
“Assessment should provide “feedback” or it is not truly
assessment. Any assessment should supply the ‘performer’
– the student – with usable information about how the
performance fared, and how performance might be improved.”
-Grant Wiggins
http://webquest.sdsu.edu/rubrics/weblessons.htm
The Rubric is an authentic assessment tool which is particularly useful in assessing criteria which are complex and
subjective. Authentic assessment is geared toward assessment methods which correspond as closely as possible
to real world experience.
It is a formative type of assessment because it becomes an ongoing part of the whole teaching and learning process.
Students themselves are involved in the assessment process through both peer and self-assessment. As students become
familiar with rubrics, they can assist in the rubric design process. This involvement empowers the students and as a
result, their learning becomes more focused and self-directed. Authentic assessment, therefore, blurs the lines between
teaching, learning, and assessment.
The advantages of using rubrics in assessment are that they:
allow assessment to be more objective and consistent focus the teacher to clarify his/her criteria in specific
terms clearly show the student how their work will be evaluated
and what is expected promote student awareness of about the criteria to use in
assessing peer performance provide useful feedback regarding the effectiveness of
the instruction provide benchmarks against which to measure and document progress
Rubric for Timeline Project
4 3 2 1
Completeness Includes all 13 time
periods
Includes 10-12 time
periods
Includes 8-10 time
periods
Includes less than 8
time periods
Life Expectancy Includes life
expectancy for all time
periods
Includes life
expectancy for 10-12
time periods
Includes life
expectancy for 8-10
time periods
Includes life
expectancy for less
than 8 time periods
Requirements for
beliefs/events
Meets all
requirements
Missing 1-2
requirements
Missing 3-4
requirements
Missing more than 4
requirements
Accurateness All events are
accurate and in
correct order
1 mistake noted 2-3 mistakes noted 4 or more mistakes
noted
Illustrations Contains illustrations
for each time
period/belief/event
Missing 1 illustration Missing 2-3
illustrations
Missing 4 or more
illustrations
Quality Demonstrates
outstanding effort,
timeline is neat and
attractive
Timeline is
acceptable, somewhat
neat and attractive
Timeline appears
rushed, somewhat
sloppy
Timeline is
unorganized, sloppy
and difficult to follow
Rubrics can be created in a variety of forms and levels of complexity, however, they all contain common features which:
focus on measuring a stated objective (performance, behavior, or quality) use a range to rate performance contain specific performance characteristics
arranged in levels indicating the degree to which a standard has been met
Thanks to some special people
Kathy Hoff – GA Medical Care Foundation
Sarah Heath – Program Specialist DOE
Phyllis Dumas – Healthcare Science Teacher, Dekalb School System and Therapeutic Services Nursing Curriculum Team
Facilitator.