This session highlights an innovative online baccalaureate completion program for allied health professionals, created with input from community college affiliates and employers. IPEC competencies for interprofessional collaboration are integrated. Degree plans are customized to career goals including management, education, or community health. Faculty mentors offer both personal and virtual support.
“This program was developed for you.” That phrase is included whenever the Associate Dean visits classrooms of graduating associate degree allied health professions, such as radiology technology, respiratory care, dental hygiene, and sonography. For nearly 20 years, the health care literature has focused on creating a safer health system. Health professionals are implored to develop competencies that enhance communication, prevent errors, and provide patient-centered and evidence-based care. In the past, students at SUNY Empire State College could transfer most credits from an Associate Degree into the college, and could complete baccalaureate degrees; however, this new degree was built upon specific competencies for health professionals and can be customized to match students’ interests and career goals, as well as meet the needs of the health care system and local communities.
The BS in Allied Health degree program was developed based on reports from Georgetown University Center on Education and the Workforce (2012), and the Health Care Workforce New York (2014) citing that through 2020 there will be 5.6 million healthcare job openings in the US, 82% requiring postsecondary education and training, and 55% requiring a bachelor’s degree or higher. A SUNY high needs grant was awarded to assist in developing a degree completion program intended for 2-year health professionals who are licensed or certified in their role. This was a collaborative process with community college partners during development of program, and this collaboration is ongoing, providing a cross-institutional team model. Pathways have been created for particular AD health professionals, and ESC representatives visit community colleges to work with students individually to plan degrees to fit career goals; for example, students can take a cluster of elective courses in education, community health, or management to complement the core courses all allied health degree students complete. This is relevant because one local community college expressed a need for adjunct clinical instructors in the dental hygiene program with a bachelor’s degree. By including education courses in their degree program, graduates from SUNY ESC can meet the needs of stakeholders. The core courses were selected and developed to align with the core competencies for interprofessional collaborative practice as outlined by the Health and Medicine Division, the National Academies. The competencies include providing patient-centered care, working in interdisciplinary teams, employing evidence-based practice, applying principles of quality improvement, and utilizing informatics. The program outcomes incorporate these competencies.
This degree will be completed totally online; however, a variety of innovative supports, strategies, and services can be used that are both virtual and face-to-face. With multiple physical locations throughout the state, SUNY ESC students can access many resources. For example, library resource workshops, librarian consultation by chat or email, tutoring services in-person or virtually, counseling, access to student clubs and committee membership, are available. Success workshops are provided via webinar and in-person at college locations. There are in-person academic conferences and an annual student wellness retreat. Additionally, each student works with a mentor for the duration of the program, building a relationship to provide ongoing support and referrals to resources as needed. The flexibility of a totally online program, with the option of obtaining some in-person support when needed, should enhance student satisfaction and promote success.
The BS in Allied Health program is designed to create learning environments that promote critical thinking and lifelong learning. The first cohort of students began January 2018. Some are currently enrolled in the 4-credit educational planning course, which includes allied health professionals from various disciplines. In this environment, students will plan an individual educational program by selecting elective courses, as well as any necessary general education courses to complete in addition to the eight required core courses. Students can create a timeline for completion, and are required to write a rationale essay, including how the courses relate to the degree and career goals. Students will begin to apply the IPEC competencies in the educational planning course, by collaborative learning that will highlight the points of view of all health care professionals in the class. One example is sharing the professions’ codes of ethics, and applying relevant components to ethical dilemmas described by peers. An example of a supportive strategy for students includes the lowered cost of using open educational resources (OERs) rather than traditional texts.
The program is predicted to meet the goal of 20 new students in this first year. Marketing is a challenge that must be addressed, as so far, the Associate Dean, as well as an assistant professor have done some outreach visits to local community colleges and have participated in a health career fair. Additionally, recruitment tables at local professional conferences have been secured. There has been an initial meeting with marketing, and it is hoped that other strategies will prove successful in meeting goals. Transfer agreements with community colleges and other program providers continue to be pursued.
Presently, the new program is meeting expectations, and we are hopeful that it will continue to meet the needs of our students, communities, and health care facilities. Evaluation of strategies will guide future decisions in promoting growth for the program.
We will present a brief overview of the program development from a high needs grant, approval, course selection and development of new course, process of creating pathways and agreements, and marketing. We will highlight some specific SUNY ESC resources that we believe drive student retention and success, including student services and faculty mentors. We will include successes and challenges, and perhaps gain some additional strategies from participants.