Benefits of hosting DMS Students

Transcription

1 Benefits of hosting DMS Students Stephen M. Geiersbach MS, RT(R), RDMS Assistant Professor, Allied Health Department Program Director, Diagnostic Medical Sonography 2111 Emmons Rd. Jackson, MI (Ph) (fax)

2 Table of Contents Dear Clinical Associate Page 2 Diagnostic Medical Sonography at Jackson College Page 3 DMS Mission Statement Page 5 DMS Vision Statement Page 5 DMS Program Goals Page 5 Jackson College Mission Statement Page 6 Jackson College Vision Statement Page 7 Diagnostic Medical Sonography Program Curriculum Page 8 Jackson College s Program schedule Page 11 Meet JC s Faculty Page 12 Benefits of Affiliation Page 13 Myths and Truths about mentoring Page 15 Clinical Instructors Responsibilities Page 18 Clinical Site Information and forms Page 19 1

3 Dear Clinical Associate, Jackson College s Ultrasound Program was established in Our program was the first CAAHEP accredited online Ultrasound Program in the nation. JC was the first institution to offer online continuing education credits online for sonographers (1996). JC was the first accredited distance learning program in the nation. (1998) and is still one of only two CAAHEP accredited programs in the United States that has earned the distance learning credential. JC has had students from all over Stars indicate where JC has had DMS students the United States including Arizona, Alaska, Florida, North Carolina, South Carolina, Virginia, West Virginia, Maine, Oregon, Indiana, Ohio, Kentucky, Georgia, New York, Colorado., to name a few. Your commitment to educating students and molding superior sonographers can make a significant difference. Please take a few minutes to read the enclosed information on how you can help and the benefits of your participation. Once a determination has been made to host a JC student, further documentation will be sent to your facility. If your facility is interested in hosting a JC student please complete the enclosed Characteristics of Clinical Education Center document and return to me by fax (517) I look forward to discussing the possibility of working with you and your staff. Sincerely, Stephen M. Geiersbach MS, RT(R), RDMS Program Director, Diagnostic Medical Sonography 2

4 Diagnostic Medical Sonography at Jackson College Our ultrasound program consists of distance learning sonography courses and hospital clinical rotations that leads to an Associate s Degree in Applied Science and is accredited by CAAHEP. The Associates in Applied science is 15 months of prerequisite work and 15 months of integrated educational and clinical course work with a minimum of 1,400 clinical hours (thirtytwo hours per week) with an approved clinical education affiliate. The sonography programs at Jackson College have a history of successful educational processes. The general program accepted its first class of students in 1983 in response to a needs study conducted in by Jackson Community College (JCC). Since potential clinical education centers within the JCC service district were limited and could not serve more than a few students a consortium of colleges joined JCC in this educational endeavor. The initial consortium included Monroe Community College (MCC) and Mid-Michigan Community College (MMCC). This consortium was expanded to include Kellogg Community College (KCC), Kalamazoo Valley Community College (KVCC), and Lake Michigan College (LMC) as well as the original institutions resulting in an outreach sonography program. The current program director was hired in 1992 as a faculty member of the allied health department and accepted the role of Program Director in Initial five-year accreditation was awarded by the Commission for Accreditation of Allied Health Education Programs (CAAHEP) in Re-accreditation occurred in 1992, 1997, 2002, 2007 and 2013, with five-year continuing accreditation of the program each time. 3

5 In 1998 a Michigan Community College Virtual Learning Collaborative (MCCVLC) grant written by Lynne Schreiber, former Program Director, was awarded to JCC for the purpose expanding the DMS programs into a distance learning delivery system. This was motivated by students previously having to drive up to four (4) hours one-way commute to attend eight hours of DMS classes on the JCC campus one day per week. These classes were enhanced by the use of multi-media and courses created by JCC instructors. While this method of delivering educational curriculum was effective it was not as educationally sound as it could be. Thus the inauguration of the on-line sonography programs at JCC. At this time all general education and all pre-requisite courses for the sonography programs are offered on-line via JC thereby expanding sonography opportunities to individuals beyond the historic service districts of the college and the state of Michigan. It is the policy of the program coordinators and JC not to encroach upon clinical education centers being utilized by other CAAHEP accredited sonography programs. Inquiring students from other CAAHEP accredited program districts are referred to the appropriate program within their home geographical region. The primary intent of the JC online programs are to serve those geographical areas of the country whereby sonography shortages are occurring and no accredited programs are available. As an institution devoted to life-long learning, a secondary objective is to provide opportunities for currently employed sonographers to expand their areas of expertise into vascular, echocardiography or continuing medical educational purposes. 4

6 DMS MISSION STATEMENT: In support of the DMS vision and Jackson College s mission, all DMS programs will assist learners in identifying and reaching goals by providing quality learning opportunities for individual growth and community improvement. Source: Department Chair: Mission Statement and Department Goals; JC Catalog DMS VISION STATEMENT: It is the vision of all Jackson College s DMS programs to provide an educational process that conveys caring for the whole person and promotes a balance of knowledge, technical skills, spiritual awareness, emotional intelligence, and physical health in performing diagnostic Sonography DMS PROGRAM GOALS: The philosophy of the Allied Health Department and the Diagnostic Medical Sonography program are integrated into common goals via thoughtful intentional course design, role modeling, clinical experiences, and service learning. The educational process conveys caring for the whole person and promotes a balance of knowledge, technical skills, spiritual awareness, emotional intelligence, and physical health in performing professional services. The programs of Allied Health set common goals for students that include, but are not limited to the following: 5

7 To prepare students to be caring and effective communicators within healthcare delivery systems and among patients of normal and altered states, other healthcare team members, and paraprofessionals. To help students become safe, knowledgeable, caring health professionals. To prepare students for employment as staff sonographers within current and future healthcare systems. To prepare and assist students for transfer into four-year institutions and baccalaureate completion options. To encourage and prepare students to be analytical thinkers. To prepare students to appropriately respond efficiently and effectively to emergency situations. To prepare students to be active contributing participants in professional organizations and their community. To prepare students for successful completion of American Registry for Diagnostic Medical Sonographers (ARDMS) credentialing registries/exams. To provide students with those programs which meet or exceed professional standards and guidelines of accreditation. To encourage students to care for their patients and themselves as whole persons with physical, emotional and mental needs. 6

8 Jackson College Mission Statement Jackson Community College is an institution of higher education whose mission is to assist learners in identifying and achieving their educational goals. Jackson College Vision Statement Jackson Community College is a world-class institution of higher learning where learners succeed and community needs are met. 7

9 Diagnostic Medical Sonography Program General Minimum credits: 75 Minimum cumulative GPA: 2.0 Minimum grade in BIO 132 or BIO 155 or BIO 253/254, HOC 130 and MOA 120: 3.0 Pre requisites Students must have completed the prerequisite course work with a final grade of 2.0 or better in each course. * 3.0 or better is required 1) * BIO 132 or Human Biology (4 credits) * BIO 155 or Human Anatomy and Physiology (4-5 credits) * BIO 253 and BIO 254 Human Anatomy and Physiology (4-5 credits) 2) ENG 131 Writing Experience (3 credits) 3) MAT 131 Intermediate Algebra (3 4 credits) 4) PSY 140 Intro to Psychology (3-4 credits) 5) ADO 6 (3 credits) please review course choices in catalog 6) ADO 8 (1 credit or higher) please review course choices in catalog 7) * HOC 130 Introduction to Health Occupations (3 credits) 8) CIS 101 Information Technology Education (3 credits) 9) * MOA 120 Medical Terminology (2-3 credits) 10) COM 231 or Communication Fundamentals (3 credits) COM 240 Interpersonal Communication (3 credits) 11) DMS 100 Introduction to Diagnostic Medical Imaging (3 credits) 12) DMS 104 Introduction to Sonographic Instrumentation (3 credits) Once these prerequisites are complete, you can apply to the program. Application deadline is January 31st GENERAL SONOGRAPHY POINT SYSTEM 8

10 The selection process will be based on the following point system. The number of students selected into thegeneral Sonography program is determined by how many clinical sites are available to host the JCC student(s). Criteria Possible Points Academic Previous degree earned (submit documentation of this degree with your application) Yes = 1 No = 0 Allied Health degree (submit documentation of this degree with your application) Yes = 1 No = 0 MAT 131 Intermediate Algebra 2.0 = 0, 2.5 = 0.5, 3.0 = 1, 3.5 = 2, 4.0 = 3 DMS 100 Intro to Diagnostic Medical Imaging 3.0 = 0, 3.5 = 1, 4.0 = = 1, 3.5 = 3, 4.0 = 4 BIO 132 or BIO 155 or BIO 253 and BIO 254 Human Biology or Human Anatomy & Physiology MOA 120 Medical Terminology 3.0 = 0, 3.5 = 2, 4.0 = 3 DMS 104 Intro to Sonographic Instrumentation 2.0 = 0, 2.5 = 0.5, 3.0 = 2, 3.5 = 4, 4.0 = 6 HOC 130 Intro to Health Occupations 3.0 = 0, 3.5 = 1, 4.0 = 2 Additional course recommended, not required DMS 108 Essentials of Sonography 2.0 = 1, 2.5 = 2, 3.0 = 4, 3.5 = 6, 4.0 = 8 9

11 Hands-on Patient Care experience This experience must be related to direct care of a patient. 1 5 years = 1 Over 5 years = 2 10

12 Jackson College s Program schedule Once admitted to the program you will take a combination of courses as well as 32 hours of clinical a week. It is estimated that students will be dedicating a minimum of hours a week to the curriculum and clinical requirements. The program schedule is as follows: Summer May August Course Name Instructor Days Taught Summer Sonographic Orientation S. Geiersbach MS, RT(R), RDMS Distance Learning Fall August December Course Name Instructor Days Taught Fall Sonographic Technique S. Geiersbach MS, RT(R), Distance Learning RDMS Abdomen and Small Parts K. Salinas M.Ed, RDMS, RVT Distance Learning Sonography Clinical Experience I D. Everett BAS, RDMS 32 hrs/wk M-F 8-5 pm Winter January -April Course Name Instructor Days Taught Winter Obstetric and Gynecologic K. Salinas M.Ed, RDMS, RVT Distance Learning Sonography Sonographic Instrumentation S. Geiersbach MS, RT(R), Distance Learning RDMS Clinical Experience II D. Everett BAS, RDMS 32 hrs/wk M-F 8-5 pm Summer May August Course Name Instructor Days Taught Summer Comprehensive Sonography K. Salinas M.Ed, RDMS, RVT Distance Learning Clinical Experience III D. Everett BAS, RDMS 32 hrs/wk M-F 8-5 pm 11

13 Jackson College DMS Faculty Stephen M. Geiersbach MS, RT(R), RDMS Assistant Professor, Allied Health Department Program Director, Diagnostic Medical Sonography (Ph) Dana Everett BAS, RDMS Adjunct Faculty, Allied Health Department Diagnostic Medical Sonography (Ph) Kim Salinas, Ed. M., RDMS, RVT Assistant Professor, Allied Health Department Diagnostic Medical Sonography (Ph) Heather Cordell RDMS, RVT Adjunct Faculty, Allied Health Department Diagnostic Medical Sonography (Ph)

14 Benefits of Affiliation SDMS CME credit is available to technologists whose facility participates as a clinical affiliate with JC s CAAHEP accredited program; earning up to 6 CME credits a calendar year. An educational activity in which clinical instructors affiliated with a CAAHEP accredited program can receive credit for providing student instruction. Instructional activities are defined as those in which the clinical instructor: Observes the student perform the examination or part of the exam and offers technical tips and protocol suggestions. Reviews the films with the student after the examination and discusses pathology, pathophysiology, anatomy, differential diagnosis, expected clinical manifestations, technique or laboratory values of certain conditions. Graduates of JC s Sonography program are considered entry-level and registry eligible upon completion of the fifteen-month program. Students are potential new employees. Working with JC students enables you to create an application pool for existing and future job openings. Graduates of a CAAHEP accredited programs are likely to seek employment at the clinical site that provided them with the education. The following is a list of benefits from this type of staff employment o o Reduced costs associated with staff recruitment Reduced costs for prospective employment interviews 13

15 o Reduced costs associated with new employee orientation because of the students' familiarity with the facility's/department's policy and procedures o Increased staff retention: during the students' clinical site rotation (JC students are in clinical 12 months), you and the students have ample time to determine if future employment would be mutually beneficial o Increased patient satisfaction-students can assist sonographers by preparing the next scheduled patient for examination thus reducing patient waiting time. 14

16 The Myths and Truths about Mentoring a JC Sonography Student Retrieved from, Myth: "We're too busy to be involved with students. Working with students is just more work." Truth: Actually, students can help reduce staff's workload by assisting with the daily tasks, paperwork, and providing extra assistance needed for patient care. In addition, as the student's scanning skills improve, staff sonographers observe and supervise and their actual scanning time is decreased. Thus, staff receive the added benefit of being able to 'take a break' from direct scanning which is highly recommended for preventing or reducing musculoskeletal injury (MSI). For more information on MSI, visit: Myth: "We should get extra pay to teach students; it is not part of my job." Truth: Many facilities actively support employee mentoring. You are encouraged to check this out with your human resources department. Also, take time to tell your employees about the benefits of student rotations. Let them know how important their expertise and experience are to students and the future of the profession. Myth: "We're concerned that our patients will be unhappy about having students in the exam room, and we fear losing business." Truth: When patients are informed that your facility is a 'clinical teaching site', they are typically impressed and are eager to provide a learning opportunity for the student. This is common practice in teaching hospitals, clinics, physician offices, etc. The majority of your 15

17 patients are aware of the value of this experience in the training of healthcare professionals. Myth: "We don't allow any discussion or questions during the exam because it may upset the patient." Truth: Most patients are very interested in their examination. Simply informing the patient that you will be providing student instruction during the examination will alleviate any patient concerns. In fact, most patients are often very interested in the information provided to the student because it helps them to better understand the procedure. This situation becomes a learning experience for everyone. In addition, the educational program director, in concert with the clinical coordinator, will help affiliate clinical sites set up strategies for discussing sensitive information about cases with students outside the immediate patient scanning area. Myth: "I'm afraid the student will ask questions that I can't answer since I didn't attend a formal educational school." Truth: When teaching, both students and sonographers learn. Students often motivate staff and provide incentive for them to sharpen their skills, review information previously learned, and keep up with the new techniques and advancements in the field. For the practicing sonographer, continuing education is essential. Providing clinical instruction is one way to foster the value of continued professional development. 16

18 Myth: "All of the sonographers in our facility need to have ARDMS credentials in order to be a clinical site." Truth: The designated clinical instructor (the individual evaluating the student) should have all the appropriate credentials for the learning concentrations the program offers. According to JRCDMS Standards, each clinical site must have a minimum of a one-to-one ratio of students to staff and scanning stations. Myth: "My hospital/facility is too small to be a clinical site." Truth: Many programs use smaller sites as long as the program can maintain good outcomes for its graduates. The JRC-DMS and JRC-CVT Standards contain guidelines on the number of procedures a clinical site should perform to be a clinical affiliate site. 17

19 What Are Your Responsibilities As The Clinical Instructor? A clinical instructor must be identified for each clinical affiliate/clinical education center. A clinical instructor must be available to students whenever he or she is assigned to a clinical setting, provide appropriate clinical supervision, and be responsible for student clinical evaluations. The program must provide a position description for a clinical instructor to carry out educational responsibilities. Clinical instructors must have the appropriate credential of Registered Diagnostic Medical Sonographer (RDMS) or Registered Technologist, Sonography (RT(S)) The educational responsibilities of the clinical instructor include Assisting student with getting familiar with sonography protocols Communicate with all technologists involved with students clinical education and the evaluation periods. 18

20 Clinical Site Information and forms If you have a hospital or ultrasound lab who is interested in hosting you as a student for one of JC s Sonography Programs you will need to: 1. Ask the Supervisor or Manager of the ultrasound lab to complete these two forms and submit them back to the Allied Health Office via mail or fax : o o Characteristics of Clinical Education Center (see below) Summary Curriculum Vitae Form (see below) The deadline for submission of these documents to the Allied Health Office: Cardiac Sonography - August 31 General Sonography - January 31 Vascular Sonography - May Once the Characteristics of Clinical Education Center and the Summary Curriculum Vitae Form are filled out and received by the Allied Health Office, they will be reviewed to determine if this facility meets the standards for the JC s accredited sonography program. If the standards are met then: o JC will contact the Supervisor or Manager of the ultrasound lab to learn if they are willing to commit to hosting a JC student for a sonography program. o This facility will be asked to enter into an Education Agreement with JC. (This process is handled by the Allied Health Office and JC s Legal Affairs Office). 19

21 A. Name and Address of Clinical Affiliate: Characteristics of Clinical Education Center Form I.B.3.d B. Name of Chief Administrative Officer: Ultrasound Department Phone Number: C. Department in which the clinical education center is located: Radiology Dept OB/GYN Dept Cardiology Dept PEDS Echo Dept Vascular Dept Other (specify) D. Name of director of the Department with responsibility for medical diagnostic procedures: E. Name of diagnostic area manager: Address: F. Designated Clinical Instructor(s): Name Academic Credentials ARDMS Certif. Specialties % of Time Assigned to Educational Responsibilities G. Description of Ultrasound equipment (manufacturer, model, year, and transducers): Manufacturer Model Year Transducers H. Identify number of examining stations: I. Estimate number of procedures each student will be expected to participate in during a typical clinical education day: Abdomen Obstetrics Gynecology Cardiac Vascular J. Number of full-time equivalent staff sonographer/technologists assigned to: Days Evenings Nights Weekends K. List all facilities available at the major clinical affiliate: Emergency/Trauma Surgery Intensive Care Unit Cardiac Care Unit General Obstetrics High Risk Obstetrics Neonatal Intensive Care Unit Antiography/Cardiac Catheterization Other (specify) 20

22 L. Instructional Accreditation: Name of Agency Term of Current Status: Date Awarded: M. Authorized Student Capacity: N. Is this clinical site shared with another diagnostic medical sonography program? yes no If yes, which one(s)? Statistical Summary of Diagnostic Procedures (for last available preceeding 12-month period) Period: From To month year month year Examination Category Number of Procedures Abdominal Small Parts Thyroid Testicular Breast Prostate Neonatal Neurosonography Other Obstetrical Gynecological Cardiac Adult Pediatric Vascular Total Procedures 21

23 Summary Curriculum Vitae Form (Do not exceed this page for any individual) Name of Institution/Affiliate: Name (last, first, middle initial) Title Education (begin with baccalaureate or other initial professional education and include postdoctoral training. Identify all post-high school education in chronological order) Institution and Location Degree Year Conferred Area of Study Professional credentials, including specialty designation(s) Primary Area(s) of specialization Continuing education, last two years List in reverse chronological order previous employment experience. List up to three major publications. 22