TODAY news - October 2, 2003

Thursday, October 2, 2003 TODAY

School of Allied Health Professions news

Portfolio class provides SAHP students with tools for life after school

Portfolio faculty and staff pose for a photo outside of Nichol Hall. They are (from left) Bette Husted, portfolio secretary; Ardis Wazdatskey, MA, portfolio program director; Laura Alipoon, EdD, associate professor, program director for BS degree, department of radiation technology; and Lolita Davidson, EdD, portfolio instructor.

During Portfolio I, a class offered by the School of Allied Health Professions (SAHP), Neda Hadi determined to change an important aspect of her life—her eating habits.

Ms. Hadi, a doctoral student in the physical therapy program, is required to take Portfolio I and II, as are all SAHP students. This course aims to prepare students for life after graduation.

One class assignment is a behavioral change plan and log. Ms. Hadi chose to cut down on fatty foods consumption.

“ It is a good idea to plan your food in advance,” Ms. Hadi notes in her log. “I will try to keep this diet for a very long time.”

The School of Allied Health Professions has several goals, but the portfolio class focuses on:

demonstrating compassion for others in the manner of Christ;
clarifying values and attitudes of human worth in relationship to his/her understanding of God;
incorporating wholeness into all aspects of personal and professional life;
using sensitivity to accommodate diversity among individuals; and
committing to lifelong personal and professional learning.

The behavioral change plan is just one part of portfolio, though.

“ Portfolio could be called Life 101,” says Ardis Wazdatskey, MA, director of the program. “We want the students to achieve a balanced health-care profession when they finish.”

During one workshop, students discuss topics related to spiritual, cultural, and psychological wholeness in patient care. They also complete a personal mission statement, to help them focus on their goals and values.

“ After completing the personal mission statement, I have a better understanding about myself,” writes cytotechnology student Jason Chang in an online discussion board. “I realize my principles center around excellence, integrity, fairness, and patience. These are my focus in School and will be my principles in the workplace.”

Students also complete 15 hours of service learning in a location of the student’s choice.

“ I urge students to try incorporating community service into their jobs,” Ms. Wazdatskey shares. “Some choose to feed the homeless, clean beaches, helpwith the Excell tutoring program, or volunteer at the Bradley Lewis House in the Norton neighborhood.”

Afterward, students reflect on the experience and what they learned about themselves and others, what it taught them about compassion, and what societal problems were noticeable.

Jeremy Jackson, a junior in the master of physical therapy program, volunteered at the Adult Day Service (ADS) in Loma Linda. He noted in his reflection paper, “At ADS, I had the opportunity to serve others, and I received an even greater gift than I could have given them. I learned about my own insecurities and feelings. I was challenged about the worth of every individual no matter what lot they have been handed in this life. This experience also prepared me to be a better physical therapist, both in word and in practice.”

It is life-altering experiences such as Mr. Jackson’s that exemplify what the volunteering portion of the class is all about.

“ We want the students to be plugged in to their communities,” Ms. Wazdatskey says.

Mission service is another option to fulfill the service learning requirements. One student describes his missionary experience in Chuuk State, one of four South Pacific islands that make up the Federated States of Micronesia. “[While in Chuuk] it hit me that working for the benefit of others—not my own well being, my education, or my own wealth—was the key difference. I had struck on the true secret of happiness in my life—selflessness.”

Students also examine diversity and visit the Museum of Tolerance in Los Angeles.

“ I wish everyone could visit the Museum of Tolerance, to experience for just a few hours what a huge impact hatred for others has in this world,” writes Andrea Perez, doctoral physical therapy student. “I will no longer sit back and listen to words or hatred or prejudices. I believe it is my responsibility to do my part and stand up for all the people who have suffered from the hatred in the world.”

Another student left the museum rethinking life. “Everyone should live his or her life to the fullest, show no regret once we make the decision because life goes by us too fast. Also, be thankful and appreciate what we have in our life. Some people do not even know if they will live through tomorrow.”

Throughout the year, Portfolio II students attend various workshops on topics such as budget development and long-term financial planning. They also learn personal skills such as public speaking and conflict management. Topics cover teamwork, sleep deprivation, study skills, laughter, stress, resume writing, relationships, and changes in health care as well. In addition, students are challenged with ethical dilemmas and issues of compassion.

The actual portfolio that students turn in at the end of the year includes required and self-selected assignments, as well as personal reflection. The course assists in documenting goals that students have already accomplished, while course workshops and assignments facilitate further growth in all aspects.

The portfolio course encourages growth beyond the classroom, giving students something to apply to their careers and personal lives. As one student expressed in his community service reflections, “It is not often in our busy lives that we set aside time to give of ourselves for the benefit of others. Imagine the immense reward that could be gained in heaven and on this earth from serving, encouraging, and loving people that we had never even known before.”

Students reflect on experiences during portfolio class

Nanci Medina, junior, emergency medical care program, chose to read her Bible at least 30 minutes a day as a goal for the behavior modification requirements. “As I began to read my Bible daily, I was amazed at how much I didn’t know and how difficult it was to read. I went into this with one goal: to read my Bible more. The benefits were trifold of what I thought they would be. Not only do I read my Bible more, I have grown close to God.”

Kimberly Carlile, junior respiratory care student, reflects on how a personal mission statement aids in finding happiness, fulfillment, and value in living. “By knowing what characteristics I want others to see in me, and by knowing what principles, characteristics, and strengths I think are important, I will be able to live a life that makes me happy. I thought this was a fun assignment that was also very insightful.”

For his community service requirements, John Poythress, master of physical therapy student, volunteered at an elementary school, assisting the instructor and answering questions about the human skeleton. “The students really enjoyed being able to handle the bones, and this definitely drove their interest to a higher level as the questions increased.”

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Portfolio workshops to offer campus-wide lecture series

The portfolio workshops offered by the School of Allied Health Professions fulfilled a need when Greg Steiner, student activities director, Loma Linda University, wanted a campus-wide lecture series to supplement LLU’s academic programs. Starting this fall, all LLU students, faculty, and staff can attend the lectures.

Mr. Steiner and Ardis Wazdatskey, MS, director of the portfolio program, teamed up to present the lecture series named for Wil Alexander, PhD, founding director of the Center for Spiritual Life & Wholeness.

Lectures are scheduled from 5:15 to 6:00 p.m. Prior to the presentations, students will be served light meals provided by the office of student activities.

Schedule for Wil Alexander Wholeness Series
All lectures presented in the Collins Room at Drayson Center unless otherwise noted. Meals begin at 5:00 p.m., lecture from 5:15 to 6:00 p.m. Meal reservations can be made at portfolio.reservations@sahp.llu.edu.

October 1	Personal Finance (Future Planning) by Jerry Bartram, CPA
October 15	Toastmasters by Riverside Breakfast Club
November 5	Change in Health Care by Eric Anderson, PhD
November 19	Teamwork by Nadine Knight, RN (held in the Martinson Room, Drayson Center)
December 3	Sleep Deprivation by Ralph Downey, PhD
January 7	Personal Finance (Loans and Budgets) by Tom Ramaeker
January 21	Study Skills by Valerie Smith, EdS
February 4	Laughter by Laura Alipoon, EdD
February 18	Compassion by Ivan Blazen, PhD (held in the Martinson Room, Drayson Center)
March 3	Stress by Ingrid Dahlgren, MA
April 7	Conflict Styles by James Billings, MFT
April 21	Resumes and Job Interviews by Ardis Wazdatskey, MA
May 5	Relationships by William Hooker, PhD, MFT

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CLS faculty monitor and grow enrollment

Just three years ago in September, 2000, enrollment of clinical laboratory science (CLS) students in the School of Allied Health Professions stood at an incredible low. Incredible because, with a job vacancy rate of 12 percent and a predicted growth rate of 17 percent, the job market was booming. Yet only six students had registered.

The CLS faculty decided to get involved in recruitment. As a result, today’s enrollment has almost tripled.

Now, faculty are analyzing the situation in an effort to understand and avoid a repetition of the crisis of 2000.

When asked what recruitment strategies seemed to be more useful than others, CLS professor Teri Ross, MT (ASCP) (SBB), says, “The personal approach. We complete a form on each student who contacts us. In addition to recording name, addresses, college attending, and year of study, we also record information from our discussions with them. During subsequent conversations, we can pick up where we left off by pulling the form from a notebook.”

Faculty can do much with sustained recruitment efforts. But less manageable are other issues, such as salary. The disparity between comparable degrees and salaries within health care—specifically within allied health—is notable. Clinical laboratory science is a difficult degree. According to Ms. Ross, salaries are not commensurate. She points out, though, that is changing “as workplace shortages are driving interest and increasing salaries.”

Another factor that has influenced enrollment statistics at other institutions has been closed clinical sites. These schools responded by decreasing the maximum class size. That, however, has not been the case at Loma Linda University. In fact, LLU added sites. The department now has a total of seven affiliate hospital laboratories.

On the other hand, a contributing factor to LLU enrollment figures may be differences in attitude in today’s students—especially among those who are attending community colleges.

“ We have seen a decrease in interest in the life sciences and chemistry,” remarks Ms. Ross. “Students interested in the technical fields have migrated more toward computer science. However, the computer market is not as lucrative as before, so we are expecting to see a shift back.”

The forecast appears promising, but CLS faculty continue to stay alert to changing demographics. They also continue to adjust and shape the program to meet current needs. For instance, they found that prospective students have difficulty fulfilling one of the prerequisite course requirements. Analytical chemistry (also known as quantitative analysis) is required by the State of California. Yet some community colleges and universities are not offering it—at least not during the summer months, a time crucial for students to complete all their science prerequisites. The department responded by incorporating this course into the CLS program and dropping the prerequisite requirement.

Craig Jackson, JD, MSW, dean, School of Allied Health Professions, points out that “today’s realities in education often do not conform to yesterday’s expectations. Simply walking into a classroom and expecting students to be waiting for the lecture is no longer realistic. A faculty member’s responsibility is much broader now.” He adds, “The CLS faculty are to be commended for their creative and energetic solutions to seemingly overwhelming challenges.”

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Thursday, October 2, 2003 TODAY