Download AMTA Schools Summit Meeting St. Pete Beach

Dale Healey
February 2010
Dale Healey DC
 Canadian
 Chiropractor
 Massage Therapy Education experience
 University of Minnesota PhD student
 Dean, School of Massage Therapy at Northwestern
Health Sciences University
 Serve on Best Practices Committee of the MTF
 Serve as COMTA site team evaluator
Northwestern Health Sciences
University
 Located in Bloomington, Minnesota outside of




Minneapolis
Began as Chiropractic College in 1941
School of Massage Therapy and Minnesota College of
Acupuncture and Oriental Medicine added in 2000
Strong focus on integration of CAM services within
CAM as well as with the allopathic community.
Mission: The mission of Northwestern Health
Sciences University is to advance and promote natural
approaches to health through education, research,
clinical services and community involvement.
The Vision of Northwestern Health
Sciences University
Our vision is to be the University of Choice for natural
and integrative health care. We promote conservative
health care approaches that focus on the whole person.
We provide leadership to develop collaborative and
integrative health care models, support clinical
research, prepare students for successful careers,
encourage lifelong learning and service to
our community.
Objectives for this session
1.
2.
3.
4.
5.
6.
Define HBMT – understanding what it is and what it is
not
Articulate trends surrounding MT in the hospital
environment
Discuss benefits of massage therapy to the hospital
patient
List steps involved in creating a HBMT training program
including hospital training partnerships
Identify challenges involved in participating in HBMT
Develop strategies to overcome those challenges.
What is Hospital-Based Massage
Therapy?
 Hospital-Based Massage Therapy is Massage Therapy
that is based in a hospital setting
 Put another way: Massage Therapy that takes place in a
hospital setting
 Massage Therapy that happens in a hospital.
 HBMT is defined ONLY by its location (simple
definition).
 Focus of Hospital-Based Massage Class is on
competencies associated with working in the hospital
environment.
These are not your typical
massage therapy practice clients
Massage Therapy
Clinic
 Clients
 Relatively Healthy
 Contraindications
are rare
Hospital
 Patients
 Often very sick
and perhaps dying
 Contraindications
are common
These is not your typical massage
therapy practice setting
Massage therapy
clinic setting
 Dim or at least
controllable lighting
 Massage table
 Private, controlled
environment
 Scheduling: regular,
predicable
Hospital
 Bright lighting – may
or may be
controllable
 Hospital Bed
 Interruptions
common
 Schedule random
and even chaotic
Hospital Based Massage Therapy
Practice is NOT for all of your
students!
 Unpredictable and volatile environment
 Strong interpersonal skills essential
 Personal sense of resilience required
 In many ways the environment is opposite to the
environments students are looking for
 Consider a 2 phase approach for a HBMT program
What Hospital-Based Massage
Therapy is Not




Not a “Pathology” Class
Not “Medical Massage”
A massage “technique”
Hospital is a highly clinical environment but there is
not a strong clinical focus required of massage
therapists in the hospital.
 At least for now, the emphasis in most hospital
settings is on massage therapy affecting the areas we
are best known for and for which there is the most
evidence (i.e. reduction in stress, anxiety, general pain
and depressive symptoms).
Historical Considerations
 Dr. Johann Mezger – 1839-1909
 A physician credited with bringing massage to the
scientific community.
 Presented massage to fellow physicians as a form
of medical treatment and physical rehabilitation.
 Popularity in the medical community grew and
early research bolstered support for the emerging
field.
Nursing and Massage Therapy
 Massage was part of the curriculum for nurses since
the mid 1800’s
 Physical therapists used massage therapy as treatment
for certain medical conditions
 Nurses used it mostly for comfort.
 Were perhaps unaware of the physiological benefits
American Journal of Nursing
Helen Bartlett was an Instructor in Massage at Johns
Hopkins Hospital Training School for Nurses.
“Mechano-therapy, in exact definition massage and medical
gymnastics, is a method of healing existent in some form
during all history. In approximately the last decade it has
undergone radical revision, and through a perhaps
exceptionally slow evolution has reached a definite status.
It is, in brief, a department of the science of medicine,
circumscribed, indeed, but of distinct and acknowledged
value. The practice of mechano-therapy, no longer, as in
earlier struggles for recognition, performed of necessity by
the physician himself, is controlled now by him, but
assigned to an assistant.”
Bartlett, Helen Conkling, The Teaching of Massage to Pupils in Hospital Training-Schools, The American
Journal of Nursing, Vol. 1, No. 10 (Jul., 1901), pp. 718-721
American Journal of Nursing
“There continues, of course, much general ignorance and distrust of a
therapeutic measure for long almost given over to quackery, and the
present work, certainly in America, of both teachers and
practitioners, is in many ways still that of a pioneer”
3 qualifications for massage specialists:
1.
2.
3.
“A good touch in massage”
“Sufficient theoretical knowledge to detect abnormal conditions
and to distinguish between serious and less serious symptoms.”
“An infinite fund of resources which can only be the result of
individual experiences; essential alike for normal changes and the
emergencies of practice.”
Bartlett, Helen Conkling, The Teaching of Massage to Pupils in Hospital Training-Schools, The American
Journal of Nursing, Vol. 1, No. 10 (Jul., 1901), pp. 718-721
American Journal of Nursing
Helene Biermann, RN was an instructor of massage
therapy at the Graduate Training School at the
German Hospital, New York
“Massage should never be given except on a physician’s
orders. When employed as a treatment after injuries
and diseases, it should be in the hands of a person who
not only possesses the necessary technical skill
acquired by painstaking toil in massage, but who has
also a thorough knowledge of the movement cure, and
understands the nature and course of the disease as
well.”
Biermann, Helene; Notes on Massage, The American Journal of Nursing, Vol. 7, No. 7 (Apr.,
1907), pp. 534-538
American Journal of Nursing
“The result [of massage] is usually delightful, sedative
and tonic. During massage treatment most patients
are in a state of repose. Generally those who relax to
their treatment enjoy it and feel gloriously indifferent,
and needless apprehensions are dispelled. But
without the sympathetic touch the [massage therapist]
may fail to cause these desirable results and produce,
instead, quite opposite effects. The sympathetic touch
is inborn and cannot be taught nor explained. It can
be improved, but it cannot be acquired if it is not
there. It is a mystery.”
Churchill, Anna Quincy, Massage, Its Physiological Effects The American Journal of Nursing,
Vol. 15, No. 8 (May, 1915), pp. 635-640
What Happened???
4 main factors to blame
Increase in patient load due to nursing shortages
The requirement for additional documentation by
governmental regulators
3. New methods of billing demanded by insurance carriers
4. The growth of medical technology and drugs over handson methods of care.
1.
2.
MacDonald, Gayle (2005), Massage for the Hospital Patient and Medically Frail Client. Baltimore:
Lippincott Williams and Wilkins
But the pendulum is swinging back
 There is a recognition of the high-tech, specialized,
fragmented nature of care in the hospital and that
hands-on human touch can provide a sense of
wholeness.
 Skyrocketing healthcare costs, including
pharmaceuticals and hospitalization have folks
scrambling and more open to looking to CAM as a part
of the solution.
 Awareness of CAM and openness to it growing –
NCCAM, NARCCIM, CAHCIM
 CAM education included in medical school training
General Employment and
Economic Trends in Health Care
and the Hospital Environment
Total Prescription Drug Spending,
1980 – 2007(1)
$240
$200
Billions
$160
$120
$80
$40
Inflation Adjusted(2)
$0
80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 00 01 02 03 04 05 06 07
Source: Centers for Medicare & Medicaid Services, Office of the Actuary. Data released January 6, 2009.
(1)
CMS completed a benchmark revision in 2006, introducing changes in methods, definitions and source data that are
applied to the entire time series (back to 1960). For more information on this revision, see
http://www.cms.hhs.gov/NationalHealthExpendData/downloads/benchmark.pdf.
(2)
Expressed in 1980 dollars; adjusted using the overall Consumer Price Index for All Urban Consumers.
National Health Expenditures(1),
(2)
1980 – 2018
$4,500
$4,000
$3,500
Billions
$3,000
$2,500
$2,000
$1,500
$1,000
$500
$0
80 90 00 01 02 03 04 05 06 07 08 09 10 11 12 13 14 15 16 17 18
Source: Centers for Medicare & Medicaid Services, Office of the Actuary. Data released February 23, 2009.
(1)
Years 2008 – 2018 are projections.
(2)
CMS completed a benchmark revision in 2006, introducing changes in methods, definitions and source data that are
applied to the entire time series (back to 1960). For more information on this revision, see
http://www.cms.hhs.gov/NationalHealthExpendData/downloads/benchmark.pdf.
National Supply and Demand
Projections for RNs,2000 – 2020
2,900
RN FTE Demand
FTEs (Thousands)
2,700
Shortage of
over 1,000,000
nurses in 2020
2,500
2,300
2,100
1,900
1,700
RN FTE Supply
1,500
2000
2005
2010
2015
Source: National Center For Health Workforce Analysis, Bureau of Health Professions, Health Resources and Services
Administration. (2004). What Is Behind HRSA’s Projected Supply, Demand, and Shortage of Registered Nurses? Link:
ftp://ftp.hrsa.gov/bhpr/workforce/behindshortage.pdf.
2020
Millions
5.3
5.2
5.1
5.0
4.9
4.8
4.7
4.6
4.5
4.4
4.3
4.2
4.1
4.0
Number of Hospital Employees,
1993 – 2007
93
94
95
96
97
98
99
00
01
02
03
Source: Avalere Health analysis of American Hospital Association Annual Survey data, 2007, for community hospitals.
04
05
06
07
Thousands of Employees
6,000
Hospital Employment vs.
Employment in Other
(1)
Industries, 2008
4,500
3,000
1,500
0
Full-service
Restaurants
General
Medical &
Surgical
Hospitals
Limited-service Employment
Eating Places
Services
Grocery
Stores
Offices of
Physicians
Building
Equipment
Contractors
Source: Department of Labor, Bureau of Labor Statistics, Current Employment Statistics (CES) Survey, customized tables. Data released 2009.
Link: http://www.bls.gov/ces.
(1)
2008 figures reflect annual projections.
Department
Stores
Average Weekly Earnings of
Workers, Hospitals(1) vs. All
Service-providing Industries,
1990 – 2007
$900
Average Weekly Earnings
$800
Hospitals
$700
$600
$500
$400
$300
All Service-providing
Industries
$200
$100
$0
90 91 92 93 94 95 96 97 98 99 00 01 02 03 04 05 06 07
Source: Department of Labor, Bureau of Labor Statistics, Current Employment Statistics (CES) Survey, customized tables. Data released 2009.
Link: http://www.bls.gov/ces.
(1)
Includes physicians employed by hospitals.
Percent Change in Employment
Hospital vs. All Industries, 06 – 08
Hospitals
All Industries (Total Non-farm)
Quarterly (3-Month) Percent Change
1.2%
0.8%
0.8%
0.6%
0.7%
0.6%
0.4%
0.4%
0.6%
0.5%
0.5%
0.4%
0.4% 0.4%
0.8%
0.7%
0.6%
0.7%
0.4%
0.3%
0.2%
0.2%
0.0%
0.0%
-0.2%
-0.4%
-0.3%
-0.5%
-0.8%
-1.2%
-1.2%
2006
-1.6%
Qtr 1
Qtr 2
Qtr 3
2007
Qtr 4
Qtr 1
Qtr 2
Qtr 3
2008
Qtr 4
Source: Department of Labor, Bureau of Labor Statistics. Link:
http://www.bls.gov/bls/employment.htm.
Qtr 1
Qtr 2
Qtr 3
Qtr 4
American Hospital Asssociation
President and CEO
Rich Umbdenstock:
“Complementary and alternative medicine has shown
great promise in supporting and stimulating healing,"
said. "It's one of the many tools hospitals look to as
they continue to create optimal healing environments
for the patients they serve."
Trends Related to Massage
Therapists in Health Care and
Hospital Environments
Current Trends - “What”
Sept. 2008 report in Health Forum – An affiliate of the
American Hospital Association found:
•A growing proportion of hospitals are responding to
patient demand and integrating complementary and
alternative medicine (CAM) services with conventional
services
•In 2007, more than 37% of hospitals offered one or more
CAM therapies, up from 7.7% in 1998
•The survey found that massage therapy is the top CAM
service provided on an outpatient basis and is the second
most popular service behind pet therapy in an inpatient
setting.
Current Trends – “Why”
•When asked primary rationale:
•Patient demand 84%
•Clinical effectiveness 67%
•Reflects organizational mission 57%
•Attract new patients 40%
•Physician’s request 40%
Reasons Hospitals want to add MT
 Patients are demanding it
 Competition for patients.
 Clinical outcomes
 Ultimate goal of reducing costs – pharmaceuticals and
length of stay.
 It’s OK to be viewed as a “perk” at first – just need to
get in the door.
Current Trends – “Why”
Reasons for massage in an hospital
environment:
Pain management 66%
2. Massage for cancer patients 57%
3. Pregnancy massage 55%
4. Part of physical therapy 53%
5. For mobility/movement training 45%
6. Palliative care 41%
1.
“Effects of Massage in Acute and
Critical Care”
 Discussion of a systematic review of 22 articles examining the effect of
massage on relaxation, comfort, and sleep.
 Most consistent effect: reduction in anxiety.
 8/10 studies reported that massage significantly decreased anxiety or
perception of tension.
 7/10 studies found that massage produced physiologic relaxation, as
indicated by significant changes in the expected direction in one or more
physiologic indicators.
 In the 3 studies in which the effect of massage on discomfort was
investigated, it was found to be effective in reducing pain.
Richards, Kathy Culpepper RN, PhD et al, AACN Clinical Issues: Advanced Practice in Acute & Critical Care:
February 2000 - Volume 11 - Issue 1 - pp 77-96
Current Trends – “Who”
Support for initiating CAM programs:
1. Administration 53%
2. Nursing 23%
3. Physicians 22%
4. Board 3%
Relationship with Medical Staff
 Critical to long term success of the program
 Need “champions”
 Referrals can be an indication of the quality of the
relationships
Current Trends – “How”
Criteria Hospitals Used to Select CAM
Therapies:
Patient Demand 79%
2. Evidence Based 72%
3. Practitioner Availability 62%
4. Market Research 27%
5. Other 15%
1.
According to the Bureau of Labor
Statistics….
 “Employment for massage therapists is expected to
increase 20 percent from 2006 to 2016, faster than
average for all occupations.”
 “Massage therapy’s growing acceptance as a medical
tool, particularly by the medical provider and
insurance industries, will have the greatest impact on
new job growth for massage therapists.”
 Fastest growing employment opportunity is in health
care settings
According to the
AMTA 2009
industry report,
the number of
massage
therapists
reporting
practicing in a
health care
setting increased
from 10% in 2005
to 25% in 2009.
The Baby Boomer Effect
According to a study by the American Hospital Association
“When I’m 64 – How Boomers Will Change Health
Care”:
“The wave of aging Baby Boomers will reshape the
health care system forever. There will be more people
enjoying their later years, but they’ll be managing
more chronic conditions and therefore utilizing more
health care services. By 2030: The over 65 population
will nearly double as a result of the aging Boomers.
More than six of every 10 Boomers will be managing
more than one chronic condition.”
“When I’m 64: How Boomers Will Change Health Care”, American Hospital Association Report,
Washington, DC, May 2007
The Baby Boomer Effect
The convergence of four key factors drives how Boomers
will impact U.S. health care:
1. There are significantly more of them and, as they age,
they will require more health care services than any other
generation of Americans.
2. The prevalence of chronic diseases is increasing among
Boomers.
3. They have different needs and expectations than past
generations.
4. More medical services and technologies are available to
them than ever before.
“When I’m 64: How Boomers Will Change Health Care”, American Hospital
Association Report, Washington, DC, May 2007
By 2030
Hospital
Admissions
of Boomers
will more
than
double…
Leading to a
majority of
hospital
patients being
over 65
The Baby Boomer Effect
“Going Beyond the Medical Model of Care: Finally,
hospitals are undertaking initiatives to offer the more
personalized care, comfort, service and convenience that
Boomers have come to expect. From accommodating
family caregivers and reducing sound, to complementary
and alternative medicine programs (including massage and
acupuncture) and a broad range of fitness programs, the
focus is on wellness not simply restoring health.”
“Health Care Response: Innovative new approaches to
meeting patient needs reflect a broader care focus that
encompasses acute-care needs and enhances the overall
patient experience.”
“When I’m 64: How Boomers Will Change Health Care”, American Hospital Association Report,
Washington, DC, May 2007
The Baby Boomer Effect
“Seventy percent of Boomers have used some form of
complementary or alternative medicine. The most
popular treatments include massage therapy,
chiropractic services and other types of body
treatments. Complementary and alternative medicine
is being used equally to treat specific health conditions
and to improve overall wellness.”
“Health Care Implication: Aging Boomers with higher
expectations of service will demand more innovative,
personalized health care programs that cater to their
needs.”
“When I’m 64: How Boomers Will Change Health Care”, American Hospital Association Report,
Washington, DC, May 2007
Costs and Payment
Planning
 55% of hospitals offering CAM services do NOT have
CAM as part of their overall strategic plan.
 Only 30% of hospitals offering CAM services have a
strategic plan for their CAM program.
 Is this a good thing or a bad thing?
Steps to Starting a HBMT Program
1. Needs Assessment
2. Resource Assessment
3. Build the relationships
4. Design the Curriculum
5. Launch!
1. Needs Assessment
 Does a HBMT course fit with our mission and goals?
 Will the course satisfy a local market need?
 What are there potential employment opportunities
for graduates?
 Is there interest among students?
2. Resource Assessment
 What costs will be associated with starting and sustaining
the program?
 Legal review
 Human resource needs (administration and faculty)
 Time
 What resources are available to cover those costs?
 Tuition
 Grants
 Hospital contribution
 Do we have qualified faculty to teach the course?
 Do we have buy in from all constituents – faculty,
administration, hospital, etc.
 Hospital partner
3. Build the relationships
 Importance cannot be underestimated.
 More than gift baskets
3. Build the relationships
 Importance cannot be underestimated.
 More than gift baskets
 Relationships with:
 Hospital administration
 Onsite supervisors
 Faculty
 Create the Clinical Experience Agreement
 Details responsibilities of both parties
 Criminal background checks
 Immunization requirements
 Insurance requirements
4. Design the Curriculum
Course Description and Educational Objectives – be
sure they fit with your program objectives
II. Textbook
III. Lesson Plans with teaching methods and learning
activities
IV. Assessment tools and methods
I.
I. Educational Objectives
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Perform appropriate massage techniques for comfort care on diverse patient
populations.
Obtain information from patient's charts and record documentation of
session.
Interact comfortably with hospital staff.
Describe common medical devices and procedures.
Apply appropriate massage pressure, avoid applicable site restrictions, and
use appropriate positioning for patients according to their specific medical
condition.
Describe appropriate boundaries for both therapist-patient and
therapist- hospital staff interactions.
Apply appropriate infection control practices with all massage encounters in
the hospital.
Understand common medical conditions and symptoms and how they relate
to the massage session.
Discuss hospital research involving massage therapy.
Demonstrate correct body mechanics.
Educational Objectives
Students will be able to:
demonstrate effective verbal, non verbal and written
communication skills with other health care professionals
and patients.
2. demonstrate a working knowledge of George Institute
policies and procedures applicable to a massage therapy
extern.
3. demonstrate sensitivity to the cultural practices of all
individuals, institution protocol and diverse
communities/populations.
4. design an effective massage protocol in a hospital setting
with consideration for the following .

common pathology and contraindications

patient interview and treatment plan

precautions

adaptations in environment (body mechanics , music,
space, lighting)
1.
II. The Textbook
“Massage for the Hospital Patient and Medically Frail Client”
by Gayle MacDonald
“This is an essential resource for learning massage in the
acute care setting. As the need for massage in hospitals has
grown, many massage therapists and massage students are
developing their skills in this environment to broaden their
practice and meet market demand.”
“The text explores pressure adjustments, site restrictions, and
positioning needs for hospital patients and medically frail
clients. An easy-to-use conceptual format covers common
medical devices and procedures, standard precautions, the
relationship between pharmaceuticals and massage,
charting, and collecting patient data. Illustrations
demonstrate body mechanics, draping, room preparation,
and more.”
Contents
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
The revival of hospital massage
Reviewing the research
Adapting to hospital culture
Infection control practices
Pressure, site, and position – a clinical framework
Common reasons for hospitalization or medical treatment
Common conditions and symptoms
Common medical devices and procedures
Medications
Referrals, orders, and intake
The massage session
Documentation
 Notice very limited on the “techniques” or “pathology”
III. Lesson Plans with teaching
methods and learning activities
1.
Didactic Portion




2.
At least a portion should take place at the hospital.
Plenty of role playing
Include roles for hospital staff that the students will interact
with.
Emphasis on communication, documentation, safety issues,
emotional issues (i.e. reactions to serious illness and death)
Clinical Portion




Well defined roles for both student and supervisor
Include observation expectations
Scheduling
Who is the supervisor?
IV. Assessment Tools and Methods
 Journaling
 Technical component
 Emotional component
 Observation rubric
 Group presentation
 Evidence Informed Practice assignments
Quotes from past student
journals:
“The second patient that I saw with Molly was a women
in her early 50’s who had just been diagnosed with
Lung Cancer the day before. Molly and I read in her
chart that the patient had said “well I guess I’m just
here to die”. When we stopped in the patient looked
very depressed and withdrawn. It was a very sad
situation to see. The patient did not want any services
from us.”
“I would have to say that the highlight of my day was
spending the last hour with Kim the music
therapist. We saw an 81 year old woman who was
dying. I gave the patient a foot massage while Kim
played her guitar and sang songs for her. The
patient would request a song and she would sing
along with Kim. She looked so incredibly happy
and so grateful that we were there with her. She
was the sweetest woman, you just wanted to reach
over and give her a big hug.”
“It is so different giving massage to patients in
the hospital vs. what I am learning in
school. I think it is very satisfying to do this
type of massage and to see what a difference
I can make for someone in such a short
amount of time.”
Consider limiting enrollment
 May be necessary
 Application
 Interview
 faculty recommendation
 Helps to ensure student quality
The Application Process
Application with 3 questions:
1. What about this externship program prompted you to
apply for it?
2. What goals do you have for yourself by participating in
this externship opportunity?
3. What experience do you have working in a hospital (or
similar fast paced health care environment)?
Faculty Recommendation
1. Based on your interaction with the student, please provide
your opinion regarding the student’s likelihood for success
in this environment.
2. Please comment on the student’s communication skills?
In your opinion, would they be able to communicate
effectively in this environment?
3. Working in a hospital environment requires the ability to
work effectively with all kinds of personalities. For
example, there may be very emotional patients, perhaps
irritable, impersonal hospital staff, etc. Please comment
on the student’s interpersonal skills in dealing with various
personality types.
4. Please comment on this student’s attendance and tardy
record.
Faculty Recommendation
Overall I:




do not recommend this student for an
externship position.
recommend this student for an externship
position with some reservations.
recommend this student for an externship
position.
give a high recommendation of this student for
an externship position with no reservations.
The Interview
Looking for:
1.
2.
3.
4.
Student dedication
Reasons for wanting to do the externship
Ability to manage emotions and emotional
situations
Emotional maturity
Feedback from our Hospital
Partners
1. In a traditional hospital environment, who would
be the best person to approach about setting up a
partnership?
2. If a school were to approach you about getting
their students into the hospital to do clinical
rotations, what would like to hear from them?
3. What questions would you have for the school?
4. In your opinion, what would be the most
important initial steps a school could take to
form a partnership with their local hospital?
5. Anything else you think I should share with
schools considering a HBMT program?
In a traditional hospital environment, who
would be the best person to approach about
setting up a partnership?
“Typically this would run through a nursing department
or ancillary service department and education
department. Most hospital run their student clinical
(non-physician) through their general education
departments with nursing leadership taking the
management responsibility as patient care.”
Lori Knutson, Director of the Penny George Institute for
Health and Healing, Abbott Northwestern Hospital
In a traditional hospital environment, who
would be the best person to approach about
setting up a partnership?
“I would approach the person responsible for
alternative and integrative approaches to health
care. In the event you do not know the name of
the person, contact the hospital person
responsible for students and/or contracts or the
central education or nursing department.”
Katie Becker, Learning Specialist, University of
Minnesota Medical Center, Fairview
In a traditional hospital environment, who
would be the best person to approach about
setting up a partnership?
“I think approaching the manager of the
complementary therapies department/integrative
medicine area would be the best place to start.
Usually this person works closely with their VP or
director and has oversight of the budget and can
visualize how this partnership would best work with
their staff's schedules and the patients they work
with.”
Renee Sauter – Complementary Therapies - Regions
Hospital
In a traditional hospital environment, who
would be the best person to approach about
setting up a partnership?
“If there is a school associated with the hospital you
would start there otherwise other educational
departments. It is always good to have a
connection to clinical care though that has an
interest in massage to help provide support.”
Susanne M.Cutshall, R.N., C.N.S. Mayo Clinic,
Rochester, MN
If a school were to approach you about getting
their students into the hospital to do clinical
rotations, what would like to hear from them?
“Vision, Mission of the school itself and then the
intention/goals for why they want to partner. Are they
an accredited school and by whom, overview of the
student body from an academic perspective, student
conduct requirements from the school, what is school
leaderships expectations and responsibilities, how
will success be measured, forms of communication for
both students and the site and leadership between
sites.”
Lori Knutson, Director of the Penny George Institute for
Health and Healing, Abbott Northwestern Hospital
If a school were to approach you about getting
their students into the hospital to do clinical
rotations, what would like to hear from them?
“The specific student objectives, the
timeline - when to start, how many hours total,
how many students, will an instructor be on site.”
Katie Becker, Learning Specialist, University of
Minnesota Medical Center, Fairview
If a school were to approach you about getting
their students into the hospital to do clinical
rotations, what would like to hear from them?
“I would like to hear that they are willing to
provide/partner in providing supervision of their
students, that they train their students in
specifics for "patient care" (similar to your
hospital based course), and have a strong
emphasis on professionalism and timeliness.”
Renee Sauter – Complementary TherapiesRegions
Hospital
If a school were to approach you about getting
their students into the hospital to do clinical
rotations, what would like to hear from them?
“I would like to hear about the content of the
program (if there is any hospital based
education), how many hours the student are
required to have, who would provide supervision,
how would the student be referred. What would
be required for evaluation of the experience.”
Susanne M.Cutshall, R.N., C.N.S. Mayo Clinic,
Rochester, MN
What questions would you have for the school?
“The initial question for someone like me is
whether the school will sign a student affiliation
agreement and agree to non-negotiable language
such as requiring student background checks,
requiring various immunizations and
vaccinations for the students providing care,
liability and malpractice insurance, etc.”
Katie Becker, Learning Specialist, University of
Minnesota Medical Center, Fairview
What questions would you have for the school?
“In addition, I'd ask why are they interested in
partnering with us? What kind of vision do they
have for their program? What kind of standards
are their students held to? (Do they want to know
about attendance, performance, etc.) Then there
are the basic questions of how are their students
prepared for the hospital environment? Do they
have their immunizations, etc.”
Renee Sauter – Complementary Therapies-Regions
Hospital
In your opinion, what would be the most
important initial steps a school could take to
form a partnership with their local hospital?
“Be prepared to discuss how this partnership will
benefit the hospital (short term - ability to
provide services to patients, long term - prepared
massage therapist for the hospital environment)
Demonstrate passion for hospital-based massage
and know the evidence for practice.”
Lori Knutson, Director of the Penny George
Institute for Health and Healing, Abbott
Northwestern Hospital
In your opinion, what would be the most
important initial steps a school could take to
form a partnership with their local hospital?
“The University Program Director should approach
the hospital initially. I believe how you and Carol
and Lyn worked together was the right approach.
I would use that as the best practice.”
Katie Becker, Learning Specialist, University of
Minnesota Medical Center, Fairview
In your opinion, what would be the most
important initial steps a school could take to
form a partnership with their local hospital?
“My experience between partnering with NWHSU and
another local school could not have been any different! So,
I think things that stand out to me are.. A) Going out to the
hospital to meet face to face - talk about the school and
why a partnership would be a win/win for both. B)Show off
the professionalism of their massage program!! There is
nothing worse than working with a school and the students
end up not showing, are unprofessional, are not held
accountable, etc. Students need to be prepared that they
are going into a professional environment, working with
professionals and vulnerable adults - hence, they are a
representative of their school. (NWHSU students have
been fantastic!!) Those would be the 2 biggest things that
come to mind for me.”
Renee Sauter – Complementary Therapies - Regions Hospital
In your opinion, what would be the most
important initial steps a school could take to
form a partnership with their local hospital?
“Provide information on the programs and
highlight programs that have been successful at
other facilities. Talk with an Integrative Medicine
program leadership at the facility to identify
programs or areas of interest.”
Susanne M.Cutshall, R.N., C.N.S. Mayo Clinic,
Rochester, MN
Anything else you think I should share with
schools considering a HBMT program?
“Will having your students benefit both parties? remembering that the patient is our prime
concern. Hope this helps”
Katie Becker, Learning Specialist, University of
Minnesota Medical Center, Fairview
Anything else you think I should share with
schools considering a HBMT program?
“I said this above, but I believe it's a win/win for
both businesses. Schools considering this type of
partnership make their students stand out in the
field I would guess. There aren't a ton of
opportunities for students to gain this type of
hands on experience - working with patients (in a
lot of pain, are in "fragile" states, and they see
everything from post-op patients to end of life
issues.) My guess would be this would make them
well prepared to deal with any type of patient
population. Esp. in this economy, students (and
schools) would want any advantage they can get to
be competitive.”
Anything else you think I should share with
schools considering a HBMT program?
“It's also important for the hospital to have a main
contact for the school - who can they go to with
questions, direction, etc. if needed? I think in our
case, it's very helpful to have Jeff and Megan here
supervising students here on their shifts in
addition to working at NWHSU - they are very
familiar with the school, expectations, etc. My
guess is it also sends a message to the students
that their success is a priority - so much so, that
they have their own professionals based in the
hospital when able.”
Anything else you think I should share with
schools considering a HBMT program?
“Hmm...those are the thoughts I have right now and
that have stood out to me - sorry if some of them
(or all of them!) seem like no-brainers. Please let
me know if you have other questions - I'm happy
to try and take a stab at them.”
Renee Sauter – Complementary Therapies - Regions
Hospital
Anything else you think I should share with
schools considering a HBMT program?
“I think it would be important to focus on safety in
the hospital environment, positioning in the
hospital, infection control, confidentiality issues
and working with the health care team.”
Susanne M.Cutshall, R.N., C.N.S. Mayo Clinic,
Rochester, MN
Thank you for your interest!!