ERIC ED377365: National Health Care Skill Standards.

51 Pages·1994·0.86 MB·English

by  ERIC

DOCUMENT RESUME
CE 067 806
ED 377 365
National Health Care Skill Standards.
TITLE
Far West Lab. for Educational Research and
INSTITUTION
Development, San Francisco, Calif.
Department of Education, Washington, DC.
SPONS AGENCY
PUB DATE
94
51p.
NOTE
Non-Classroom Use (055)
Guides
PUB TYPE
MF01/PC03 Plus Postage.
EDRS PRICE
*Allied Health Occupations; *Allied Health
DESCRIPTORS
Occuntions Education; Competence; *Competency Based
Educi. ion; Core Curriculum; *Employment
Qualifications; Job Analysis; *Job Skills; National
Surveys; *Occupational Clusters
*National Standards; Secretarys Comm on Achieving
IDENTIFIERS
Necessary Skills
ABSTRACT
This booklet contains draft national health care
Cake
skill standards that were proposed during the National Health
1,000
Skill Standards Project on the basis of input from more than
field. The
representatives of key constituencies of the health care
.31.e introduction.
project objectives and structure are summarized in
Part 2
Part 1 examines the need for health care skills standard .1;
summarizes the research methodology used during the project. Part
3
to the
lists the proposed standards, examines their relationship
Secretary's Commission on Achieving Necessary Skills competencies,
grouped as
and explains their purpose/scope. The standards are
follows: health care core standards (academic foundation,
responsibilities,
communication, systems, employability skills, legal
ethics, safety practices, interpersonal dynamics);
therapeutic/diagnostic core standards (health maintenance practices,
client interaction, intrateam communication, monitoring client
(data
status, client movement); therapeutic cluster standards
client
collection, treatment planning, implementing procedures,
(planning,
status evaluation); diagnostic cluster standard:.
information services
preparation, procedure, evaluation, reporting);
systems
cluster standards (analysis, abstracting and coding,
services
procedures, documentation, operations); and environmental
procedures,
cluster standards (environmental operations, aseptic
aesthetics). Part 4 lists major activities
resource management,
5 lists the
slated for the next phase of the project, and part
members of various committees. (MN)
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Reproductions supplied by EDRS are the best that can be made
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Quality & Excellence
RE SKILL
STANDARDS
U S DEPARTMENT OF EDUCATION
O'er OECIJcat.ona Firgo.iwi dr1 l'^p,1,41.
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
Cpi"t/his document hac been reproduced as
received from the person or urgani/ation
originate- ,;
Minor changes have been made to
improve reproduction quality
Pnints of view or opinions stated in this
0
dor tin'ent du nut 111.t.E.!,' tidy inp.f111
OFRI rmsition or pota v
ElFarWest
WM
LABORATORY
A
BEST COPY AVAILABLE
2
Quality & Excellence
HEALTH CARE SKILL
I I I
STANDARDS
National
Health
Care
Skill
Standards
oFarWest
LABORATORY
3
Disclaimer: This publication was prepared pursuant to a grant from
the U.S. Department of Education. Grantees undertaking such projects
professional and
are encouraged to express their judgment freely ir
technical matters. Opinions do not, therefore, necessarily represent
official U.S. Department of Education position or policy. Furthermore,
parties involved in the development of the national skill standards are
not responsible for the actual performance of health care workers while
applying the national skill standards. Nor are they responsible for
inappropriate or unintended uses of the standards.
Discrimination: Title VI of the Civil Rights Act of 1964 states: "No
of race, color, or na-
person in the United States shall, on the ground
tional origin, be excluded from participation in, be denied benefits of, or
be subjected to discrimination under any program or activity receiving
federal financial assistance." Tide IX of the Education Amendments of
1972 states: "No person in the United States shall, on the basis of sex, be
excluded from participation under any education program or activity
receiving federal financial assistance." The National Health Care Skill
Standards Project, in receiving funds from the U.S. Department of
Education, 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 thank
them for their insight and support. This booklet represents an interim
from
stage in the development of the standards. We welcome feedback
all users. Your input will be reviewed and combined for the final
publication of these standards, planned for 1995.
Permission to use or reproduce portions of this document is granted
for not-for-profit educational and research purposes only. For other
from the National
purposes, please request permission in writing
Health Care Skill Standards Project, Far West Laboratory.
Far West
plABORATORY
National Health Care Skill Standards Project
Far West Laboratory for Educational
Research and Development
730 Harrison Street
San Francisco, CA
94107-1242
Telephone: [phone]
Fax: [phone]
4
Acknowledgments
We thank the following organizations for making significant
contributions to tl- is project:
Add-A-Comp® Program, Methodist Hospital, Indianapolis, IN
Alexian Brothers Hospital, San Jose, CA American Association for
American Association for Respiratory Care
Medical Transcription
American
American Association of Colleges of Nursing
American Dental Association
Association of Medical Assistants
American Federation of Teachers/Federation of Nurses and Health
American Health Information Management
Professionals
American Medical
American Hospital Association
Association
American Nurses
American Medical Technologists
Association
American Occupational Therapy Certification Board
Association
American Society fcr
American Physical Therapy Association
American Society for
Healthcare Central Service Personnel
American Society for Healthcare
Healthcare Education & Training
American Society for Healthcare Human
Environmental Services
American Society of Hospital
Resources Administration
American Speech- Language -Heal ing Association
Pharmacists
Association
Association of Health Occupations Teacher Educators
Association of University Programs in
of Surgical Technologists
Auburn Faith Hospital, Auburn, CA Beth
Health Administration
Israel Hospital, Boston, MA Bioscience Skill Standards Project
Boulder Community Hospital, Boulder, CO Brigham and
Women's Hospital, Boston, MA Bureau of Health Professions, US
Department of Health and Human Services CMG Consulting
California-Pacific
California Organization of Nursing Executives
Medical Center, San Francisco, CA California Paramedic and
Technical College, Long Beach, CA Cardiovascular Institute,
Mountain View, CA Chabot College, Hayward, CA Charlotte-
Mecklenburg Hospital Authority, Charlotte, NC Cincinnati
Clinica de Salud de Valle de
Technical College, Cincinnati, OH
Salinas, Salinas, CA Committee on Alliec' Health Education and
CompCare Consulting, Richmond, VA Cosumnes
Accreditation
River College, Sacramento, CA Davies Medical Center, San
Francisco, CA Daytona Beach Community College, Daytona
Department of
Dearborn Public Schools, Dearborn, MI
Beach, FL
Dixie Regional
Veterans Affairs Medical Center, San Francisco, CA
East Alabama Medical Center,
Medical Center, St. George, UT
East Carolina School of Medicine, Greenville, NC
Opelika, AL
Education Development Center, Institution for Education and
Florida State Department of Education, Health
Employment
Hands On Bodywork,
Friends House
Occupations Education
Health
Berkeley, CA Health Care Workers Union - Local 250
Careers Education, Cdlifornia State Department of Education
J
iii
ACKNOWLEIX:MENTS
Health Occupations, Michigan State Department of Education
Hospital
Health Occupations Students of America (HOSA)
Idaho State Board of Vocational
Council of Central California
Indiana Department of
Illinois Hospital Association
Education
Indiana State Department of Education
Workforce Development
International Association of Healthcare Central Service Materiel
Joint Commission on
Iowa State University
Management
Kaiser-Permanente
Accreditation of Health Care Organizations
Longmont United Hospital, Longmont, CO
Medical Care Program
Marin General Hospital, Greenbrae, CA MPR Associates
National Association of
National Association of Biology Teachers
Educators
Supervisors and Administrators of Health Occupations
National
National Association of Health Unit Coordinators
National Executive
Council of State Boards of Nursing
National
National League of Nursing
Housekeepers Association
Network of Health Career Programs in Two-Year Colleges
National
National Organization for Competency Assurance
New
Society for Patient Representation & Consumer Affairs
England Baptist Hospital, Boston, MA Newton Wellesley
Fairfield, CA
Hospital, Newton, MA North Bay Medical Center,
North
North Carolina State Department of Public Instruction 4
of Pasadena
Coast Rehabilitation Center, Santa Rosa, CA Palms
Hospital, St. Petersburg, FL Pew Health Professions Commissions
Publisher's
Fitt County Memorial Hospital, Greenville, NC
Rush
Richland Memorial Hospital, Colun'bia, SC
Coalition
Service Employees International Union
University, Chicago, IL
Southeastern General Hospital,
Society of Nuclear Medicine
St. Pau!
St. Agnes Medical Center, Fresno, CA
Lumberton, NC
State
Ramsey Medical Center, Saint Paul, MN San Francisco
University Center for Advanced Medical Technology
Summerfield Convalescent Hospital, Santa Rosa, CA Summit on
Sutter Health, Sacramento,
Radiologic Sciences and Sonography
Tennessee
FL
CA Tallahassee Community Hospital, Tallahassee,
Texas Hospital Education &
State Department of Education
University,
Research Foundation, Austin, TX Thomas Jefferson
Utah State Office of
Philadelphia, PA United States Air Force
Victor Valley High
Education Health Occupations Program
Washington
School, Victorville, CA Visiting Nurses Association
West Jersey Health System,
State Department of Education
Wiregrass Hospital and Nursing Home, Geneva, AL
Camden, NJ
-ACKNOWLE1X;MENTS
iV
Table of Contents
iii
Acknowledgments
vii
Introduction
ix
How Does the NHCSSP Work?
Part I The Need for Skill Standards
1
2
The Role of Skill Standards in Education and Workforce Preparation
5
Organizing Occupational Functions in Health Services
Part II Research Mee- iology
8
10
Part III National Health Care Skill Standards
10
National Health Care Skill Standards and SCANS
11
Filling a Gap
12
NHCSSP Core and Cluster Standards
14
Health Care Core Standards
14
Academic Foundation
14
Communication
15
Systems
15
Employability Skills
16
Legal Responsibilities
16
Ethics
17
Safety Practices
17
Interpersonal Dynamics
Therapeutic/Diagnostic Core Standards
18
18
Health Maintenance Practices
18
Client Interaction
19
Intrateam Communication
19
Monitoring Client Status
20
Client Movement
21
Therapeutic Cluster Standards
21
Data Collection
21
Treatment Planning
22
Implementing Procedures
22
Client Status Evaluation
23
Diagnostic Cluster Standards
23
Planning
23
Preparation
24
Procedure
24
Evaluation
24
Reporting
25
Information Services Cluster Standards
25
Analysis
25
Abstracting and Coding
26
Systems Procedures
26
Documentation
27
Operations
28
Environmental Services Cluster Standards
28
Environmental Operations
28
Aseptic Procedures
29
Resource Management
29
Aesthetics
30
Part IV Next Steps for the NHCSSP
31
Part V NHCSSP Participants
"Quality doesn't just happen; it is the result of careful
planning, high standards, intelligent direction, professional
commitment, and skillful implementation. The preparation
of a quality workforce has been a guiding focus of the
National Health Care Skills Standards Project."
Nancy Langley Raynor, Chief Consultant
North Carolina Department of Public Instruction, and
Chair of The NHCSSP Policy Advisory Committee
"To improve community health status, it is imperative that
health workers have the appropriate knowledge and skills to
provide quality health care."
Barbara Bloom Kreml, Director
Department of Human Resources,
American Hospital Association
8
Introduction
Over the past ten years, health care has been one of the nation's
fastest growing industries. It faces many challenges created by a
rapidly changing environment in the decades ahead. These include
remodeled delivery
"From a national perspec-
an increasingly diverse client population,
systems, and new technology. To meet such challenges, health
tive, h.falthy life means a
vital, creative, and produc-
services of tomorrow may look radically different from today. If
will
current trends continue, experts have predicted that most care
tive citizenry contributing
to thriving communities
be delivered in outpatient centers, perhaps even in community-
based networks of facilities. Inpatient care will come to mean "inten-
and a thriving nation."
sive care." And more care will be delivered in the client's home.
2000
-- Healthy People
The decade of the 1990s has brought increasing awareness that
revisions in the way health care is delivered and financed are a
national priority. Since 1985, health care reform proposals have been
written at the national, state, and organizational levels all across the
nation. Six principles have provided the foundation for reform:
quality, security, simplicity, responsibility, choice, and savings. The
ultimate goal is to deliver quality care for all at a price society can
afford.
To achieve this goal, one element of health care reform stands out as
fundamental and essential: the education and training of the
nation's over 10 million health care workers. The level of knowledge
and skill of the current and future workforce is critical if quality
health 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 Health
Care Skill Standards Project (NHCSSP), a collaborative endeavor
education community to better
among health services, labor, and the
by developing skill stan-
prepare tomorrow's health care worker
dards today. The NHCSSP is directed by Far West Laboratory for
Educational Research and Development (FWL), in collaboration
with the National Consortium of Health Science and Technology
Education (NCHSTE), the Service Employees International Union
(SEIU), and over one hundred health care organizations.
The NHCSSP has involved representatives from key constituencies
in a comprehensive process of research, review, and revision to
the needs of the industry.
ensure that the resulting standards meet
Over 1,000 individuals have participated in the process. The stan-
dards make explicit the knowledge and skills health care workers
need in order to provide quality health care. This booklet contains
the standards in draft form. During the upcoming year, the stan-
9
- Vii
INTRODUCTION
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 initiatives
such as Goals 2000: Educate America Act, the School-to-Work
Opportunities Act, and the Carl D. Perkins Vocational Education
Act.
1 0
Viii -iNTRODUCHON