2017-18 Unit Plan
Emergency Medical Services

Mission Statement

To provide approved, accredited Emergency Medical Service courses and programs on both the basic (EMR and EMT level) as well as advanced (Paramedic) level, with the student outcome goal being successful National Registry certification.  Our programs are designed to meet the need of EMS providers with well trained, employment prepared EMTs and Paramedics.
To provide quality opportunities in Allied Health entry level courses for students exploring the field of medical care.

Program Description

The ALH/EMS Program(s) at Butte have been successful in meeting the mission statement goals.  Our EMT and Paramedic graduates surpass the national average for passing National Registry examination.
Our programs focus equally on high academic acumen, skill proficiency and affective domain. Employers describe our graduates as well prepared.  
Our EMS programs enjoy an excellent reputation and longevity with our first EMS class graduating in 1976. 
Our students are provided classroom support, clinical internships locally that are supervised daily and field internships that are carefully coordinated with local EMS providers and supervised by our faculty.

Student Learning/Administrative Unit Outcomes

Our Department's goals are aiming for a progression in practice from the Emergency Medical Responder level to EMT level to the Paramedic level. That is, personnel at each level are responsible for all knowledge, judgements and behavior at their level and all levels preceding their level. For example, a Paramedic is responsible for knowing and doing everything identified in that specific area, as well as knowing and doing all tasks in the two preceding levels. In short, we want to increase the complexity of knowledge and behaviors through the progression of certification levels that originate, in part, from the National EMS Scope of Practice Model which reflects the difference in the breath, depth and actions required at each level.

Specifically, want to improve the quality of our incoming paramedic students so our faculty has focused on lower level EMS classes to provide the students with more opportunities to develop as a rescuer.

Our National Accrediting body sets a retention standard of 70% in our Paramedic Program regardless of the reason the students leave. While we can’t alter what happens in a student’s personal life that causes them to leave the Program we can bolster the strength of knowledge and their preparedness for the Program so academically they will have a better chance to succeed.

Our goal is to augment the entry level EMS classes with 1) more lab time in some classes (ALH 2) and 2) by creating a new level entry class (EMS 110) that we can use as a framework for knowledge and skills that will be the building block for more advanced course work such as EMT (EMS 111) and the ultimately, the Paramedic Program (EMS 170/171).

As we add more classes and FTE, and flesh out the ones we currently conduct in an effort to strengthen the Department’s overall effectiveness, we will need to augment our supply and equipment budget. With hands-on practice the supplies and equipment take a beating, no matter how careful or frugal we are. Students have to be able to practice with fully functional equipment and have the supplies necessary to “treat” patients fully without having to pretend that “this is how we would do it if we really had what we need”.

Standards/Goals for Student Achievement (OSLED Departments)

Indicator	Source	College			Program
Indicator	Source	2014-2015	Standard	Six Year Goal	Fall 2011	Fall 2012	Fall 2013	Fall 2014	Fall 2015	Standard	Six Year Goal
Access
- Unduplicated Headcount	PDR	12,691			142	106	124	123	147
Course Success
- Overall	PDR	70.6%	70.0%	73.0%
- Transfer/GE	PDR	71.7%		73.0%
- CTE	PDR	75.3%		77.0%	79.1%	81.2%	80.2%	75.2%	73.9%	73.0%	78.0%
- Basic Skills	PDR	51.7%		55.0%
- Distance Ed (all)	PDR	62.6%		64.0%
Persistence (Focused). Note: The Persistence (Focused) that is included in the PDR is a different indicator than the three-primary term persistence indicator, from the State Student Success Scorecard that is used to measure institutional persistence. The Focused Persistence indicator measures the percentage of students that took a second course in a discipline within one year. There is no relationship between the college and program standards in this area.	PDR	71.8%	67.0%	75.0%	42.2%	73.9%	63.0%	46.2%	39.4%	40.0%	50.0%
	PDR	(Three-Term) Scorecard	(Three-Term) Scorecard	(Three-Term) Scorecard
Degrees - annual	PDR	1,421		1,475	9	8	10	7	7	5	10
Certificate of Achievement (CA) - annual	PDR	814		475	2	17	7	13	12	2	15
Local Certificate (CC) - annual	PDR	518			172	132	128	68	93	50	150
Developmental Strand Completion
- English	State	43.7%		45.0%
- Math	State	33.8%		35.0%
- ESL	State	42.9%		45.0%
Licensure Pass Rates
- Registered Nursing	SC	92.0%	85.0%
- Licensed Vocational Nursing	SC	87.0%	85.0%
- Respiratory Therapy	SC	97.0%	80.0%
- Paramedic	SC	85.0%	75.0%
- Cosmetology	SC	86.0%	75.0%
- Welding	SC	92.0%	85.0%

Job Placement Rates	PIV	82.0%	80.0%	90.0%

When we reviewed the numbers in the Student Achievement Chart we find that they are not an actual reflection of our Department nor our achievement, productivity or success. We base our inability to validate these findings on the fact that neither our EMS Department nor Program exactly fits the method that was used to extrapolate the figures from the Program Data Report. First, we feel that there is a basic misunderstanding of the kind of courses, Programs and career options our Department offers. In EMS there are two distinct and separate career paths: Emergency Medical Technician and Paramedic. Of these two, only Paramedic qualifies for the Chancellor's definition of "Program" because it has two separate courses that lead to the certificate. Yet, we still produce students that graduate and start a career in EMS after finishing the one semester EMT class. As we read the included chart, with some assistance from the College's research staff, it appears that all of the courses with the prefix "EMS" have been lumped together, essentially giving us an apples and oranges comparison. This chart would include the classes EMS 2, 99, 111 and 170/ 171. This list ranges from a course in CPR to Work Study to EMT to Paramedic. Second, we need to look at why our students are taking classes in EMS. As stated, some students are looking for employment or careers based on their certification as EMT. However, some students use EMT as a means of accruing points for Nursing School or as a value-added class waiting for admission to another medical program such as Respiratory Care, Physician Assistant, or Radiology, to name a few. Many students take the stand alone EMT class before enrolling in the Fire Academy. Because the Fire Academy includes EMT in their curriculum, and the attrition is so high in relation to this subject, many students want a head start by taking the EMT class before retaking it. Others take EMT with the goal of matriculating into the Paramedic Program, but based on instructor suggestion, they get jobs as an EMT to augment their training prior to entering the Program. Butte's interpretation of Title 5 doesn't allow us to mandate field experience as an EMT to be included as an entry requirement to the Paramedic Program. However, our EMT instructors usually advise work experience as a way to prepare for the rigors of the Paramedic Program. Third, we need to look at exactly what this study is actually looking at. As stated, the "Program" is just the Paramedic classes, EMS 170 / 171. Here, everything with the prefix EMS has been included. Based on this, we feel that there cannot be an accurate reflection in the data. Specifically, in any matter of persistence, but really, the whole way in which data is represented is in question if you want a realistic appraisal of how we are performing and student success. When we review the College's Program Data Report, with no extrapolations in data interpretation, as are included here, what we see is very different than the included report. The Program Data Report shows the following statistics over the 5 year period included above. Emergency Medical Technician success rate is 66% (with a range from 59% - 76%) Paramedic success rate is 86% (with a range from 70% - 95%) We're not sure how persistence could be tracked given the detours many students take or even their reasons for taking an EMS class. We address improvement plan to the success percentages below in the last paragraph. What can be included here at this time is the data from outside the College and that would be from our annual report to our accrediting body, the Committee on Accreditation of Educational Programs for the Emergency Medical Professions (CoAEMSP). This report requires reporting specifically the pass rate of our Paramedic and EMT students as it concerns the National Registry Test. Over the same 5 year time span our students have scored among the highest ranking training sites in the Nation with a Paramedic success rate of 88% and our EMT success rate of 84%. We feel that these numbers further speak to our success in producing quality EMS workers. As mentioned in the Student Learning Outcomes section of this Unit Plan, we have just brought EMS 110 (Emergency Medical Responder) on line in the SP 17 semester. The reasons for doing so are basically to create a specific guided pathway to whatever career goal the student has in mind; EMR, EMT, Paramedic or something outside of EMS. This pathway has built in flexibility to accommodate pauses in the student's progression resulting for any reason they cannot continue, temporarily halt, or even finish their educational goals. At the culminating Program level, however, we are aiming for a progression in practice from the Emergency Medical Responder level to EMT level to the Paramedic level. That is, personnel at each level are responsible for all knowledge, judgements and behavior at their level and all levels preceding their level. For example, a Paramedic is responsible for knowing and doing everything identified in that specific area, as well as knowing and doing all tasks in the two preceding levels. In short, we want to increase the complexity of knowledge and behaviors through the progression of certification levels that originate, in part, from the National EMS Scope of Practice Model which reflects the difference in the breath, depth and actions required at each level. Suggestions for dialogue: Suggested standards and six-year goals have been placed on the template. These are based on program performance over the past five years. Validate these and change them if necessary. At 73.9% the success rate for EMS is at the lowest end of its five-year range 73.9% - 81.2%). What can be done to improve success rates in this program? Seven students earned an AS in 2015-2016. This is at the low end the four-year range (7-10). Twelve students earned a CA – at the second highest of the five-year range (2-13). Ninety-three students also earned the CC – this is at the low end of the five-year range (68 – 172). Given the wide variance in the CA and CCs, the scheduling of this program may not be co-terminus with the college’s fiscal year. Students may now choose two academic programs. Approximately 86 students have chosen the AS their academic program while another 44 have chosen the CA program. Contact information for these students may be found in the Reports Server at the Institutional Research, Program Review, Students in an Academic Program tab. Suggest outreach to these students and dialogue about increasing the number of degrees, CA’s, and CC’s in this discipline. At 39.4% the Focused Persistence for EMS in in the lowest of its five-year range (39.4% - 73.9%). Getting more students to focus on the degree and certificate program will maintain and, even increase, Focused Persistence as more students taking subsequent courses in this discipline. The Job Placement Rate for Paramedics is at 90%. What can be done to maintain this high job placement rate?

Standards/Goals for Student Achievement (All Other Departments)

Strategic Direction

As a CTE department our success is measured by the hire-ability of our graduates. To that extent we are guided by a very active Advisory Committee and a close working relationship with the local EMS community. Given that the bulk of our graduates are hired locally, we have almost an immediate ability to get feed-back on their performance in the field. This is where the rubber meets the road and we can have a very good idea of the areas we need to improve or where we have had our successes.

In addition, the college’s re-dedication to prioritizing PLO / SLOs have focused our attention on the importance of evaluating the things we do in our courses and program. We recently completed our first “deep dive” on our paramedic program and our faculty had a 100% completion of SLO reflections upon grade submission over first two semesters this was inaugurated.

The EMS Department has implemented a new pathway designed to increase student success and increased retention at our highest level of training- the Paramedic Program. The new pathway is a National and State approved series of courses that will qualify the student to receive a college certificate of completion, as well as a National and /or State certification at each level. Employment is available at each level as well. In addition, our pathway of courses has the benefit of building on and reinforcing the information and psychomotor skills learned at the previous level. This makes for a more prepared learner at the next level of training. Obviously, our lower level courses have always strived to do this but with varying degrees of success. We believe, however, that this new series will provide a deeper overall understanding because of the more formalized learning pathway structure that allows for repetition of learned skills while introducing new information. This is important because the college does not allow us to screen applicants or require job experience as a prerequisite to our Paramedic Program. This often leads to a student that is only partially prepared to take on the rigors of emergency medical care. Matriculation from layperson to EMT to Paramedic is daunting in its scope. Students that have had little to no hands on experience can be overwhelmed by the complexity of care in real life situations. We strongly anticipate that the student that completes the recommended pathway we have planned will have a better chance successfully completing our Paramedic Program if they choose that route, but can also be successful at any level they choose to enter the EMS field.

Program Review


In Fall 2016 we have added a second full time faculty member to our department after multiple recommendations by our previous validation team, our National Accrediting Commission and our Local Emergency Medical Services Agency (LEMSA).
Course level assessment on our non-program classes is now standard institutionally and we regularly review those course outcomes to provide continued high quality classes including SLO reflections with every grade submission and departmental “deep dives”.
We are in the process of working with several high schools to develop entry level Dual Enrollment classes in EMS and Allied Health that will begin a career pathway into the EMS field.
We are exploring different avenues of recruiting, such as CAS sponsored EMS informational sessions, revamping our website and participating in high school visits among others to promote paramedic and EMT enrollment.
Scheduling rollover is the institute standard.  Since we now have complete responsibility for scheduling and staffing the college’s medical terminology classes it would be difficult to alter the class schedule substantially due to room availability and staffing constraints.  We have however initiated both day and evening classes in EMT and have started to hold on line medical terminology classes to meet the need of students that need alternative forms of scheduling.
We continue to look for classes we can hold through Contract Education but the cost is prohibitive given that the class size is usually small and we are competing with several privately owned training facilities. If there is a communal need for these `nontraditional classes we prefer that they fill this void at this time.  That said, we have recently added an entry level provider class (Emergency Medical Responder) that we are trying to market to local industry via the North Far North Consortium and Contract Education.
We have made substantial changes to ALH 2 (now EMS 2) including increasing the total hours required and incorporating a much needed lab component to the class as well as increasing the unit value.  However the Curriculum Committee has not granted GE status to this class.  We are not planning on pursuing GE status at this time or in the future.  This is a survey course meant to teach CPR and introduce students to a potential career in the medical field.

The most significant challenge our Department has had to face in the last several years was the sudden resignation of the one full time faculty member / Department Chair.  Much of our institutional knowledge disappeared with this departure and our staff had to assume new teaching assignments with little preparation.  Our Associate Faculty contributed an enormous effort in fulfilling these roles and assuming a great deal of responsibility that kept our department functioning.
Fortunately within a year of this vacancy we have hired two new full time faculty members and that has, to some extent, mitigated the situation, although we still struggle with taking over a program and a department on the fly so to speak.  Institutional knowledge, or lack thereof, still continues to be a challenge as it pertains to meeting the requirements set forth by our EMS accrediting agencies as well as the college.  Needless to say, we are learning as we move forward.

Department Goals

Our Department is fully supportive of the College's Strategic Direction. Listed below are several areas that we will be focusing on in the upcoming years:

We have articulation agreements with several local high schools to start their students on a defined pathway to a career in the medical field by providing Medical Terminology courses. We'd like to expand this to other area schools and potentially offer an on-line version.

We are currently working on a Dual Enrollment proposal that will specifically start high school students on a defined career pathway to the field of EMS with our Emergency Medical responder course.

We think that there is great potential in expanding our current Allied Healh classes into Program level career pathways. Specifically, completeing the AS-T degree curriculum in Public Health and offering certificates and degrees as a Medical Scribe and a Medical Assistant. These are fast-growing fields that constantly need new professionals with a variety of career options available.

We have just started to reach out to ambulance providers outside of Butte County to augment and expand our preceptor network. This will ensure that we can operate at full class capacity in our Paramedic Program as well as introduce our students to prospective employers during their field internship.

We are currently in our first year of incorporating to a new instructional paradigm that was mandated by our accrediting board to insure technical competence in our paramedic students. We are evaluating our effectiveness and planning for future refinements.

Future Development Strategies

Strategy 1 - Paramedic Program Director / Clinical Coordinator

Stipend for Paramedic and EMT Program Director / Clinical Coordinator

Initiatives

Enhancing a Culture of Completion and Academic Achievement
Supporting Student, Faculty and Staff Success
Using Data-Informed Processes for Continuous Improvement
Maximizing Resources to Support Student Learning

Supporting Rationale

The Paramedic Program is required to have a Program Director by both our accrediting body (Commission for Accreditation of EMS Programs - CoAEMSP) as well as State regulations, California Code of Regulations, Title 22, Section 9.

The EMS Department answers to an accrediting body (CoAEMSP) with yearly reports as well as a regularly scheduled comprehensive accreditation process similar to our Program / Curriculum Review. We also comply with our local governing agency (Sierra-Sacramento Valley EMS Agency and to the Advisory Committees suggestions and with the Program Medical Director. All of this falls under the purview of the Program Director. As the current situation allows, the Program Director is the Department Chair so, in essence, doing the work of two Department Chairs and being compensated for one. In addition, the Program Director is on call on a year round basis whether school is in session or not.

Our EMS Programs are required to have a Clinical Coordinator by both our accrediting body (Commission for Accreditation of EMS Programs - CoAEMSP) as well as State regulations, California Code of Regulations, Title 22, Section 9.

Our EMS Program places approximately 200 students in a hospital or field setting annually, year round. This requires extensive pre-placement screening, orientation at each facility, extensive communication with each facility (HR, Administration, Education and each individual department) to get the process in place before each cohort of students. Once students are placed, site visits are required (pedagogically as well as mandated by Title 22). The clinical requirements vary from facility to facility which takes a great deal of time to reduce redundancy and yet remain in compliance to the level of the most conservative standards. Further, our State and National guidelines must be adhered to which require attendance of meetings and coordination with other educators.

Ours is the only EMS program that I am aware of in the State that combines EMS Chair/Program Director/ Clinical Coordinator and Full Time Faculty into one position. This is supported by a survey of EMS Educators conducted in 2014.

The Program Director is responsible for compliance with outside mandates and agencies that conservatively take 15-20 hours per month on a year round basis and has been historically uncompensated.

I estimate that there are currently 15-20 hours per month of uncompensated effort that I spend on the coordination of clinical activities that is currently not identified as a required position nor compensated.

Our Department is asking for an augmentation of :

Emergency Medical Technician (EMT)

EMT Program Director/Program Clinical Coordinator a 10% reassign time and $1500 stipend annually to compensate for the additional duties associated with this required faculty role – this role could and should be the responsibility of the dept chair but will have its own reassign time and stipend.

Paramedic

Paramedic Program Director/Clinical Coordinator a 20% reassign time and $3000 stipend annually to compensate for the additional duties associated with this required faculty role – this role is independent of the department chair.

Supporting Rationale Alignment
Supports Previous Program Review Recommendations: Yes
Supports Changes from Student Learning Outcomes Assessment: Yes

Strategy 2 - Travel

Increase in Travel - Regular Budget.

Initiatives

Enhancing a Culture of Completion and Academic Achievement
Supporting Student, Faculty and Staff Success
Using Data-Informed Processes for Continuous Improvement
Maximizing Resources to Support Student Learning
Enhancing a Culture of Inclusiveness

Supporting Rationale

Travel augmentation is necessary to off set the cost of our faculty traveling to the various clinic sites and ambulance stations throughout Butte and Shasta Counties. To meet required training statutes, students must have clinic and ambulance internships to complete their training. Travel to oversee students "in the field" is required on an almost daily basis throughout the Winter and Spring sessions. The most labor intensive students are the Paramedic students, up to 20 each Winter/Spring. In addition, there are about 150 EMT students year round that require site supervision as well. We currently do not have the budget to compensate our faculty for the travel they put in. This is a violation of State labor law.

I am requesting an annual augmentation of $2000 to cover our travel expenses, Currently, the District provides $345.

Supporting Rationale Alignment
Supports Previous Program Review Recommendations: Yes
Supports Changes from Student Learning Outcomes Assessment: Yes

Strategy 3 - Dues, Memberships and Accreditation Funding

Institutional fees that pay for our program accreditation

Initiatives

Enhancing a Culture of Completion and Academic Achievement
Supporting Student, Faculty and Staff Success
Using Data-Informed Processes for Continuous Improvement
Maximizing Resources to Support Student Learning

Supporting Rationale

55300 – Dues and Membership

Current ongoing annual expenses: $550 – CoAEMSP Annual Institution Fee

$1,700 – CoAEMSP Annual Accreditation Fee

$450 – CAAHEP Annual Institution Fee

$250 – Oroville Hospital Annual Site Fee

Total ongoing annual Dues and Memberships is $2950. Currently the District is only providing $1,450. We need to request a $2,000 increase in this budget for annual dues.

We need to request a $2,000 increase in this budget for annual dues. In addition, we are due for reaccreditation with CoAEMSP that will be invoiced on 07/01/17 and due on 09/01/17. This reaccreditation fee is $3450.

Supporting Rationale Alignment
Supports Previous Program Review Recommendations: Yes
Supports Changes from Student Learning Outcomes Assessment: Yes

Strategy 4 - Institutionalize Program Assistant Position

Our Allied Health Programs and Services Program Assistant salary is currently grant funded position. We would like to see this returned to a district funded position.

Initiatives

Enhancing a Culture of Completion and Academic Achievement
Supporting Student, Faculty and Staff Success
Using Data-Informed Processes for Continuous Improvement
Maximizing Resources to Support Student Learning

Supporting Rationale

Our Program Assistant is crucial to the clerical support of our programs and requires long term stability.

Our Allied Health Programs and Services Program Assistant salary is currently grant funded position. We would like to see this moved to a district funded position. The amount requested is $58,650 to cover salary and benefits on an annual basis.

Supporting Rationale Alignment
Supports Previous Program Review Recommendations: Yes
Supports Changes from Student Learning Outcomes Assessment: No

Strategy 5 - Create a Shared Library of ACLS, PALS and PHTLS text

Purchase a lending library of Advanced Cardiac Life Support (ACLS), Peditric Advanced Life Support (PALS), and Pre-Hospital Trauma Life Support (PHTLS) for student use.

Initiatives

Modeling Sustainability
Enhancing a Culture of Completion and Academic Achievement
Supporting Student, Faculty and Staff Success
Maximizing Resources to Support Student Learning
Enhancing a Culture of Inclusiveness

Supporting Rationale

ACLS, PALS and PHTLS are necessary certifications, outside the normal Paramedic curriculum, that are industry standard for employment. Our staff has added the taken on the cost and training time to be certified as ACLS, PALS and PHTLS instructors to include these training modules. We would like the college to partner with us to provide this library to provide an optimal training opportunity for our students.

These books are renewed on a five year cycle, purchasing these texts will save the students money as well as make them more employable. Most training sites that instruct in these courses provide the text for their students. Additionally, we share these training modules with Respiratory Care Department so they would serve their students as well.

Supporting Rationale Alignment
Supports Previous Program Review Recommendations: Yes
Supports Changes from Student Learning Outcomes Assessment: No

Strategy 6 - Professional Development

Professional Development Funds

Initiatives

Enhancing a Culture of Completion and Academic Achievement
Supporting Student, Faculty and Staff Success
Using Data-Informed Processes for Continuous Improvement
Maximizing Resources to Support Student Learning
Enhancing a Culture of Inclusiveness

Supporting Rationale

We currently do not have funds budgeted for Professional Development. Conferences, Nat'l Association of EMS Educator seminars, EMS training, product and equipment conventions etc

Supporting Rationale Alignment
Supports Previous Program Review Recommendations: No
Supports Changes from Student Learning Outcomes Assessment: No

Strategy 7 - Clinical Simulation Development

Collaboration with Nursing and Respiratory Care Programs on Clinical Simulation development.

Initiatives

Enhancing a Culture of Completion and Academic Achievement
Supporting Student, Faculty and Staff Success
Enhancing a Culture of Inclusiveness

Supporting Rationale

The ADN, Paramedic and Respiratory Care Programs are interested in developing clinical simulations that involve students from each of these programs, utilizing our current tecnology in this area. Fourth semester Nursing and RT students, along with first semester Paramedic students would be managing the care of a simulated patient from the pre-hospital scene to the emergency departmet of a hospital and beyond. The development of clinical simulations that involve so many facets of clinical care will require extensive time to plan, build and impliement outside of the faculty's normal workload.

The Paramedic Program is asking for a $1000 stipend for the Paramedic Program faculty member who will be collaborating with the Nursing and RT instructors in the development of these extensive clinical simulations. The stipend would be paid after the successful completion and implimentattion of a collaborative clinical simulation.

Supporting Rationale Alignment
Supports Previous Program Review Recommendations: Yes
Supports Changes from Student Learning Outcomes Assessment: No

Strategy 8 - High-Fidelity Simulation Manikin

High-fidelity patient simulators can mimic most presentations of the sick and injured.

Initiatives

Enhancing a Culture of Completion and Academic Achievement
Supporting Student, Faculty and Staff Success
Maximizing Resources to Support Student Learning

Supporting Rationale

Psychomotor skills are an important component of safe and effective out-of-hospital care. Psychomotor education begins in the simulation lab, where psychomotor learning takes place. It is not realistic to practice all skills on live patients. The use of simulation provides us with a method to approximate a realistic patient presentation. High-fidelity patient simulators can mimic many patient presentations of the sick and injured. When using simulation it is important to make it as realistic as possible.

The simulation lab component provides students a contextual opportunity to demonstrate what they have learned in a simulated environment. The simulation lab component is the setting for educational imprinting, cognitive integration, frequent drilling and autonomic development of psychomotor skills. Once students have demonstated skill competence in the simulated environment, they progress to assessing and treating real patients in the clinical phase.

The EMS Dept is requesting funding to purchase two high-fidelity manikins at $45,000 a piece including a 3 year warranty. This will not only better prepare our students for the rigors of patient care in the field but keep up with the current model of testing and licensing that are standard to the industry. (The industry incorporates high-fidelity manikins as the standard to test and license EMS graduates applying for National Registry Certification)

Supporting Rationale Alignment
Supports Previous Program Review Recommendations: Yes
Supports Changes from Student Learning Outcomes Assessment: No

Strategy 9 - Software Update

Update the software and training modules on our simulation manikins

Initiatives

Enhancing a Culture of Completion and Academic Achievement
Supporting Student, Faculty and Staff Success
Maximizing Resources to Support Student Learning
Enhancing a Culture of Inclusiveness

Supporting Rationale

Software needs an update to accomodate changing training standards. We would also like to add more modules that will expand the kinds of scenarios we'd like to expose to our students.

Supporting Rationale Alignment
Supports Previous Program Review Recommendations: Yes
Supports Changes from Student Learning Outcomes Assessment: Yes

Strategy 10 - Birthing Simulators

Mama Natalie Complete birthing simulator, Placenta w/umbilical cord, blood concentratre, neo-natal suctioj, fetal stethoscope, fluid collection tray and drain, and neo-natal baby

Initiatives

Enhancing a Culture of Completion and Academic Achievement
Supporting Student, Faculty and Staff Success
Maximizing Resources to Support Student Learning

Supporting Rationale

Our EMT and Paramedic students need a realistic birthing simulator to prepare them for delivery in the field. It's been difficult to find a realitic simulator. This is reasonably priced while being accurate and life like (ex: bleeding and fluid explusion)

Supporting Rationale Alignment
Supports Previous Program Review Recommendations: No
Supports Changes from Student Learning Outcomes Assessment: Yes

Strategy 11 - Adding Allied Health Programs

We would like to explore the possibility of expanding our Allied Health courses into Program level pathways to a career in the health care field such as Medical Scribe, Medical Assistant and various positions in Public Healthcare administration. Funding for reassign time to develop and market these programs.

Initiatives

Enhancing a Culture of Completion and Academic Achievement
Supporting Student, Faculty and Staff Success
Using Data-Informed Processes for Continuous Improvement
Maximizing Resources to Support Student Learning

Supporting Rationale

There is a growing need for ancillary positions in the health care field such as Medical Scribe, Medical Assistant as well as positions in Public Health Administration. This could be an attractive package of programs that would increase student enrollment while addressing a growing need in the field.

Supporting Rationale Alignment
Supports Previous Program Review Recommendations: No
Supports Changes from Student Learning Outcomes Assessment: No

Requested Non-Financial Resources

We are going to need more classroom space as our Program grows.

In addition, we anticipate the new Paramedic testing process to require dedicated space for simulations. The simulation manikins are very expensive and should be stored and used in a secure site to insure their safety and longevity of use.

Current Financial Resources

Our current revenue stream does not have provision for any of the requested funds.

Augmentation Requests

Original Priority	Program, Unit, Area	Resource Type	Account Number	Object Code	One Time Augment	Ongoing Augment
Description	Supporting Rationale		Potential Alternative Funding Sources		Prioritization Criteria
1	EMS	Operating Expenses	11-000-519-1-125000	55300	$3,450.00	$3,500.00
Institutional fees that pay for our program accreditation	Dues and Membership - Current ongoing annual expenses: $550 – CoAEMSP Annual Institution Fee $1,700 – CoAEMSP Annual Accreditation Fee $450 – CAAHEP Annual Institution Fee $250 – Oroville Hospital Annual Site Fee Total ongoing annual Dues and Memberships is $2950. Currently the District is only providing $1,450. We need to request a $2,000 increase in this budget for annual dues. In addition, we are due for reaccreditation with CoAEMSP that will be invoiced on 07/01/17 and due on 09/01/17. This reaccreditation fee is $3450.		Student Equity		Maintaining core programs and services Addressing a shortfall identified during Student Learning (or administrative unit) Outcomes Assessment Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals Completing the implementation of Learning Outcomes (Course, Program, General Education, Administrative and Student Services) Meeting standards and working to achieve goals for course success, retention, degree achievement, certificate completion, transfer, and credentialing
2	EMS	Personnel	11-000-519-1-125000	51390	$0.00	$14,500.00
Paramedic Program Director / Clinical Coordinator	The Paramedic Program is required to have a Program Director by both our accrediting body (Commission for Accreditation of EMS Programs - CoAEMSP) as well as State regulations, California Code of Regulations, Title 22, Section 9. The EMS Department answers to an accrediting body (CoAEMSP) with yearly reports as well as a regularly scheduled comprehensive accreditation process similar to our Program / Curriculum Review. We also comply with our local governing agency (Sierra-Sacramento Valley EMS Agency and to the Advisory Committees suggestions and with the Program Medical Director. All of this falls under the purview of the Program Director. As the current situation allows, the Program Director is the Department Chair so, in essence, doing the work of two Department Chairs and being compensated for one. In addition, the Program Director is on call on a year round basis whether school is in session or not. Our EMS Programs are required to have a Clinical Coordinator by both our accrediting body (Commission for Accreditation of EMS Programs - CoAEMSP) as well as State regulations, California Code of Regulations, Title 22, Section 9. Our EMS Program places approximately 200 students in a hospital or field setting annually, year round. This requires extensive pre-placement screening, orientation at each facility, extensive communication with each facility (HR, Administration, Education and each individual department) to get the process in place before each cohort of students. Once students are placed, site visits are required (pedagogically as well as mandated by Title 22). The clinical requirements vary from facility to facility which takes a great deal of time to reduce redundancy and yet remain in compliance to the level of the most conservative standards. Further, our State and National guidelines must be adhered to which require attendance of meetings and coordination with other educators. Ours is the only EMS program that I am aware of in the State that combines EMS Chair/Program Director/ Clinical Coordinator and Full Time Faculty into one position. This is supported by a survey of EMS Educators conducted in 2014. The Program Director is responsible for compliance with outside mandates and agencies that conservatively take 15-20 hours per month on a year round basis and has been historically uncompensated. I estimate that there are currently 15-20 hours per month of uncompensated effort that I spend on the coordination of clinical activities that is currently not identified as a required position nor compensated. Our Department is asking for an augmentation of : Emergency Medical Technician (EMT) EMT Program Director/Program Clinical Coordinator a 10% reassign time and $1500 stipend annually to compensate for the additional duties associated with this required faculty role – this role could and should be the responsibility of the dept chair but will have its own reassign time and stipend. Paramedic Paramedic Program Director/Clinical Coordinator a 20% reassign time and $3000 stipend annually to compensate for the additional duties associated with this required faculty role – this role is independent of the department chair.				Maintaining core programs and services Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals Supports Previous Program Review Recommendations Meeting standards and working to achieve goals for course success, retention, degree achievement, certificate completion, transfer, and credentialing
3	ALH /EMS	Personnel	11-000-519-1-125000	52120	$0.00	$10,000.00
We would like to explore expanding our Allied Health courses into Program level pathways to a career in the health care field such as Medical Scribe, Medical Assistant and various positions in Public Healthcare administration.	There is a growing need for ancillary positions in the health care field such as Medical Scribe, Medical Assistant and Public Health administrator. This could be an attractive package of programs that would increase student enrollment while addressing a growing need in the field.				Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals Implementing a Guided Pathways Model that makes career and transfer pathways clear, easy to navigate, tailored to meet labor market needs, and promotes success after transfer Using data, research and collaborative efforts among divisions and departments to develop appropriate course offerings, locations and modalities Meeting standards and working to achieve goals for course success, retention, degree achievement, certificate completion, transfer, and credentialing
4	EMS	Operating Expenses	11-000-519-1-125000	56300	$3,500.00	$0.00
Purchase a lending library of Advanced Cardiac Life Support (ACLS), Peditric Advanced Life Support (PALS), and Pre-Hospital Trauma Life Support (PHTLS) for student use.	ACLS, PALS and PHTLS are necessary certifications, outside the normal Paramedic curriculum, that are industry standard for employment. Our staff has added the taken on the cost and training time to be certified as ACLS, PALS and PHTLS instructors to include these training modules. We would like the college to partner with us to provide this library to provide an optimal training opportunity for our students. These books are renewed on a five year cycle, purchasing these texts will save the students money as well as make them more employable. Most training sites that instruct in these courses provide the text for their students. Additionally, we share these training modules with Respiratory Care Department so they would serve their students as well.		Career and Technical Education - Perkins		Maintaining core programs and services Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals Addressing a shortfall identified during Student Learning (or administrative unit) Outcomes Assessment Completing the implementation of Learning Outcomes (Course, Program, General Education, Administrative and Student Services) Meeting standards and working to achieve goals for course success, retention, degree achievement, certificate completion, transfer, and credentialing
5	EMS	Equipment	11-000-519-1-125000	56411	$0.00	$3,000.00
Update the software and training modules on our simulation manikins	Software needs an update to accomodate changing training standards. We would also like to add more modules that will expand the kinds of scenarios we'd like to expose to our students.		Instructional Equipment		Maintaining core programs and services Addressing a shortfall identified during Student Learning (or administrative unit) Outcomes Assessment Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals Completing the implementation of Learning Outcomes (Course, Program, General Education, Administrative and Student Services) Meeting standards and working to achieve goals for course success, retention, degree achievement, certificate completion, transfer, and credentialing Maintaining life-cycle replacement for computer labs, smart classrooms, and faculty and staff computers
6	EMS	Operating Expenses	11-000-519-1-125-000	55200	$0.00	$2,000.00
Travel and mileage reimbursement	Travel augmentation is necessary to off set the cost of our faculty traveling to the various clinic sites and ambulance stations throughout Butte and Shasta Counties. To meet required training statutes, students must have clinic and ambulance internships to complete their training. Travel to oversee students "in the field" is required on an almost daily basis throughout the Winter and Spring sessions. The most labor intensive students are the Paramedic students, up to 20 each Winter/Spring. In addition, there are about 150 EMT students year round that require site supervision as well. We currently do not have the budget to compensate our faculty for the travel they put in. This is a violation of State labor law. I am requesting an annual augmentation of $2000 to cover our travel expenses,		Transportation Fee		Maintaining core programs and services Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals Supports Previous Program Review Recommendations Meeting standards and working to achieve goals for course success, retention, degree achievement, certificate completion, transfer, and credentialing
7	ALH/EMS	Operating Expenses	11-000-519-1-125000	55200	$0.00	$5,000.00
Professional Development	We currently do not have funds budgeted for Professional Development. Conferences, Nat'l Association of EMS Educator seminars, EMS training, product and equipment conventions etc		Career and Technical Education - Perkins		Maintaining core programs and services Addressing a shortfall identified during Student Learning (or administrative unit) Outcomes Assessment Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals
8	EMS	Personnel	11-000-519-1-125000	52120	$0.00	$58,650.00
Program Assistant - Provide 100% District Funding	Our Program Assistant is crucial to the clerical support of our programs and requires long term stability. Our Allied Health Programs and Services Program Assistant salary is currently grant funded position. We would like to see this moved to a district funded position. The amount requested is $58,650 cto cover salary and benefits on an annual basis.		Student Support Services Program (SSSP)		Maintaining core programs and services Supports Previous Program Review Recommendations Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals Meeting standards and working to achieve goals for course success, retention, degree achievement, certificate completion, transfer, and credentialing
9	EMS	Equipment	11--000-519-1-125000	56410	$2,000.00	$0.00
Birthing Simulators (2)	Our EMT and Paramedic students need a realistic birthing simulator to prepare them for delivery in the field. It's been difficult to find a realistic simulator. This is reasonably priced while being accurate and life like (ex: bleeding and fluid expulsion)		Career and Technical Education - Perkins		Maintaining core programs and services Completing the implementation of Learning Outcomes (Course, Program, General Education, Administrative and Student Services) Meeting standards and working to achieve goals for course success, retention, degree achievement, certificate completion, transfer, and credentialing
10	EMS	Equipment	11-000-519-1-125000	56610	$90,000.00	$0.00
High-Fidelity Simulation Manikins (2)	Psycho-motor skills are an important component of safe and effective out-of-hospital care. Psycho-motor education begins in the simulation lab, where psycho-motor learning takes place. It is not realistic to practice all skills on live patients. The use of simulation provides us with a method to approximate a realistic patient presentation. High-fidelity patient simulators can mimic many patient presentations of the sick and injured. When using simulation it is important to make it as realistic as possible. The simulation lab component provides students a contextual opportunity to demonstrate what they have learned in a simulated environment. The simulation lab component is the setting for educational imprinting, cognitive integration, frequent drilling and autonomic development of psycho motor skills. Once students have demonstrated skill competence in the simulated environment, they progress to assessing and treating real patients in the clinical phase. The EMS Dept is requesting funding to purchase two high-fidelity manikins at $45,000 a piece including a 3 year warranty. This will not only better prepare our students for the rigors of patient care in the field but keep up with the current model of testing and licensing that are standard to the industry. (The industry incorporates high-fidelity manikins as the standard to test and license EMS graduates applying for National Registry Certification)		Career and Technical Education - Perkins		Maintaining core programs and services Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals
11	EMS	Equipment	11-000-519-1-125000	56410	$1,000.00	$0.00
Clinical Simulation Development	The ADN, Paramedic and Respiratory Care Programs are interested in developing clinical simulations that involve students from each of these programs, utilizing our current tecnology in this area. Fourth semester Nursing and RT students, along with first semester Paramedic students would be managing the care of a simulated patient from the pre-hospital scene to the emergency departmet of a hospital and beyond. The development of clinical simulations that involve so many facets of clinical care will require extensive time to plan, build and impliement outside of the faculty's normal workload. The Paramedic Program is asking for a $1000 stipend for the Paramedic Program faculty member who will be collaborating with the Nursing and RT instructors in the development of these extensive clinical simulations. The stipend would be paid after the successful completion and implementation of a collaborative clinical simulation.		Instructional Equipment		Maintaining core programs and services Addressing a shortfall identified during Student Learning (or administrative unit) Outcomes Assessment Meeting standards and working to achieve goals for course success, retention, degree achievement, certificate completion, transfer, and credentialing