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Lubbock Conference Abstracts
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Diverse Perceptions of Issues in Diversity, Sylvia Baack, RN, MSN, Gloria Valdez, RN, MSN, CDE, Yolanda Gonzaga, MBA
 
Minority health is a prevalent issue & concern. It is incumbent upon us to create a strong healthcare workforce composed of individuals that are representative of the increasingly diverse demographic population. The minority & English as a Second Language (ESL) student attrition rates continue to be significant and have a direct effect on failure in school and in institutions of higher learning. 
 
A significant percentage of the current student population speaks English as a second language. These students have particularly special needs that must be addressed on an individual basis. Through the provision of mentors & tutors, we can facilitate their learning, strengthen social support systems and provide avenues for financial assistance.
Through the implementation of a structured and formal program we can strengthen both BICS and CALP to develop ESL students and prepare them for higher Education.
 
One method is through the creation of a self-assessment tool for the students which may provide the Educators insight as to what issues are directly affecting that students and promote specific understanding and appropriate modifications. 
 
Through the partnering and provision of community resources we can assist students to strengthen their BICS and CALP skills to become better students and enable them to be responsible for the development of these skills. The implementation of a carefully orchestrated program we will make a significant contribution to the healthcare workforce by promoting health professions among minority students, ensuring academic success and resources to facilitate their needs and improve health among the minority population.  
 
Objectives
By the conclusion of the presentation the participant will be able to:
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Connecting Students to Careers!, Jill Berset

Tech Prep provides numerous opportunities for high school students within 48 regional school districts. Tech Prep programs have been established in the Allied Health area so that students can earn free college credit while in high school. Statistics prove that students participating in Tech Prep programs have higher graduation rates, higher TAKS scores, and continue at higher rates into post-secondary education. Tech Prep also provides an annual Career Expo highlighting the careers and colleges in the region (over 15,000 students have attended), Allied Health Day at South Plains College, and Groundhog Job Shadow Day (over 11,500 students have spent the day with a business professional). Tech Prep also works with the teachers and counselors in the region by providing tours, business panels, resources, and professional development. This presentation will provide an overview of the comprehensive career development provided through the Tech Prep partnership.

 
Objectives

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Targeted Early Alert and Intervention for Retention of Health Workforce Students: Academic Risk Factors and Adverse Academic Status, Craig Johnson PhD,  Ronald Johnson DDS,  John C. McKee PhD
 
A Targeted Early Alert and Intervention for Retention (TEAIR) program implemented at six schools in three health science disciplines employed the Personal Background and Preparation Survey (PBPS) to identify academic risks of health workforce graduate and professional students and especially appropriate candidates for TEAIR. 
 
During first year orientations 541 of these students took the PBPS. Students ranking in the upper third of PBPS academic risk counts experienced approximately double (p < .02) the number of first year adverse academic status events of others, as indicated by logistic regression analysis.   Underrepresented minorities (URM’s) reported uniformly high numbers of risks across Schools/disciplines. Risk counts differed significantly depending upon both URM status and School/discipline according to analyses of variance (p <.001). Schools having the lowest risk overall were schools where URM’s had a significant and substantial risk disadvantage (p < .05).   
 
Objectives:
This presentation describes how:

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Closing the Gaps in Diversity and Excellence: The Undergraduate Medical Academy, a Partnership Between Prairie View A&M University and Texas A&M Health Science Center, Dennis E. Daniels, M.P.H., Dr. P.H., Kelly Hester, Ph.D., Alan Parrish, Ph.D., Will Wyatt, B.S.

 
The Institute of Medicine (IOM) warned of the “unequal treatment” of minorities when encountering the healthcare system in its 2003 report. The factors associated with differences in health status and health outcomes among the U.S. population are complex and enmeshed in traditional and challenging problems. Health services research has demonstrated that minority health professionals are more inclined to serve minority and medically underserved populations. Nevertheless, there remains a severe under representation of minorities in the health professions.
 
In an effort to increase the number of qualified applicants to Texas medical schools and address diversity among applicants, a partnership between Prairie View A&M University and Texas A&M Health Science Center was formed to establish the Undergraduate Medical Academy (UMA). The partnership provides mentoring, academic coaching, physician shadowing, research skill development and MCAT preparation.
 
The preliminary results demonstrate the percentage of Hispanic students in the UMA increasing from 5.5% to 17.3%, the cumulative GPA increase from 3.54/4.0 to 3.80/4.0 and the science GPA increase from 3.33/4.0 to 3.47/4.0 scale.
 
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Improving Access to Care through Physician Assistant Training and Utilization, Tammy Ream, MPAS, PA-C
 
The looming health care workforce crisis is a national issue with rural roots. As the population grows and lives longer, the need for health care clinicians also increases. Traditional medical schools are increasing enrollment in an attempt to answer that need but fewer medical school graduates are choosing primary care. In addition they are gravitating toward urban settings leaving those in the rural or underserved communities without the needed health care services. There were 26 counties in Texas without a primary care physicians (PCP) and 75 counties with <40 PCPs per 100,000 in 2004. And of the more than 15,000 PCPs, the majority are practicing in metropolitan areas.
 
The Physician Assistant (PA) profession was developed in the late 1960s to increase access to quality primary health care in medically underserved communities. PAs do not replace physicians, but complement them. PAs are health care professionals licensed to practice medicine with physician supervision. As part of their comprehensive responsibilities, PAs conduct physical exams, diagnose and treat illnesses, order and interpret tests, counsel on preventive health care, assist in surgery, and in virtually all states can write prescriptions. Within the physician-PA relationship, physician assistants exercise autonomy in medical decision making and provide a broad range of diagnostic and therapeutic services.
 
Texas currently has over 3,000 PAs and they are fairly evenly distributed between metropolitan and non-metropolitan areas. In 2004, the counties with the highest PA-to-population ratios were in West Texas and the Panhandle according to the Health Professions Resource Center. 
 
Texas currently has eight PA Programs the graduate ~230 students per year. PA Programs are also investigating ways to increase enrollment. The biggest challenge preventing that increase is finding strong clinical preceptors and training sites. Further development of clinical sites in underserved areas will expose students to life in those communities. It is not uncommon for PA graduates to return to the areas where they trained to practice. Bringing students in to the underserved areas also familiarizes those communities to the PA profession. In turn, some in the community may consider the PA profession as a future career choice. 
 
While Physician Assistants cannot solve the healthcare workforce crisis entirely, increasing the training sites and utilization can increase access to care in rural and underserved communities. There are simple strategies that you can implement to bring quality health care to those communities and sustain it in the future.
 
Objectives:
By the end of the workshop, the attendees will be able to:
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Increasing Confidence in, Commitment to, and a Sense of Belongingness in a Health Career among Disadvantaged Texas High School Students, Manuel Angel Oscos-Sanchez, MD, L. Dolores Oscos-Flores, BSEd, Sandra K. Burge, PhDUniversity of Texas Health Science Center at San Antonio
 
This workshop will begin with participants identifying key program elements that are likely to increase confidence in, commitment to, and a sense of belongingness in a health career among disadvantaged Texas high school students. The presenters will then share their experience with developing, implementing, and conducting a randomized controlled evaluation of the Teen Medical Academy with both urban and rural youth. The Teen Medical Academy is a collaborative effort involving local school districts, medical school faculty, residents, students and premedical students. During the workshop participants will work cooperatively to design an intervention that integrates past successes and new ideas with the goal of maximizing the effectiveness of interventions within their local setting. The workshop will end with an open forum to address potential barriers to project development, implementation and evaluation.
Objectives:
  • Design one intervention aimed at increasing confidence in, commitment to , and a sense of belongingness in a health career among disadvantaged high school students.
  • Create a work plan for developing, implementing, and evaluating a health career promotion intervention within their community.
  • Develop two potential strategies to overcome perceived barriers to developing, implementing and evaluating a health career promotion intervention. 
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Targeted Early-Alert and Early-Intervention for Student Retention, Ronald Johnson, DDS, University of Texas Health Science Center at Houston
 
Six schools in The University of Texas Health Science Center at Houston (medicine, dentistry, nursing, public health, biomedical sciences, and health information sciences) and one College of Nursing in the Texas Medical Center collaborated for this educational research project. A “Personal Background and Preparation Survey (PBPS)” was administered to first-year students during orientation to identify characteristics that put them at risk for adverse academic events. A “Faculty Guide to Student Resources and Services” was used to train faculty advisors and encourage students to take advantage of the PBPS benefits.
 
Based on answers provided in the PBPS survey and written student authorizations, a pair of confidential and individualized reports were generated. One was personally delivered to advisors and the other mailed to students. Total number and areas of risk and concern for each student were separated into high, medium and low categories. At the end of the academic year, status codes were used to report students with adverse academic events. Analyses were made to determine correlations between these variables, underrepresented minorities and their majority classmates.
 
Parallel surveys were administered to advisors and students to identify factors affecting the quality of their relationship. This information will be used to match availability and effectiveness of advisors with specific needs of students.  
Objectives:
·        understand the benefits of the “Targeted Early-Alert and Early-Intervention” program that increase quality academic performance and decrease adverse academic events.
·        understand the role of the “Personal Background and Preparation Survey (PBPS)” for students participating in the Targeted Early-Alert and Early-Intervention Program.
·        utilize the process of Targeted Early-Alert and Early-Intervention (i.e., faculty and student PBPS reports; student advising and tutoring; faculty training; Faculty Guide; Study Skills, Presentation, and Communication workshops).
 
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Improving Student Outcomes in Higher Education”, David S. Fike, PhD, Texas Tech University Health Sciences Center School of Pharmacy, Renea Fike, Ed.D., West Texas A&M University
 
Forecasts suggest a growth trend in the number of minorities, particularly Hispanics, in Texas. A low percentage of Hispanics enroll and succeed in post-secondary education. Furthermore, Hispanics are underrepresented in health care professions; a key contributor is the lack of success of Hispanics in college. 
 
About half of all students entering higher education need at least one developmental (remedial) course. At a local community college, 85% of entering students are not prepared for college-level math. For those pursuing an education leading to health care careers, developmental math is the single most important gatekeeper course. It is essential that students complete developmental math in order to obtain a degree/certificate. Our recent research finds that Hispanics’ performance in developmental math is not as positive as Whites. Of particular interest, fewer Hispanic males are enrolling and of those enrolling, the success rate is significantly lower than females. This alarming statistic suggests that interventions are needed to help minority students, particularly males, to be successful in their college work. If improvements in developmental education are not realized, continued under-representation of minorities in health care careers can be anticipated.
 
This presentation will suggest interventions focused on improving minority student outcomes in higher education.
 
Objectives
  • Identify the primary gatekeeper course for students in higher education.
  • Name factors that contribute to minority under-representation in health care programs.
  • List intervention strategies that promote student success.
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Building an Effective Pipeline into Health Care Professions, German Nunez, PhD , Yolanda Gonzaga, MBA, Texas Tech University Health Sciences Center
 
The past decade bears witness to a dramatic shift in the demographics of the United States (U.S.) population. The diversity of our nation, with a combined shortage of individuals from disadvantaged backgrounds in the healthcare professions, presents a significant challenge for academic performance. Enhancing the healthcare professions and developing providers into the diverse healthcare workforce is critical. Exposing students at a young age to healthcare educational experiences is key to building a strong educational pipeline from elementary school to higher education and into professional careers.
 
In order to develop a strong, continuous and leak free pipeline it is best to divide it into segments according to the structure of the school system; typically, elementary school, middle school, high school, undergraduate, post-baccalaureate, graduate and professional components.
 
Parents, teachers, school officials and community must be present at each of the segments of the pipeline; with roles that are clearly assigned and responsible for measurable outcomes.
 
The pipeline programs must be coherent, continuous, consistent and developmental through the length of the pipeline.
 
Many are the challenges to maintaining a pipeline that is free of “leaks” along its longitude. Among them, the lack of role models at home and in the community, limited economic resources, constant mobility of migrant workers, and lack of knowledge about available resources and financial aid, and language barriers to success.
 
Programs that extend from elementary school through undergraduate experiences (K-16+) as well as students from economically and educationally disadvantaged backgrounds will help enhance students’ awareness and interests in healthcare professions. These objectives will play a critical role and paramount significance in developing and implementing an integrated, longitudinal course that will make strides in paving the way for a diverse healthcare workforce.
 
Objectives:
  • Understand why “leaks” occur in the pipeline.
  • Understand the hurdles at different stages of the pipeline.
  • Understand and find available financial aid resources.
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The Coleman Project: A Case Study, Hilton T. Perez, MD, MBA-HA, M.T. (ASCP) Midland Community Healthcare Services, Michael Austin, PhD, MA, Midland Community Healthcare Services, Patricia Snyder, RN, Midland Independent School District
 
History of Organization - Midland Community Healthcare Services (MCHS) is a 501(c)(3) non-profit corporation governed by a ten member Board of Directors which operates as a FQHC. Prior to becoming a separate entity in May 2003, MCHS operated as part of the Midland County Hospital District. On January 1, 2004, MCHS assumed operation of three existing health care centers in Midland County, Texas - Adult Services, Pediatric Services, and Women’s Services. The centers have served the health care needs of the underserved, uninsured and underinsured residents of Midland County, Texas for many years.
 
The mission of MCHS is: “To provide high quality accessible healthcare services to the medically underserved population of the Midland Community, regardless of the ability to pay for services.” Through the expansion of services, MCHS has increased access to health care services and decrease disparities among those residing in our target area. The goal of MCHS is to ultimately increase access to services to 100% and have 0% disparities. MCHS provides multi-disciplinary services to the target population with increased access to healthcare in a culturally relevant environment that is conducive and responsive to the needs of a low-income population, with dignity and respect.
Community/Target Population - The service area of MCHS is Midland County, Texas. The target population is located in the City of Midland, in census tracts 14, 15, 16, and 17, an area that includes the eastern and southeastern districts of the city. The area is urban and includes a large number of underserved, uninsured and underinsured individuals and their families.
 
The Census tracts 14, 15, 16, and 17 have been designated by the Health Resources and Services Administration as a Health Professional Shortage Area (HPSA), a Medically Underserved Population (MUP), and a Medically Underserved Area (MUA). Twelve percent (12%) of the County’s population lives in these census tracts. Sixty-nine percent (69%) of the population is Hispanic; 21% African American; and 9% White. A total of 70% of the target population lives at or below 200 % FPL. (US Census 2000)
 
Initiatives - MCHS, the best kept healthcare secret in the region, has been involved in multiple national, state and local initiatives and collaboratives, to directly impact the overall primary care services, access to care, health disparities, and underrepresented population education.
 
Project - Midland Community Healthcare Services (MCHS) is working on the viability of the Coleman Project, named after a pioneer in the healthcare field in the Midland area, a self motivated program, in which first hand experiences and services are presented to underrepresented adolescents within the Midland County. Midland Community Healthcare Services works directly with Coleman High School, under the Midland Independent School District, through MCHS - Coleman Clinic, to provide direct teaching to their students. All MCHS clinical facilities host clinical preceptorships in collaboration with local business institutes, colleges, and universities, devoted to the training of local qualified candidates, mostly from the Hispanic and African-American origin, from the neighborhoods that MCHS serves, to provide a stable future healthcare workforce that could return and serve their own neighbors, by such decreasing the shortage of healthcare providers available to provide vital serv ices within those neighborhoods. MCHS fully supports underrepresented students to ensure the successful high healthcare education completion, in addition to support entry-level positions to the healthcare workforce from those trainees. MCHS provides professional development opportunities, recognition, and compensation based on experience, which has shown to improve the quality of life and a brighter future for those underrepresented students. MCHS is dedicated to making a social difference and impact in our Midland community, treating patients, which would become future students, with high values, dignity and respect. It is MCHS’ desire to continue to be considered a model healthcare organization in the Permian Basin region by “opening the door” to historically underrepresented students and introducing them to a viable career serving their own community.
 
Objectives
  • Promote strategies to implement health care workforce opportunities to highly qualified underrepresented students entering in health care professions
  • Use of effective cultural and linguistic competence tool to assess highly qualified underrepresented students entering in health care professions.
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Fostering Professional Resilience: A Model to Promote Academic Success and Professional Competence of Under-represented Minorities in a Non-traditional Baccalaureate Nursing Program, Mary Anne Hanley, PhD, Texas Tech University Health Sciences Center, Connie Silva, PhD, HNC, University of Texas Medical Branch
 
The current nursing workforce in Texas does not represent the population it serves. Several national commissions and organizations advocate for increasing the diversity of the workforce. Education programs must create environments that foster student achievement. This presentation outlines an innovative model for promoting the academic success of students from under-represented minorities through development of professional resiliency within a culturally appropriate context.
 
Nursing students and professionals experience multiple transitions daily. Researchers suggest resilience is an essential trait of professional nurses. Resilience reflects one’s social competence, ability to solve problems, autonomy, and sense of purpose. It is fostered through relationships with family, teachers, and colleagues. The characteristics of resilience cross boundaries of ethnicity, culture, and geography.
 
The elements of the Resiliency Development Program bolster student self-confidence, self-awareness, and ability to integrate new knowledge and skills with previous experiences. Workshops for faculty, students, peer tutors, and coaches introduce affective and cognitive domains of resilience and teach specific skills and activities that foster resilience represent the cornerstone of the program. Faculty workshops include approaches to supporting students’ resilience. Online media of resilience skills and activities, English and Spanish, are available for students to use themselves as well as teaching tools for patients and families.
 
Objectives:
  • Discuss literature and research pertaining to the application of the concept of resilience in promoting academic successful and professional role development of nursing students.
  • Analyze the effectiveness of the strategies and activities that comprise the Resilience Development Program.
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Developing a Continuum of Community Partnerships to Foster Students’ Transition into the Health Care Work Force., Pam Danner, MBA, Program Director, West Texas Area Health Education Center Program. Texas Tech University Health Sciences Center., Theresa Cruz, Director, Rural Health Division, Office of Rural Community Affairs.
 
Effectively engaging underrepresented young people in career development requires focused attention from not only parents and educators, but also community and economic development leaders. The role of health care infrastructure and workforce in a community’s long term development cannot be overstated. With changing demographics, which include a population that is aging and will require more health care services as well as a population that is increasingly Hispanic, it is crucial that communities understand the population trends that will challenge their workforce as well as their health and social services infrastructure and identify opportunities to effectively address these challenges. 
 
The West Texas Area Health Education Center Program, and its regional centers in Abilene, Amarillo, Midland and Plainview, have developed a continuum of health career promotion activities, clinical training experiences for health professions students, and practice support for current health care providers that facilitate communities’ fostering the growth of their own health care workforce. This growth requires a network of relationships between educators, health professionals and hospital administrators, civic organizations, colleges, and community leaders.
 
The Office of Rural Community Affairs facilitates and coordinates the use of available resources to help rural Texans enhance their quality of life, achieve sustained economic growth, and strengthen local healthcare infrastructure and systems of care to better meet the needs, challenges, and priorities of rural Texas. The Office develops, supports, and coordinates programs and services that 1) enhance the ability of rural Texas communities to improve access to equitable, high quality health services and 2) enhance the communities’ capacity to plan and direct intervention on key health domains which have the greatest impact on the health status of local citizens
 
Objectives:
Participants will be able to
  • Assess their own community’s health care workforce needs
  • Identify opportunities for relationship building within the community and region to foster education and career goal setting and attainment for underrepresented youth.
  • Begin developing action steps to implement interventions to meet the needs of their community’s young people in a continuum that sustains their health care workforce.