Transcript
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I’m gonna go ahead and click record. We’re right here at the top of the hour. I’m gonna click record, and we are going to jump in.
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All right, so welcome to everyone to our webinar for today. Um, we will be talking about today, from learning to earning, is the title of our webinar, From Learning to Earning.
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And we’re going to talk about the power of youth apprenticeships. So, I have an esteemed panel with me today. I’m so, um, excited to introduce them, and they’ll tell you more about themselves and their organizations, but we have Kelly Middleton-Bates here from FHI360.
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Um, and she’s gonna talk about some of the work that they’re doing around youth apprenticeships.
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Um, in the care economy, so you see her presentation is already pulled up. Kelly’s gonna start our presentation off today.
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And then we have Teresa Moulton and Miranda Zimmerman from Indiana.
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Um, and so then we’re gonna talk about a initiative they have that is a 3-year modern youth apprenticeship program. So, I am excited for you all to hear, um, from our panelists today. We will have… we will record this, so you will get a copy of the recording, you’ll get a copy of the presentation.
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And we’ll also have this available on our NAW website and our NAW YouTube channel. So, if for some reason you want to go back and review it, or if you want to share it with your colleagues in your network, we will have that available as well.
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We’ll go through, um, our presentations today. I do encourage you to be interactive. If you have questions to put them in the chat box.
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But we won’t answer questions until the end so that we can make sure that we get through all of the relevant material.
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Um, so with that being said, I will turn it over to Kelly Middleton-Banks. She’s gonna start us off here. And so, Kelly, the floor is yours.
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Thanks so much, Kim, and it’s such a pleasure to be with you all today. So, I’m going to talk a little bit about building pathways in the care economy.
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Through apprenticeship, uh, wanting to get a chance to introduce my organization, FHI360 and the National Institute of Work and Learning to you, as well as highlight the care economy and how we’re exploring apprenticeships in that space.
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Specifically, our Youth Development Practitioner Apprenticeship and our pre-apprenticeship.
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So, a little bit about FHI360 and the National Institute of Work and Learning.
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Um, we have been in existence… we’re a global and a non-profit, um, who has 50 years in the… in this work, and we really focus on, uh, equitable access to quality education and fulfilling work
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Uh, to help people reach their highest potential. And so, our organization, the National Institute of Work and Learning, the division underneath FHI360,
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You know, we focus on two key drivers, uh, the individual well-being of… in education and employment. Uh, so we really look to work with local communities,
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And center them at the heart of the programs that we design and implement.
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Um, we are also now exploring, uh, beyond our career pathways work, expanding into apprenticeships.
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And so it’s been an exciting opportunity to support this work as the technical advisor with the National Institute of Work and Learning.
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So, to get us started, and just to provide some overview, what is the care economy? Um, the care economy is a…
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uh, is really focused on
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the care workforce, and it includes youth services, healthcare, behavioral health, community building, um,
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It’s defined in… by the Rockefeller Institute, um, as, uh, five different
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uh… three major occupation groups with five subgroups, uh, community and support services,
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Um, within your social services sector, uh, healthcare practitioners and healthcare support within your healthcare.
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And as education to education, child care. And it’s really looking at the education, health, and well-being of individuals.
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It spans across the public and private sectors. It’s a wide range of education, skills, and pay levels in the care economy.
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And it really looks to engage
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care workers that are focused on direct services, um, across the lifespan of an individual.
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And so the care economy, um, is really a growing area of work.
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There’s 17 million plus employed in the healthcare alone, uh, based on the American Hospital Association’s, uh, most recent survey.
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And 2.6 million new jobs are projected to be developed. So the care economy, um, is growing rapidly, um, and is really one to look towards as you’re thinking about your workforce and your local areas, opportunities for your adults, and specifically opportunities for your youth.
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So why apprenticeships in the care economy? Um, apprenticeship is the gold standard work-based learning. It is the tool in which you can really not only
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provide support to your employer partners, but also create, uh, wonderful earn and learn models for, um, for your youth.
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For your adults. Um, it’s structured professional development that provide portable credentials.
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Uh, that could transfer from one, uh, state to the next. Um, it also creates an opportunity for
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equity in the workforce by engaging historically underrepresented populations. And it supports applause for retention and helps, uh, reduce turnover, um, creating a pipeline for skilled workers.
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When you think about apprenticeship and, you know, you think about the traits, you know, electrician, construction, um, but the care economy, healthcare, these are growing areas for, um, apprenticeships.
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Over 37,000 healthcare apprentices are nationwide at this time, based on the Department of Labor’s information. And 13,000 of that is in education and childcare roles.
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So I think it says a lot about how these apprenticeships have been growing over the last couple years, which
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They’ve said doubled since 2016. So, as you’re thinking about apprenticeship, um, and as you’re engaging with employer partners,
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Apprenticeship can be a great resource and tool to explore, um, with those employers in the care economy to create stronger pipelines for their staff, to create more structured learning for those incumbent workers, or for those entering into the field.
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As well as getting those underrepresented populations, uh, engaged in the workforce.
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While creating a retention and other opportunities for… for the… your local community.
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So, I want to talk a little bit about how we’re engaging in the care economy, and the things that we’re looking to explore.
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Um, based on some support from the Department of Labor through the Apprenticeship Building America grant, we are exploring apprenticeships in the care economy,
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in a youth development practitioner Apprenticeship.
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community health worker, peer support specialist, sepsis use disorder, and mental health counselor. These are apprenticeship… principal occupations
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That, uh, we are supporting local organizations, community colleges, CBOs, and workforce boards, and developing apprenticeship programs in these spaces. In addition to that,
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We’ve also developed two curriculums for pre-apprentices, one being Youth Development to allow individuals exposure to, and young people exposure to youth development, uh,
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services, and then Empowering Futures, a Mental Health Curriculum,
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Uh, for pre-apprenticeship programs. So, that also is another opportunity to expose young people
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to potential careers in mental health,
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Um, such as peer support specialists,
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or behavioral tech. Um…
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We’re really looking to expand apprenticeships in the care space, and
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be a part of the…
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support and interest and innovation around leveraging apprenticeship as not only a career pipeline, but also a strong employer tool and engagement, um, that will create more opportunities for youth and adults. So, excited to be able to share with you all how we’re looking at ways to
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To support the growth in the care economy, and how to support those individuals who may be interested in exploring these occupations.
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I’d like to share this slide because I think it just gives some understanding of what the trajectory can look like.
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Um, as you’re thinking about where the entry points are, not only for your young people, but also for your adults that you may be engaging with. Um, this just gives an idea as you start as a pre-apprentice,
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You know, maybe you move into youth development, and you decide to be a camp counselor, registered behavior technician, recreation worker, you know, there’s…
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levels of error and opportunities for you to grow as you move through these different, um, occupations.
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Um, just starting out with just getting an initial exposure, and I know, uh,
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Miranda and Teresa will have a chance to talk a little bit more about how their program is doing that.
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But it’s a good opportunity just to see
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how you’re… not only your experience and your growth in your profession moves, and the trajectory for that, but also how your wages can change. And so, it’s always a good, uh…
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test to the opportunities that can be provided through workforce development to ensure that there is some type of career pathway
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for those occupations that people… that you propose to the people that you’re supporting.
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This also gives you an idea of how youth development practitioner, the substance use, or our community health worker, peer support occupations that you’re thinking about engaging with your employer partners and supporting youth through these, um,
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different occupations, the different types of roles and occupations that may be associated that you may not think
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Um, this apprenticeship program could align with.
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looking at the youth development practitioner, you’ll be youth service intake counselor, Outreach Work,
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with substance use, it’s crisis intervention specialists, community health worker, um,
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see community health worker, it’s mental health peer support, certified family partner. Um, I think it’s important to kind of see the information more than just one way, uh, to really get an understanding of that there’s true career trajectories.
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and opportunities associated with these occupations and the care.
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economy.
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So, briefly, I’ll just like to do a quick spotlight on our Youth Development Practitioner Apprenticeship and our pre-apprenticeship program.
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Um, with our youth development pre-apprenticeship, it’s really structured to build pathways into youth service and care roles.
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Um, with our pre-apprenticeship providing that early engagement for young adults, um, that is also linked to, uh, registered apprenticeship. And it’s really designed to professionalize and provide some additional structured
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Um, career and professional development.
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for individuals who are looking to support youth, which is a continually growing field.
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Um, and it’s also one that we found that there’s a genuine interest in getting more youth, uh, into this career pipeline.
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Um, my youth development pre-apprenticeship curriculum, uh, which is available for those who are interested in doing something with their youth and getting them exposure now, consists of four modules, 42 hours of instructional
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material that really focuses on the introduction of positive youth.
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Introduction to Positive Youth, as well as
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Let me just go back one. Exploring Youth Development.
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work, as well as companies in action. So that just gives you an idea of some of the topics that are covered. It’s 27 sessions.
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that are broken down in four modules, and typically it would take about 10 weeks to complete.
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And so that’s also available on our NIWL apprenticeship website that I’ll make sure to get to you all before our session finishes.
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And with our youth development practitioner, it’s 9 modules, 29 competencies, and about 150 hours, 165 hours, your typical, uh, apprenticeship program, really focusing on the core elements of what
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would need… what the skills a person would need in order to be effective in supporting youth.
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in a variety of situations. And so we really are structured both of these to not only provide exposure, but increase education and skill to support
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Be it youth or adults, and uh… these particular occupations for use of services.
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So how can you get involved, or if you’re looking for more information, um, by all means, feel free to use the QR code, um, to get connected to me or my team. There’s also a booking link that would allow you to schedule more time, uh, to talk with us about any interests that you may have in exploring the care economy.
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Be it apprenticeships, uh, in a care economy, or to develop apprenticeships for your youth or your adults. Um, I think it’s a great opportunity to, um, take advantage of as we look to grow, uh, work-based learning experiences for youth, um, as well as meeting the local needs of employers.
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that you may be encountering and working with, uh, in your area. So, I appreciate all the time that you all have given me, and, um, I look forward to hearing Miranda and Teresa’s
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presentation on the great youth apprenticeship work that they’re doing in Indiana.
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Awesome, thank you, Kelly. And, um, as Kelly is ending her slide, again, you’ll get access to all of these slides with the contact information, um, so we’ll ask Teresa if she will come up and, uh, start us on Southern Indiana Works, but Kelly, thank you so much for that information and really setting the stage and the foundation.
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Of what that connection between apprenticeships and the, um, and the care economy looks like. So, uh, Teresa and Miranda are gonna talk about now their three-year modern apprenticeship program.
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So, I will turn it over to Teresa.
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All right, well, thank you, Kim. Thank you, Kelly. Um, my name is Teresa Moulton. I am the Youth Program Manager.
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With Southern Indiana Works, and I’ll talk a little bit about who we are.
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Um, but with me today is Miranda Zimmerman, and she is with Baptist Health Floyd.
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Um, the way we’re going to do this is I’m gonna kind of start us off and talk about, um, the youth apprenticeship program that Miranda and I, um, are coordinating together, um.
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Kind of gonna bring it over to her, and she’s gonna present some slides, and then I’ll come back and kind of wrap us up, so… Um, to get us started, I’ll explain who we are as Southern Indiana Works.
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Um, we are a workforce development nonprofit. Our board is the local workforce board in our region of Indiana.
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Um, we serve 6 counties in southern Indiana. We are right across the Ohio River from Louisville, Kentucky. That helps you kind of situate where we are.
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Um, and we are sort of a bi-state region, so we do work closely with Kentuckiana Works, which is our counterpart on the Louisville side of the river.
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Um, but we are, um, business-led, so the majority of our board are employer representatives from our region.
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Um, and we have our four pillars, um. That I’ll talk about a little bit. Talent development, economic development, um, next generation talent, which I’ll get back to, and customer-centric, um, service.
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And so we work with both, uh, job seekers, we run a Work One Career Center, um, and we work with employers as well, and we try to bring them together.
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Um, also, and I’ll talk a little bit about what we do that falls under that next-gen talent, um, pillar.
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Uh, but relevant to our discussion, we are also an apprenticeship intermediary, um, in this case.
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So here’s our vision and mission. Um, we are… we lead a robust talent development system and cultivate a skilled workforce that advances our community, economy, and quality of life.
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Um, okay, so as far as next generation talent, some of the things that we do.
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Um, when we are serving, um, students in about grades 6 to 10, we’re focused on career exploration.
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Um, so we have online career assessments, either a short version that’s about 6 questions, or a longer version that’s 30 questions.
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Um, that asked students what types of things do they like to do, and gives them recommendations for careers they might be interested in.
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And then those results lead right into labor market information for, um, our region. Like I said, we work with Kentuckiano Works, so this is our bi-state region of 13 counties in Indiana and Kentucky.
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Um, we also have VR headsets. We have 10 VR headsets that we use.
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Um, with students that have, um, transferred, uh, software on them that.
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Provide these job simulations so they can spend about 5 minutes immersed in VR, doing tasks that they would do on the job.
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Right now, there are about 44 different options, um, for jobs that students can try out.
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Um, so that’s very fun. Um, and then as we get into grades 11 and 12, we are focused a little bit more on the job readiness, or the specific career training.
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Um, so we do resume and interview workshops, um, we have a summer works program, so this is a summer employment program for 6 weeks over the summer. Um, that provides young people with a job.
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Um, usually working for the local municipalities for about… A quarter to a third of them, it might be their first job, so it gets them, you know, some important experience, and also job readiness skills.
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Um, and then what we’re primarily talking about today is our youth apprenticeship, and then, of course, we also, um, have the WIOA youth services side of what we do.
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Okay, so talking about apprenticeship in Indiana, um, this is kind of a timeline.
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Of, um, the whole idea of. Creating a really robust apprenticeship system in our state, started in about 2016 to 2018.
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Um, one of the major things that some state leaders have done is to travel over to Europe, especially Switzerland.
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Um, and to see their apprenticeship system, which is really integrated into every industry, um, the, you know, vast majority of young people are in some type of apprenticeship.
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Um, and they’ve really developed, like, a strong system over there with a lot of options for students.
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Um, so then we’re trying to kind of. Create what can we do with apprenticeship in Indiana?
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Um, and that all led up to, in 2023, um, House Enrolled Act.
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10.02 is, um, established a few different things, kind of, in this.
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Space of, um, career readiness for young people, but one of the things is, um.
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The definition of a modern youth apprenticeship. Um, in, uh, the state of Indiana. So…
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Um, modern youth apprenticeship in Indiana is, um, designed to be a 3-year work-based learning program, typically starting in a student’s junior year in high school.
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Um, so that’s how we have also designed our program, um, and it has some different components that must be a part of, um.
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The program. So, number one is, um, that this is paid employment, so the entire time that our apprentices are in our apprenticeship program.
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They are, um, employees of their employer, and they are paid, um, and their pay increases over time as they gain new skills, um, and credentials.
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Um, number two is the on-the-job learning, so there will be, um, competencies that they are focused on, um, achieving on the job, um, versus in the classroom.
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So they… a lot of learning on the job. The standard for this modern youth apprenticeship is to get 650 hours on the job between their first two years, so they’re.
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Junior and senior year combined, 650 hours on the job, um, before they graduate high school.
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Um, number 3 is the related academics, so some type of coursework that is relevant to their occupation pathway.
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Um, whether that… when we’ll talk about it, could be in their high school, it could be in their CTE center.
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Um, it could be higher education. Um, number 4 is the industry credentials, so that they, um, receive some kind of industry-recognized credential, and ideally, in our program, it’s more than one.
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Um, and then number 5 is the college credits. Some type of college credit they can take with them.
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Um, maybe as they go beyond the scope of our apprenticeship.
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Um, number 6 is that, um, an optional… it’s an option to be registered with the USDOL as an apprenticeship. This is not something we have done with our program, but that is another option for modern youth apprenticeship.
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Um, so the way we came on board, um, with this, uh, Modern Youth Apprenticeship program is that we became, um, an accelerator site for Ascend Indiana in 2024.
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We were in the second cohort of accelerators. Um, so this provided us funding to launch our apprenticeship.
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Um, we started out with a pre-pilot, and we’ll… I’ll talk about that.
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Um, in 2024, and now in 2025, we have our first, kind of, like.
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Full cohort. Um, so to give an idea of who all has been involved in this.
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Um, launching our youth apprenticeship. Um, we have our employer partner, Baptist Health Floyd, and we will hear from Miranda more about Baptist.
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Um, Prosser Career Education Center is our CTE center who covers the same kind of footprint here in Southern Indiana that we do. Um, they are the largest career center in the state.
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Um, so we’re very lucky to have them as a local resource.
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Um, and Ivy Tech Community College, um, has been our higher education partner in planning, um, the related technical instruction for our, uh, occupation pathways.
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And then our first, um, our first school district that we worked with on our pre-pilot, um, was New Albany, Floyd County Schools.
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Um, so they have two high schools here in, um, that school district.
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And, um, we have since expanded with our second cohort to all of the school districts in our six counties, so… Um, we… yes, we started out with them as kind of our pre-pilot.
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Okay, so to talk a little bit about what our program looks like in the three years of the program.
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Um, in year one, so that is the student’s junior year.
00:23:09.000 –> 00:23:16.000
Um, they are working about 8 to 10 hours per week at the employer, at Baptist Health Floyd, the hospital.
00:23:16.000 –> 00:23:22.000
Um, they are, um, rotating between about 15 different departments in the hospital.
00:23:22.000 –> 00:23:39.000
Um, and they are, um… learning on the job, some job readiness skills, like teamwork, um, like Miranda will talk more about this, I think. Um, but kind of general job readiness skills, but then also, um, some healthcare-specific.
00:23:39.000 –> 00:23:46.000
Um, skills that they can learn on the job, um, kind of in the scope of what they can do as a first-year apprentice.
00:23:46.000 –> 00:23:51.000
Um, and then their related technical instruction for their first year, um, is our.
00:23:51.000 –> 00:24:03.000
Processors, uh, health careers program. And in that junior year, um, at Prosser, what they receive by the end of the year is their CNA, their Certified Nursing Aid certification.
00:24:03.000 –> 00:24:10.000
Um, their dementia care certification, and then CPR as well. So that’s… that’s already Prosser’s, um.
00:24:10.000 –> 00:24:18.000
Their curriculum for their junior year health careers students. Um, and then in their second year, their senior year.
00:24:18.000 –> 00:24:22.000
They are working more hours, um, at Baptist, about 20 hours a week.
00:24:22.000 –> 00:24:38.000
Um, at this point, they have chosen their occupation pathway, and we’ll talk about what options they have there, but… Um, our… our first cohort is now in their second year, um, so we do have 6 apprentices currently in the program in their second year.
00:24:38.000 –> 00:24:42.000
And they are either in our nursing pathway, our licensed practical nurse.
00:24:42.000 –> 00:24:49.000
Or in our diagnostic imaging pathway, which is like an MRI tech occupation.
00:24:49.000 –> 00:24:57.000
Um, so they are learning… they are working in those departments at Baptist now. They are either working in the nursing… different nursing areas of the hospital.
00:24:57.000 –> 00:25:05.000
Um, or are one apprentice in diagnostic imaging is working in the imaging department. Um, learning competency is more specific to those occupations.
00:25:05.000 –> 00:25:14.000
Um, and then their, um, related technical instruction would also be, um, related to their pathway, um.
00:25:14.000 –> 00:25:21.000
Some of them are taking a second year at Prosser. Prosser has different options for the second year of their health careers.
00:25:21.000 –> 00:25:31.000
Program, um… Or they could be taking some classes for, you know, um, Ivy Tech Community College, depending on what they’re doing, will.
00:25:31.000 –> 00:25:36.000
We’ll talk a little bit more about that. But they’re… they’re also preparing to graduate high school.
00:25:36.000 –> 00:25:44.000
Um, and looking ahead, we don’t have anyone in their third year yet, but their third year would be that year post-high school, that post-secondary year.
00:25:44.000 –> 00:25:54.000
Um, we would be looking at them working, um, more full-time hours, um, at Baptist. Again, they would be working in that pathway that they had, um, decided upon.
00:25:54.000 –> 00:26:02.000
Um, and then this would be focused on… on getting the rest of their related technical instruction, their credentials.
00:26:02.000 –> 00:26:12.000
Needed for that occupation. Um, so that would be the focus. They’re no longer in high school, they’re focused on, um, what they need to do next in their career.
00:26:12.000 –> 00:26:21.000
Um, and so, like I said, we started our first cohort, Cohort 1, in 2024. We start out with 10 apprentices, we currently have 6.
00:26:21.000 –> 00:26:27.000
Um, and then our second cohort just started over the summer in July, um, uh.
00:26:27.000 –> 00:26:35.000
Getting their orientation, and now they are all working, um, and that is 23 apprentices, so a much larger group that time.
00:26:35.000 –> 00:26:40.000
Um, and our, um. Our pathways… oop.
00:26:40.000 –> 00:26:48.000
Our pathways that we have for Cohort 1, um, we have them either in nursing or diagnostic imaging. So I’ll talk a little more here about.
00:26:48.000 –> 00:26:58.000
The first occupation pathways that we developed. So, um, one of our… one of… a focus of ours has been, um, to be very employer-led in developing this apprenticeship.
00:26:58.000 –> 00:27:06.000
And so, Baptist Health Void has… they’ve been the ones that have determined what are the occupation pathways. They were thinking about.
00:27:06.000 –> 00:27:17.000
What are areas that they need more employees in these areas, um, that they want to create a pipeline so that they can continue to have, um, qualified employees in those areas.
00:27:17.000 –> 00:27:27.000
Um, but also we talked about what our, um. Some occupations that we could prepare apprentices for within the timeframe of the apprenticeship.
00:27:27.000 –> 00:27:33.000
Um, one thing we really wanted to do was to make sure that by the end of the apprenticeship.
00:27:33.000 –> 00:27:43.000
The apprentice is, um, fully qualified to work. As the occupation that they’ve chosen. So we didn’t want to pick something that, um.
00:27:43.000 –> 00:27:48.000
By the end of the apprenticeship, they would be, like, almost ready, or they would be starting there.
00:27:48.000 –> 00:28:02.000
Um, a degree program or something. We want it to be something that they could complete while they were still in the program. So, um, a big one was obviously nursing, and so what we focused on was a licensed practical nurse as the occupation.
00:28:02.000 –> 00:28:11.000
That they would be preparing for. Um… Ivy Tech Community College offers, um, a long-term certificate program that prepares.
00:28:11.000 –> 00:28:19.000
Our apprentices will prepare our apprentices to take their exam, to get licensed as a licensed practical nurse.
00:28:19.000 –> 00:28:34.000
That, um, they complete in one year, so three semesters. Um, so if they, um, they now have the option to potentially start before, before they graduate high school, but if they wait until they graduate high school, it should take them a year.
00:28:34.000 –> 00:28:44.000
To complete that, and then they are a licensed practical nurse, and they can start working. Um, and you can see here the projected starting salary, um, this is from our area, based on our.
00:28:44.000 –> 00:28:50.000
Um, labor market information of our region, what they can expect to make as an LPN starting out.
00:28:50.000 –> 00:29:00.000
Um, diagnostic imaging was another one that we, um. That Baptist identified, and we had to kind of narrow it down. What type of.
00:29:00.000 –> 00:29:05.000
Imaging are we talking about? And we, um, narrowed it down to, um, an MRI tech.
00:29:05.000 –> 00:29:10.000
Being something that we could achieve, um, within the scope of those 3 years.
00:29:10.000 –> 00:29:17.000
Um, and you can see the starting salary there, too. Um, the third one that Baptist identified was a surgical tech.
00:29:17.000 –> 00:29:22.000
Um, and this is one that has been a little bit of a challenge in terms of our RTI.
00:29:22.000 –> 00:29:30.000
Um, the… we only have one surgical tech program in person in our area, and it is in Louisville.
00:29:30.000 –> 00:29:36.000
Um, there isn’t one on the Indiana side, except maybe, like, an hour and a half away.
00:29:36.000 –> 00:29:40.000
Um, so that wasn’t going to be a great option. We’ve talked about online options.
00:29:40.000 –> 00:29:46.000
Um, so this one has been a little bit of a challenge. We don’t have any apprentices in our first cohort who.
00:29:46.000 –> 00:29:51.000
Decided to go with surgical tech, so… Um, that one’s kind of in process.
00:29:51.000 –> 00:30:01.000
Um, okay, then I would like to, um, tell you a little bit about Baptist Health Florida before I turn it over to Miranda to talk about her side of things.
00:30:01.000 –> 00:30:09.000
Um, so, Baptist Health Floyd is a hospital located in New Albany, Indiana, that’s in Floyd County.
00:30:09.000 –> 00:30:18.000
Um, like I said, we are right across the river from Louisville, Kentucky, and so Baptist Health Voyage is a part of Baptist Health, which is Kentucky’s largest healthcare system.
00:30:18.000 –> 00:30:29.000
Um, and so they are our employer partner. Um, they have some of the things that they’ve done as a part of this program. They have determined the occupation pathways, like I said.
00:30:29.000 –> 00:30:37.000
They have, um, worked with us to figure out and approve the training, um, so that the employees are prepared the way they would like them to be prepared.
00:30:37.000 –> 00:30:48.000
Um, they have hired the apprentices, they are full, um… They are, uh, full employees at Baptist, and Miranda can talk about that. They’ve paid their wages.
00:30:48.000 –> 00:30:56.000
Um, and they’ve assigned an apprentice supervisor, so, um, Miranda is, um, that person, and so she can talk more about what she does.
00:30:56.000 –> 00:31:06.000
Um, kind of a special role, um, that… that Baptist has, um, for her to be able to oversee all of the apprentices.
00:31:06.000 –> 00:31:16.000
Let’s see, I think I…
00:31:16.000 –> 00:31:21.000
All right, Teresa, you can just hit the stop share, and then we’ll let Miranda.
00:31:21.000 –> 00:31:35.000
Come on in, and there’s one quick question here. I think we can probably jump to that while Miranda is pulling up her PowerPoint. But Chris asks, do you have any funding to pay for the licensing exams?
00:31:35.000 –> 00:31:43.000
Um, so we have some funding that was more, um, of startup funding from, um, from Ascend to get us started.
00:31:43.000 –> 00:31:52.000
Um, we have worked out with Baptist, um, that they are, um, paying a fee for each apprentice, um, as a part of.
00:31:52.000 –> 00:31:57.000
Um, are serving as intermediary, and I think some of that funding did go towards.
00:31:57.000 –> 00:32:01.000
Um, so far, like, some summer classes for some of our apprentices.
00:32:01.000 –> 00:32:11.000
Um, so we haven’t gotten to the point of anyone taking, like, a licensing test yet, except for what they have taken through Prosser, which is already covered by Prosser’s.
00:32:11.000 –> 00:32:20.000
Program. So, I think… That might be under the scope of things that we are… we are working out still, so hopefully that.
00:32:20.000 –> 00:32:23.000
Kind of answers that question.
00:32:23.000 –> 00:32:25.000
Thank you.
00:32:25.000 –> 00:32:39.000
Well, thank you, Teresa, and as Teresa said, I am Miranda Zimmerman. I am manager of volunteer services here at Baptist Health Lloyd, and I also supervise our apprentices in our healthcare apprentice program.
00:32:39.000 –> 00:32:52.000
Um, very excited to walk you all through the program and how it is, um, helping us build a sustainable workforce and preparing the next generation of healthcare professionals.
00:32:52.000 –> 00:32:53.000
Miranda, if you want to share your screen.
00:32:53.000 –> 00:33:01.000
I thought I… it’s showing me that I’m sharing it. Hmm…
00:33:01.000 –> 00:33:08.000
Hold on just a second, let me see…
00:33:08.000 –> 00:33:12.000
Alright, can you all see? What can you all see?
00:33:12.000 –> 00:33:15.000
Okay, uh, yeah, I think you are up and running now.
00:33:15.000 –> 00:33:18.000
Okay, do you… do you see the full screen photo? Baptist Health Floyd, that’s what you all see?
00:33:18.000 –> 00:33:23.000
A fact that’s health, Floyd.
00:33:23.000 –> 00:33:24.000
Okay, perfect, all right. All right, do you… it still says Baptist Health Lloyd to you all, or do you…
00:33:24.000 –> 00:33:31.000
Mm-hmm. Yes.
00:33:31.000 –> 00:33:32.000
We still says Baptist Health Floyd.
00:33:32.000 –> 00:33:43.000
Okay. Okay. Okay, perfect. All right. So, uh, before I share about the apprenticeship program, I want to give you all a quick snapshot of who we are as Baptist Health Lloyd.
00:33:43.000 –> 00:33:51.000
Um, as Teresa said, we are part of the Baptist Health System, um, serving communities across Kentucky and southern Indiana.
00:33:51.000 –> 00:33:58.000
Here in New Albany, we are a 236-bed acute care hospital.
00:33:58.000 –> 00:34:09.000
Um, with about 2,400 employees, um, here at Floyd, we offer a full range of services, from emergency surgical services.
00:34:09.000 –> 00:34:32.000
Cardiology, women’s health, and more. Um, and as a major healthcare provider in the region and a major employer in the region, we really feel that Baptist Health Floyd is a great place to train and invest in the next generation of healthcare professionals. So we were really excited to be a part of this program.
00:34:32.000 –> 00:34:49.000
Um, a little bit of why we developed the program. As Kelly mentioned, um, there is workforce shortages nationwide, and those are due to retirement, turnover, and an increasing patient demand. Um, so we have some major gaps.
00:34:49.000 –> 00:35:01.000
That we want to fill. Um, and at Baptist, we saw that a lot of the new hires that we were hiring, they just weren’t workforce ready. They did not have those soft skills.
00:35:01.000 –> 00:35:08.000
They lack communication skills, they lack teamwork, time management, and oftentimes they lack professional etiquette.
00:35:08.000 –> 00:35:16.000
Um, which often leads to early turnover. Um, so we needed a solution, um, to kind of combat.
00:35:16.000 –> 00:35:32.000
Those issues that we were facing, and so we built. This apprenticeship program, and we are really building a pipeline of future healthcare workers, you know, from high school to workforce. Um, and we want those.
00:35:32.000 –> 00:35:39.000
New hires, those apprentices, to really be technically capable and professional. You know, we want them to be professionally.
00:35:39.000 –> 00:35:57.000
Prepared for when they enter the workforce post-school. Um, we identified some areas of need in the hospital, and like Teresa said, those areas that we identified were, um, nursing, specifically LPN and diagnostic imaging, specifically an MRI tech.
00:35:57.000 –> 00:36:16.000
And, um, in surgery, a surgical tech. The apprenticeship at a glance, again, it was created to kind of combat those workforce shortages and to help students be workforce ready, um, in partnership with Southern Indiana Works, um, our local workforce development center, like.
00:36:16.000 –> 00:36:28.000
But Teresa, it comes from. Um, we wanted to create a program that helps students kind of be immersed in healthcare and learn to be a professional while still in high school.
00:36:28.000 –> 00:36:37.000
Year one, the students rotate through multiple hospital departments, and they learn those soft skills. They learn how to be an employee.
00:36:37.000 –> 00:36:48.000
And then in year two, they are immersed into their chosen pathway, where they still continue to develop those skills, and they can continue that on-the-job exposure.
00:36:48.000 –> 00:36:57.000
Um, the selection process. The students first learn about the apprenticeship program in the fall of their.
00:36:57.000 –> 00:37:07.000
Sophomore year, um, Teresa and, um, another person that is involved, um, on our team, they go out to high schools and they introduce the program to the students.
00:37:07.000 –> 00:37:15.000
And in the spring of their sophomore year, those students apply to Prosser, our local CTE school.
00:37:15.000 –> 00:37:24.000
Once they have been, um, inter… once they have been accepted into either the healthcare program or the construction trades program at Prosser.
00:37:24.000 –> 00:37:49.000
They then apply and are interviewed here at Baptist Health. Um, and as the employee partner, you know, kind of some things that we’re looking for, we’re looking for a good attitude, we’re looking for a well-rounded student. Quite a few of our apprentices are involved in many extracurriculars. They, um, are… Their class schedules are very challenging class schedules, but, you know, we appreciate that. We appreciate that commitment.
00:37:49.000 –> 00:38:05.000
To their future, and that commitment to learn. Um, and we recognize that, you know, skills can be taught, but professionalism and eagerness to learn really can make the difference in their success in this program.
00:38:05.000 –> 00:38:19.000
So, one thing that we knew we would need to do is kind of create an expanded employee orientation. Instead of the normal two-day employee orientation that typically takes place here in the hospital.
00:38:19.000 –> 00:38:35.000
We created a week-long in-person orientation for our apprentices. Um, in that orientation, our apprentices are getting CPR certification. They are participating in a professionalism in the workplace, um.
00:38:35.000 –> 00:38:41.000
Workshop that is put on through Southern Indiana Works. They are completing, um, some of our.
00:38:41.000 –> 00:38:58.000
Workshops here at the hospital. We have a high-reliability training class and a great communication training class that we make sure that the apprentices complete before they are done with orientation. We also give them time to complete their new employee modules, you know.
00:38:58.000 –> 00:39:13.000
We want to set them out on their shadowing rotation experience, and we don’t want them to have to worry about sitting in front of a computer and completing some of those modules. So we like to get that out of the way before their orientation is complete.
00:39:13.000 –> 00:39:22.000
We take them on a tour of the hospital, and we tour the departments that they will be rotating through, and we introduce them to those department leaders that.
00:39:22.000 –> 00:39:30.000
You know, they will be reporting to me, but also, we want them to have communication with those leaders, to learn how to communicate with those leaders.
00:39:30.000 –> 00:39:41.000
Um, and we feel that this really prepares the apprentices to, you know, kind of step into their rotations, um, prepared and confident in themselves.
00:39:41.000 –> 00:39:51.000
So, a little bit about the first year rotations. Like I said, we want to build foundations. We really want to focus on building, um.
00:39:51.000 –> 00:40:05.000
Strong employees. We want to develop those soft skills and those work habits. We want them to learn how to communicate professionally. We want them to, you know, know that they have to be here on time at the hospital, we are counting on our next.
00:40:05.000 –> 00:40:14.000
Shift of employees to be here and to be ready to work on time. We want to focus on working as a team, and kind of, you know.
00:40:14.000 –> 00:40:31.000
Learning to roll with the punches, you know, kind of… The hospital and healthcare, as you all know, can change in a minute, so we want them to prepare themselves for that. And we want to build employee readiness, time management, accountability, workplace etiquette.
00:40:31.000 –> 00:40:41.000
And also, we want to take this year for them to develop an appreciation for all of the departments and how all of the departments work together for that shared patient experience.
00:40:41.000 –> 00:40:53.000
Often, people think of a hospital, and they think of nurses and doctors, and they don’t really think of all of the career options in the hospital, and what it really takes to make the hospital.
00:40:53.000 –> 00:41:02.000
Function on a day-to-day basis. So, again, year one, um, the apprentices, they, you know, build that, uh, foundation.
00:41:02.000 –> 00:41:07.000
Um, some of the things that the apprentices get the chance to do in the first year.
00:41:07.000 –> 00:41:13.000
Um, like Teresa said, they rotate through about 15 departments while they are in their.
00:41:13.000 –> 00:41:23.000
August to June first year. Um, they spend some time with our EVS, our Environmental Services, and in that time, you know, they kind of see.
00:41:23.000 –> 00:41:43.000
And understand the importance of infection prevention. In nursing, they observe patient care, and once they feel comfortable, they can kind of step in and help to take blood pressure, help to assist the patient, um, in surgical services, they get the really cool opportunity to work down in our serial processing department.
00:41:43.000 –> 00:41:54.000
Where they help disinfect instruments that have been used in surgical cases from the day before. They inspect for damage instruments, and then they reassemble those kits.
00:41:54.000 –> 00:42:02.000
To be used for the next day. And the transport department, they are transporting patients and equipment throughout the hospital.
00:42:02.000 –> 00:42:20.000
Supply chain, they’re distributing supplies to the different areas of the hospital, and registration, they are learning our check-in registration process, and they’re kind of getting some of those customer service basic skills. They’re learning, you know, how to interact with the customer on a one-on-one.
00:42:20.000 –> 00:42:28.000
Basis. And then, something that we’ve added this year is our maintenance and facilities. So we have a few apprentices.
00:42:28.000 –> 00:42:39.000
That are rotating through our facilities department, and they are observing and assisting with facilities upkeep in this first year.
00:42:39.000 –> 00:42:50.000
Um, our second year is when the apprentices kind of shift from observation to application. They are applying those skills, those certifications that they have earned.
00:42:50.000 –> 00:42:55.000
At Prosser, and those skills that they have learned through their first year here in the apprentices.
00:42:55.000 –> 00:43:05.000
And they are using those skills in their chosen pathway, um, in diagnostic imaging and in nursing is where we have our apprentices.
00:43:05.000 –> 00:43:17.000
In our year two, um, and they are, you know, no longer students in the hospital, they’re early professionals. They are putting those skills to work.
00:43:17.000 –> 00:43:23.000
Um, a little bit more of what our year 2 apprentices do in their chosen pathways.
00:43:23.000 –> 00:43:29.000
As in the LPM pathway, they are working as patient care techs. They are taking their own patient teams.
00:43:29.000 –> 00:43:41.000
They are getting vital signs. They are performing EKGs. That was something that we were excited this summer. We got to, um, train up and certify some of our apprentices.
00:43:41.000 –> 00:43:55.000
On performing EKGs on our patients. They’re assisting the patients with their daily activities, bathing, feeding, mobility, and they’re still also supporting those nurses and other clinical role… in other clinical staff.
00:43:55.000 –> 00:44:00.000
And learning and gaining more experience in that direct patient care.
00:44:00.000 –> 00:44:11.000
Diagnostic imaging. Our apprentice in diagnostic imaging is, um, functioning as a RAD tech assistant, so he is preparing patients for exams.
00:44:11.000 –> 00:44:27.000
He is transporting patients to and from radiology. He is helping to set up for exams, setting up equipment, breaking down equipment, cleaning after an exam, and he’s supporting those radiology technologists through procedures.
00:44:27.000 –> 00:44:39.000
This really gives them an opportunity, um, to explore all of the modalities with a behind-the-scenes, um, kind of aspect in diagnostic imaging.
00:44:39.000 –> 00:44:53.000
I know we said MRI-specific, but in this role still. They are moving about the whole diagnostic imaging department, and just still learning all about the different modalities.
00:44:53.000 –> 00:45:07.000
Um, after a successful pre-pilot, first cohort, we kind of go back and forth what we call them. We really… wanted to take the program to the next level, and we knew with doing that, with taking more apprentices.
00:45:07.000 –> 00:45:12.000
We would have to offer more pathways. So, in the fall of 2025.
00:45:12.000 –> 00:45:31.000
We offered, um… 5… 4 new, um, pathways, so we have a total of 7 now. The new pathways that we offer are respiratory therapy, um, MLT, the hospital engineering that I talked about earlier, and then the physical therapy assistant.
00:45:31.000 –> 00:45:36.000
Our vision at Baptist, with this apprentice program, like I said, is.
00:45:36.000 –> 00:45:53.000
To kind of get these students. Through high school, learning through high school, but when they’re finishing the program, they are those early professionals. They are prepared to be successful in the workforce, um, and just to kind of combat all of those workforce challenges that we’re.
00:45:53.000 –> 00:46:01.000
Seeing today. So, that’s a little bit about, um, Baptist’s side of our healthcare apprentice program.
00:46:01.000 –> 00:46:06.000
Um, with that, I’ll hand it back to Teresa. Thank you.
00:46:06.000 –> 00:46:16.000
Thanks, Miranda. We’ve been really lucky, uh, with Baptist as our employer partner, but then specifically to have Miranda. Um, this was… you know, not something that, um…
00:46:16.000 –> 00:46:26.000
Got necessarily heaped on top of somebody who wasn’t ready for it. Miranda’s, like, very prepared, and she’s been really great with our.
00:46:26.000 –> 00:46:27.000
All right, now I’ve got to figure out how I can option mine.
00:46:27.000 –> 00:46:30.000
Apprentices, um, so… let’s see… Okay, uh…
00:46:30.000 –> 00:46:33.000
I think I might be able to just share over you. Okay.
00:46:33.000 –> 00:46:35.000
Perfect.
00:46:35.000 –> 00:46:40.000
Okay, and then… oh, I went from the beginning. I should have done where I was.
00:46:40.000 –> 00:46:48.000
Okay, so going back to my slides here, um, one thing I did want to say about our occupation pathways is that.
00:46:48.000 –> 00:46:54.000
These are what we want to prepare them for at the end of the apprenticeship, so that they can start working as.
00:46:54.000 –> 00:47:05.000
An MRI tech as an LPN, um, but we also envision them continuing their career. We would love to hear, um, I know some of our nursing pathway apprentices want to get their RN.
00:47:05.000 –> 00:47:12.000
Following their LPN, um… Or go somewhere else in their career. So this is kind of a starting place. We want to get them to the point where.
00:47:12.000 –> 00:47:24.000
They have, um, a career that they’re certified, licensed for, that is sustainable, that is gonna pay them a great wage, and then they can kind of move forward in their career from there.
00:47:24.000 –> 00:47:33.000
Um, so I was gonna talk a little bit more of some of our new pathways that Miranda alluded to. Um, so we added these to accommodate a larger group of apprentices.
00:47:33.000 –> 00:47:45.000
Respiratory therapy and physical therapist assistant, we do envision these are going to take a little longer, um, in order to be licensed to practice in these areas in the state of Indiana, they need a two-year degree.
00:47:45.000 –> 00:47:57.000
Before they can take a licensing exam. Um, and so we do envision that this could take 2 years out from graduating from high school, so 4 years total if we start them as juniors.
00:47:57.000 –> 00:48:03.000
But you can see that reflected in the projected starting salary, um, that it is a little bit higher.
00:48:03.000 –> 00:48:08.000
Um, even though it… in the case that it requires more education.
00:48:08.000 –> 00:48:23.000
Um, medical lab tech is another one that, um, when we’ve developed the related technical instruction for these pathways, we’ve kind of looked at what does it really take to be, um, qualified to work in these professions in the state of Indiana.
00:48:23.000 –> 00:48:27.000
Um, and this has been in, you know, consultation with Baptist.
00:48:27.000 –> 00:48:34.000
So, with medical lab tech, we saw that in Indiana, um, they don’t… they didn’t need, like, a degree.
00:48:34.000 –> 00:48:43.000
To, um, process, I think it was tests of moderate complexity, and so we thought, well, maybe we could do it in two years without them getting, like, a two-year degree.
00:48:43.000 –> 00:48:50.000
Um, and we’ve learned from Baptist, they actually… it’d be more valuable to them to have somebody that could do the higher complexity lab tests. So.
00:48:50.000 –> 00:49:05.000
Now we’re looking at… that one might also be 4 years. Um… And then Miranda talked a little bit about our hospital engineering maintenance tech. This pathway is a departure from all of our other pathways in that it is not really patient care focused.
00:49:05.000 –> 00:49:17.000
Um, but it is a role that is very important to Baptist Hospital. They… what Baptist has told us is that the hospital’s like a city. It requires so many different departments, um, all working together.
00:49:17.000 –> 00:49:23.000
So the engineering maintenance, they are, you know, maintaining the building, fixing things around the building. They have backgrounds in.
00:49:23.000 –> 00:49:32.000
Um, electrical and plumbing and HVAC, in carpentry. Um, and so we went back to Prosser, our career… our career center.
00:49:32.000 –> 00:49:42.000
Um, and they also have… they have many pathways, so they have construction trades pathways in all of those areas, and so we have, I think, 4 apprentices right now. Two are electrical.
00:49:42.000 –> 00:49:59.000
Students at Prosser, who are plumbing students at Prosser, and so they are, um… Following a little bit different path, um, in terms of what they are learning, but, um, they are… they are a new part of our… of our apprenticeship, so that’s a new pathway that we have.
00:49:59.000 –> 00:50:09.000
Okay, and then we… I brought a little bit of apprentice feedback from our first cohort of apprentices. This is, um, our signing day that we did with our.
00:50:09.000 –> 00:50:26.000
First cohort of apprentices, so this, you can see our… our first cohort with… here with… with myself and Miranda. Um, this was when they committed to their occupation pathway, and we had a little… a little ceremony, and… and, you know, their families took lots of pictures. It was really nice.
00:50:26.000 –> 00:50:47.000
Um, so some of the things they’ve told us is, um, how, you know, this is a good opportunity to get their foot in the door, to see if this is something they really would like to pursue. This has been big, um… One thing we tell them is that you’re really going to be in the environment, you’re really going to be experiencing things, and you can see, is this something you want to go further in your career and pursue?
00:50:47.000 –> 00:51:08.000
And you haven’t already, you know. Gotten a bunch of student loans towards a program and something that then you find out isn’t the right fit for you. We actually have already had some apprentices decide, you know, that they actually don’t want to be in nursing, or that they actually don’t want to work in a hospital setting, and as much as we would love them to stay in those occupations and work for Baptist.
00:51:08.000 –> 00:51:16.000
We also understand that there, you know, there has to be the right fit for them. Um, and so that’s one thing that they’ve learned.
00:51:16.000 –> 00:51:27.000
You can see some of the hands-on things that Miranda talked about, and I also like this comment from an apprentice who said, um, you know, it’s a good way to get your feet wet, but be prepared to see some things.
00:51:27.000 –> 00:51:31.000
Um, and we’ve heard from some of our apprentices about that.
00:51:31.000 –> 00:51:39.000
One of our new cohort of apprentices, um, that just started, one of them witnessed childbirth on her first day as an apprentice.
00:51:39.000 –> 00:51:53.000
Um, which was not necessarily part of the plan, but she was with a respiratory rotation, and that’s… Where she ended up, um, observing that day. So, um, they really get a good idea of what this occupation is actually like, so that they don’t.
00:51:53.000 –> 00:51:57.000
Um, start something that then they realize is the wrong fit.
00:51:57.000 –> 00:52:08.000
Um, so we think that’s really valuable for them, too. Okay, and we talked a little bit about what, um, Baptist as the employer partner, what kind of their role is in the apprenticeship.
00:52:08.000 –> 00:52:16.000
So I was going to talk a little bit about Southern Indiana Works as the intermediary, what we do, what are kind of the supports that we bring.
00:52:16.000 –> 00:52:26.000
To the program. Um, I think one of the biggest things is that we are a link between stakeholders in the program. Um, we are in communication with our employer.
00:52:26.000 –> 00:52:33.000
With the students’ high schools, with our CTE center, um, with our higher education partners, um, and.
00:52:33.000 –> 00:52:47.000
Just making sure that we’re all on the same page and working towards the same goal, um… what… what is best for the apprentices and their career. Um, we also handle a lot of the data tracking, so we’re tracking their work-based learning hours.
00:52:47.000 –> 00:52:58.000
Their graduation requirements, making sure, obviously, you know, a big portion of this is that we want to make sure they graduate successfully from high school, so they have to make sure they do that.
00:52:58.000 –> 00:53:04.000
Um, and they’re changing some of our, um, diploma requirements in Indiana.
00:53:04.000 –> 00:53:10.000
So we’re keeping track of their work-based learning hours to show that they’re meeting, you know, the standards for work-based learning.
00:53:10.000 –> 00:53:17.000
Um, as laid down by the state, um, all that kind of thing. Um, we’ve also been a part of the.
00:53:17.000 –> 00:53:27.000
Research and some of the guidance, um, helping Baptists, even though Baptist is making a lot of the decisions, because we do want this program to be employer-led.
00:53:27.000 –> 00:53:37.000
We’ve really come alongside them with labor market information, with some of our research as far as the requirements of practicing in certain occupations that we’ve chosen.
00:53:37.000 –> 00:53:46.000
Uh, what are the options out there for related technical instruction? Um, I’m thinking of our surgical tech pathway, where we really had to lay out, like.
00:53:46.000 –> 00:53:52.000
Okay, Ivy Tech doesn’t have a local program as… for surgical tech, but they could go across the river to Louisville, they could.
00:53:52.000 –> 00:53:59.000
Um, potentially go all the way to Columbus, Indiana. Um, they could do an online program. Here are the, you know, pros and cons.
00:53:59.000 –> 00:54:05.000
Um, certifications as well, what are the certifications that are out there? What are the best options?
00:54:05.000 –> 00:54:12.000
Um, you know, what’s valuable to Baptists, but what maybe hadn’t they considered as another way to prepare employees.
00:54:12.000 –> 00:54:21.000
For these occupations. And then specifically for the apprentices, um, helping them with career planning and guidance as they’re thinking about their next steps.
00:54:21.000 –> 00:54:32.000
I just wanted to say briefly, as kind of a where do we go from here, um, in Indiana, there is a new project called, um, NCAP Indiana Career Apprenticeship Pathways.
00:54:32.000 –> 00:54:42.000
Um, that is being headed by the CMETS iLab Indiana. Basically, um, they are taking the Industry Talent Associations in these industries.
00:54:42.000 –> 00:54:52.000
Having them come together and design apprenticeships so that it is more kind of standardized on a state level, and so it’s not just little projects of apprenticeships here and there in the state.
00:54:52.000 –> 00:55:00.000
And that it’s really being determined by industry, and that everyone is coming together to agree on what should apprenticeships look like in Indiana.
00:55:00.000 –> 00:55:07.000
And we are a part of that. We have applied to be an intermediary for our region, um, for INCAP.
00:55:07.000 –> 00:55:17.000
So, I think… I think I’ve kind of covered. Our content here, and we hopefully have a little bit of time if anyone has questions, but I’ve also listed our.
00:55:17.000 –> 00:55:30.000
Um, information here on the screen. If anyone. You know, wants to get in touch with us, or, um, I know you’ll be getting copies of, um, the slides as well, so…
00:55:30.000 –> 00:55:42.000
All right, thank you, thank you to all three of you, and we will open it up for questions, so if you have any questions for Miranda, for Teresa, or for Kelly, feel free to, um, go ahead and put those into the chat box.
00:55:42.000 –> 00:55:55.000
We did have a question that came up, but it was answered, um, by Brittany about the… Uh, if the students take the classes during the day or in the evening, so that is in the chat box.
00:55:55.000 –> 00:56:02.000
So, you can definitely go and read that. Um, one of the questions that I had, I’ll start the questions off, is, um.
00:56:02.000 –> 00:56:16.000
What are the… do you have… yeah, you may have said this, and I may have missed it. What are the requirements to be selected as an apprentice? Because I’m sure a lot of people want to go through the program, but are there some specific requirements that they have to meet before they’re selected into the program?
00:56:16.000 –> 00:56:27.000
Yes, so we, um, we’ve, again, we’ve really been lucky to have Professor Career Education Center, um, as our career center here in the same region that we operate in.
00:56:27.000 –> 00:56:33.000
Um, and we’ve kind of used them partly, um, to help to narrow down.
00:56:33.000 –> 00:56:39.000
Uh, the number of applicants. They have their own process for determining who is accepted into Prosser.
00:56:39.000 –> 00:56:48.000
And we’ve kind of used them, you know, they do their process, and then we go through and talk to, um, the students that have been accepted into Prosser. So.
00:56:48.000 –> 00:57:06.000
That is a big one, in that they would have had to be accepted into prostate. We have thought about other… Um, options, potentially, where they could be getting some of their, um, their RTI, their college credits, their, um, certifications, maybe in other ways.
00:57:06.000 –> 00:57:11.000
But Prosser is such a great program, and they’re so well set up, and they get all of those things.
00:57:11.000 –> 00:57:17.000
Um, that that is what we’ve done so far, is that they… they first need to apply and get into Prosser.
00:57:17.000 –> 00:57:22.000
Um, so they apply in their sophomore year, and that’s also when we’re talking to them about the apprenticeship.
00:57:22.000 –> 00:57:33.000
And we’re saying, um, you know, you can apply to Proscher, and this apprenticeship kind of goes along with Prosser. So we really want them to work together to be, like, kind of something to build up on top of Prosser.
00:57:33.000 –> 00:57:40.000
Um, so they are doing a little bit more than their other Prosser classmates. They are working at Baptist outside of those hours.
00:57:40.000 –> 00:57:44.000
Um, and they are following, kind of like, our plan for them as apprentices.
00:57:44.000 –> 00:57:55.000
Um, Prosser’s a great program by itself, but we think we kind of added this on top of that. Um, and some students weren’t even thinking about applying to Prosser, but they were interested in the apprenticeship.
00:57:55.000 –> 00:58:04.000
And so they ended up at Prosser, and then also in our program. But, um, but yes, we had, I want to say, 58 applicants, um, this past.
00:58:04.000 –> 00:58:10.000
Um, round, and Baptist accepted 23 of them, so we had a lot of interest, for sure.
00:58:10.000 –> 00:58:18.000
Oh, wow. Great. Any additional questions, Monteri? You can come off of mute.
00:58:18.000 –> 00:58:26.000
Thank you. Great information. I love it. And you may have said it, I did step away for a couple minutes.
00:58:26.000 –> 00:58:33.000
But two questions. One is, who writes the curriculum, right? That you all follow.
00:58:33.000 –> 00:58:40.000
And if you want to answer that one first, then I’ll hit you with the second.
00:58:40.000 –> 00:58:48.000
Yeah, I mean, like I said, I think we’ve… we’ve mostly built on what already has existed in our area, so as far as.
00:58:48.000 –> 00:59:00.000
Their first year, um, when they are, um. Their… their class, their related technical instruction is really through Prosser, so we build off of Prosser’s program that they already have.
00:59:00.000 –> 00:59:01.000
Where they get their, um… Uh, their classes and their, um…
00:59:01.000 –> 00:59:06.000
And they didn’t fair, uh… Classic…
00:59:06.000 –> 00:59:11.000
Their certification as a CNA, so then they’re all certified for their second year.
00:59:11.000 –> 00:59:19.000
Um, and then we’ve kind of, uh… mostly… mostly… led the students toward Ivy Tech for their next.
00:59:19.000 –> 00:59:24.000
Steph after Prosser, um, but in some cases, we’re looking at other… at other options.
00:59:24.000 –> 00:59:32.000
For, um, for our MRI tech apprentice right now, I think he’s gonna be taking some online classes in MRI.
00:59:32.000 –> 00:59:43.000
Um, and so we haven’t really developed our own… I guess if I’m understanding the question, we haven’t necessarily developed new curriculum, we’ve used what we have, um, kind of in our area.
00:59:43.000 –> 00:59:45.000
Or online.
00:59:45.000 –> 00:59:52.000
Awesome, thank you. And part two would be… What vetting process do you use?
00:59:52.000 –> 00:59:56.000
Um, because it’s pretty extensive, right? You have such a high demand.
00:59:56.000 –> 01:00:01.000
So what’s the vetting process? If any, that you use to see.
01:00:01.000 –> 01:00:08.000
If a kid says, I don’t want to do MRI. If they really understand what MRI.
01:00:08.000 –> 01:00:16.000
Is, because you… not… as not to waste. Investments, right? And maybe redirect them. So what’s that process like?
01:00:16.000 –> 01:00:22.000
That’s a great question, um, and I’ll talk a little bit, but I should let Miranda speak to this as well.
01:00:22.000 –> 01:00:28.000
Um, when they choose their… well, first of all, they’re doing their rotation, so they’ve spent some time in all the departments.
01:00:28.000 –> 01:00:36.000
We even did a special, um, surgical services, like. Field trip during one of their breaks, because if they were interested in surge check.
01:00:36.000 –> 01:00:44.000
Miranda said they really need to see surgical services during the day when they’re busy, because they’re mostly working after school, on the weekends.
01:00:44.000 –> 01:00:47.000
There aren’t necessarily a lot of surgeries scheduled at those times.
01:00:47.000 –> 01:00:54.000
Um, and so we wanted them to get that idea during that rotation period, and then they do interview with the departments.
01:00:54.000 –> 01:01:07.000
Before they’re accepted into the pathway that they wanted. So they had their choice of what pathway, but then they had to interview, um, to make sure it’s a good fit with the department.
01:01:07.000 –> 01:01:16.000
So, in their first year, they spend, um… and we’ve changed it since the first year, but they spend a.
01:01:16.000 –> 01:01:34.000
In their rotations, they have, um, two nursing rotations, so they spend about 8 weeks on nursing units, and I tell them, you know, that is your interview. You are spending time with people that could potentially, you know, be your manager, be your leader.
01:01:34.000 –> 01:01:48.000
So that is part of the vetting process. Like Teresa said, after year one, before they step into their pathway of officially, they are interviewed by those department leaders, and those department leaders remember them. I know.
01:01:48.000 –> 01:01:54.000
This… for this first cohort, we had a smaller group, but they remember them from their time.
01:01:54.000 –> 01:02:00.000
In their department. Um, and then we have even had some choose.
01:02:00.000 –> 01:02:09.000
The pathway that they thought they were interested in, and she has spent the past 3 months in that pathway, and she’s recently come to me and said.
01:02:09.000 –> 01:02:17.000
You know what? Uh, now being in this nursing rotation only, uh, this is not something for me.
01:02:17.000 –> 01:02:22.000
So, we… we are giving them the opportunity to make adjustments, um.
01:02:22.000 –> 01:02:36.000
Based on, you know, like Teresa said, we want this to be the right fit for them, so we are… We’re making adjustments as needed for them, um, and spending time with them. We learn, you know, is this…
01:02:36.000 –> 01:02:42.000
Are gonna be a good fit for you. You know, coming into this, you think you know what nursing is.
01:02:42.000 –> 01:02:51.000
Or you think you know what it is to be an MRI tech, but once you spend some time in those areas, you could get a totally different picture.
01:02:51.000 –> 01:02:59.000
So that’s why the first year, we really focus on showing them the full picture of the hospital.
01:02:59.000 –> 01:03:12.000
And so, they have that time to kind of… you know, develop, is this really something that I want to do? They have that time to make those connections with those leaders and with those peers in those departments.
01:03:12.000 –> 01:03:17.000
Said that then when it is time for them to make their decision in the spring.
01:03:17.000 –> 01:03:22.000
Um, they already have some connections set. They already, you know, they have.
01:03:22.000 –> 01:03:32.000
Like, they have vetted themselves. Like you said, they have proved themselves as an employee, as a peer, that they would be working with.
01:03:32.000 –> 01:03:46.000
Um, but again, it… This first year has been very fluid. We have made a lot of changes as needed, but we’re very appreciative of the feedback from the apprentices.
01:03:46.000 –> 01:03:51.000
And from the department leaders. You know, we’ve made some changes based on both feedback.
01:03:51.000 –> 01:03:59.000
Yeah, I don’t know if that really answered your question, but um… That… in initial.
01:03:59.000 –> 01:04:14.000
We allow Prosser to do a lot of the work, like Teresa said, Prosser has a rubric that they follow, they, um… they… they try to pick the best of the best students, so we really feel like Prosser does a lot of the legwork for us.
01:04:14.000 –> 01:04:25.000
Um, and then the apprentice says. Right, little, um, essays about why they want to be in the apprenticeship program. We read those, and then in those interviews, we…
01:04:25.000 –> 01:04:38.000
We asked them, you know, some challenging questions, um. And we… we feel like we, um, get to know them even in that short amount of time before we make our choice.
01:04:38.000 –> 01:04:55.000
Awesome. Thank you, thank you. Thank you all. So, I echo everything that has been said in the chat box about this was an absolutely amazing way to spend the last hour. You have some great information. Um, everybody will get the PowerPoint slides with all of the contact information in addition to the recording.
01:04:55.000 –> 01:05:00.000
Um, but we do appreciate you all being here with us today. Thank you to, um, our panelists, Kelly, Teresa, and Miranda, and we look forward to seeing you all very soon.
01:05:00.000 –> 01:05:12.000
Thank youThank youThank you
