Kinsley
High School
Kinsley,
Kansas
Teacher:
Dr. Galen R. Boehme
Youth
Apprenticeship in Rural Health Care
By
Lindsey VanNahmen
Even
though the drawbacks of doctors being overly committed and courses not
corresponding exist, a youth apprenticeship program focusing upon medical and
health professions will benefit students of rural communities at least three
ways: Preparing students for a career, learning fundamentals, and minimizing
costs.
Youth
apprenticeships can appropriately be defined as a program that combines
academic course work with learning in the work place.Youth apprenticeships
provide a school-to work transition that allows students to enter into the
work site earlier than if they were to wait until they have completed all of
the required course work
Youth
apprenticeship programs could be very beneficial in rural communities where
the career options are limited. Employers, students, schools, and communities
can all benefit from youth apprenticeship programs. One concern that small
communities have is maintaining health care and health care facilities. Many
rural communities do not have sufficient or extensive enough health care for
all of the patrons of the town. The local medical personnel, ranging from
physicians to the hospital administrators, could cooperate to provide an
apprenticeship for students interested in medical care. The school could then
help the students in the academic areas of the program.
All of these areas have a high demand for some type of medical
attention.
By
implementing some type of youth apprenticeship in medical care of small
communities, the students benefit in many ways.
First, they will be introduced to a career field, learn fundamentals,
and learn about the job market. 3Students
will take an introductory course, “Fundamentals of Medical Field,” during
their senior year. This course
would be designed to prepare the students for on-site work.4
The school and the employers working together to develop a course will prove
that a partnership will work. Concerning the medical field and profession, the
students will learn from nurse practitioners, doctors, medical
transcriptionists, and receptionists. Second,
students will go to the learning site for half a day during one semester and
then do small odd jobs in the doctor’s office or hospital. These tasks could
consist of cleaning facilities, sterilizing tools, taking blood pressure, and
doing preliminary procedures. The
students would eventually work up to doing more complicated work. Third, the
students will eventually work side-by-side with the doctor. This program would
also introduce the current job market to the students involved. Students would
learn how this profession fits into the surrounding community and how the
economic system flows through the business. The costs of implementing such
programs could also be kept to a minimum by community support. An organization
in the community could sponsor students or make contributions to the program
in general. Funding through state
and national programs could also be considered.
Drawbacks
facing this program are doctors are frequently overly committed, the high
school curricula does not match the field, and some students lack seriousness.
Many doctors in rural communities serve anywhere from 2,000 to 5,000 patrons.
This leads to the problem of time. If
the doctors’ schedules are already filled with patients, then doctors may
not have enough time to teach an apprentice the proper tasks. Second, many
small high schools have limited courses because of the smaller staff. This
limitation might affect what the students can learn in the course work that
will prepare them to work in medicine. Also, the students will have to have a
positive attitude towards the program. Students must take responsibility to be
at their job at the assigned time and then do what is asked of them.
All
of these obstacles could be overcome with hard work and dedication from the
school, businesses, and community. First, the problem of overly committed
doctors could be solved by students working with the doctors. This would not
require any extra time if the student “shadows” the doctor. Second,
unmatched curricula could be put aside and new courses could be offered.
The doctors and hospital staff, along with the school, could set up
courses that teach the medical skills. These courses could consist of human
anatomy and physiology, medical options, the economics of the profession, and
a course that covers medicine in general.
The third problem could be solved by periodic evaluation of the
students’ progress. The students would know in advance the expectations of
their actions on and off the job site. They would also be graded in their
class work. Offering this type of program to the upper level students will
also help with the attitude problem. The students will know more if the
program is right for them. A scholars program will mean effective delivery of
instruction: Mastering literacy--basic and beyond, dealing with people and
organizations, and learning effective change skills.
Even
though drawbacks exist, a youth apprenticeship program will greatly benefit
rural communities. This type of program will take hard work and dedication
from the school, the community, students, and parents. In the end, these
apprentices will more likely stay in the community and become full-time health
care providers. This retention
could also maintain the viability of the small, rural communities.
Responses
To Questions
1.
The community that I live in is a small rural community that is
agricultural based. The number of work opportunities existing is limited. Our
school does have an internship program implemented for seniors only.
Seniors can enter into a contract with the high school principal.
The principal then sets up the guidelines with the employer and the
student so that a mutual agreement exists among all the parties. The student
is required to go to the job at the assigned time, and then promptly report
back to the school for classes. Currently, we have students working at the
local Duckwalls Store, A-1 Computer, and the nursing home.
The principal keeps in very close contact with the boss about how well
the student is progressing and his/her promptness on the job.
The student is also required to keep a daily log and then write an
assigned term paper at the end of the semester.
2.
Kansas has not yet widely started the youth apprenticeship programs.
There has been some organization and a few programs have begun to develop
throughout the state. The first is the mission that Kansas has set as a
standard for all the new programs. The mission is accomplished through
collaboration of several state entities. The primary responsibility lies with
the Kansas Department of Commerce and Housing. This department oversee many
different aspects of the program, such as business liability and incentives,
work environment, policy analysis, and continuing strategic planning and
recommendations. The Kansas Legislature states that a student is eligible for
work-study programs with the discretion of the local school board. The purpose
is to promote, stimulate and assist in part-time jobs that will complement and
enhance the educational preparation for each student.
The
Kansas School to Careers offers a variety of statewide activities.
This program is designed to introduce curriculum to fourth and fifth
graders. The primary focus is on
science and math. This trial
program will be piloted in several targeted areas throughout Kansas.
The last and most developed program exists at Haven High School.
This program provides a broad framework for the diverse demographics of
the state. The students and
teachers of this rural high school have created a “corporation.”
This corporation exists within the school and runs five separate
businesses. These businesses
include construction, agriculture, and web page design.
By contrast, students in cities such as Wichita and Kansas City have
the opportunity to work with large companies like Boeing, Sprint, and Allied
Signal.
3.
Two examples of federal legislation that have been proposed during the
Clinton administration are the School-to-Work Opportunities Act of 1994 and
the National Career Development Guidelines.
The
School-to-Work Opportunities Act of 1994 addresses the poor job prospects of
high school students. Mainly this
program helps the students who do not go on to college.
Under this helpful act, 1,800 school districts link 50,000 students in
school-to- work programs nationwide. A
partnership has been formed between unions and school to benefit the employer
and the student. Members of the
union mentor students, which has led to a better fit of school requirements to
possible jobs. In Iowa, this act
helps a specific program which is targeted for the “at risk” students.
Funds have been given to the state to promote a positive image of a
productive adulthood after high school.
The
National Career Development Guidelines provide a career structure for
comprehensive career guidance and counseling systems.
This program integrates career development activities into school
curricula at all levels. The
program is competency-based in career development of educational institutions,
social services, school-to-work transitions, and many other beneficial
programs. The primary focus of
this program is building the capacity of the state to improve career
development services and deliver information as it is needed.
This program is targeted at helping all aspects of the work force,
which does included the vital transition from school-to-work.
4.
The small community that I live in does help to promote the business
world with the education system. Many businesses donate to various causes
within the school district. This shows that they do care about the future and
the students within this community. Since our town is located in a rural
setting, it is difficult for a large number of students to come in contact
with the work place. The contact is especially limited in such youth
apprenticeship programs where the curricula is matched to the industry
involved. Our school does offer an internship program to the more contemporary
approach of youth apprenticeship programs.
Our school has formed a coalition with the local Duckwall’s store,
A-1 Computers, the nursing home, and an auto body shop. All of these programs
keep the business and the school in close ties with each other.
These programs allow students to learn new tasks and perform them on a
daily basis. All of these aspects keep this rural community going in the
proper direction for the future.
5.
“Outcome based” means that students must physically show and prove
that they can perform certain skills. The youth apprenticeship programs should
involve students with hands-on participation. The reference given states that
the apprentice should be able to cut hair like a professional. Even though it
is true that the apprentice did complete training, he/she must be able to
prove that the appropriate skills have been learned.
In a cosmetology school, students are able to cut hair when they have
completed the courses. This mastering should be evident in all apprenticeship
programs.
Apprenticeships
must be outcome based like an emergency medical service school.
When we finish we must be able to serve as an EMT and fulfill such
tasks, not just say we have completed the required hours.
6.
The AFL-CIO voices various concerns about youth apprenticeship
programs. The labor unions support programs for the school-to-work programs,
but oppose efforts to undercut child labor laws and Fair Labor Standards Act.
One of the most active concerns is the use of the name. Different definitions
of “youth apprenticeship” and “registered apprenticeship” exist. A
registered apprenticeship is defined as combining supervision, structured
on-the-job training with related theoretical instruction and is sponsored by
employers or labor groups who have the ability to hire and train for work.
Another problem is that the youth apprenticeship would not lead to journey
certification. State officials also voice concern that if youngsters become
involved with programs, they might then ask for a credential certificate. The
main concern has been that many labor unions want a definite line between the
older “registered apprenticeships” and the newer, more modern “youth
apprenticeships.” One solution
to this is naming the new program “school-to work” to solve this problem.
7.
The primary concerns of employers are that they fear they will lose in
the long run and the program will not prove beneficial for them. Eighty
percent of the employers, according to a study, are afraid that they cannot
find individuals with a good work ethic and appropriate social behavior.
Employers want an individual with a good attitude, a pleasant appearance, and
a good personality. Employers prefer college graduates because employers do
not believe high school students are mature enough. Employers also believe a
cultural barrier exists. They think apprenticeships are blue collar, and many
businesses are categorized as white collar. Companies have in their minds that
their managers will have to customize to the apprentice. Some groups are
looking in the direction of changing from culture to industry apprenticeship
standards to encourage “portability and transferability.”A third problem
is government involvement. The government is needed for an
“infrastructure” for apprenticeships. But the industry and employers have
to be the main players. The more government involvement, the less attractive
the program is to employers. The more structures and regulations, the less
employers want to be involved.
8.
At Rancho High School in Las Vegas, Nevada, a magnet program is set up
in two different areas, the Academy of Aerospace and Aviation, and the Academy
of Medical and Allied Health Professions.
The
Academy of Aerospace and Aviation is designed to fit the fields of aerospace
and aviation. Students learn the fundamentals of flight, space travel, and
rocketry. Within the industry, the students learn about the job market and
about preparation of themselves for pursuing a career in aviation. Students
have the opportunity to specialize in private pilot instruction, aerospace
engineering, and flight attendant/reservation training. Each program is
specifically organized to fit the field and the students.
Students participate in work experience activities with the help of the
community. The costs are also
held to a minimum with support from the community’s involvement, grants, and
other sources of funding.
The
Academy of Medical and Allied Health Profession, operates in the same manner
as the Aviation Academy. Students are introduced to career fields of medicine,
sports medicine, and allied health. Students learn the terminology, the
operation and the care of medical equipment, the fundamental principles, and
patient care. Students learn about the job market and about preparing for a
career in medicine.
Both
programs establish education pathways and financial aid options to prepare
students for technical schools, colleges, and universities.1
9.
Various differences exist among contextual, applied, community-based,
and experimental learning. Each technique is beneficial in some way, but most
of the time that depends on the individual who is learning the task or skill.
Contextual learning is learning from written or spoken words. These aspects
are then put into functional learning by performing the designed factors.
Applied learning is applying the knowledge to the actual job. This would
include a person who applies his/her knowledge of insurance by actually
selling the insurance. Community-based learning takes place with the help of
community involvement. In
community-based learning a local organization may help with the financial
aspects and in return help an apprentice work at a specific job. The last type
of learning, experimental, would be when a student experiments to determine
the best way to learn. Since everyone learns by different methods,
experimental learning may combine different aspects to find the right match.
This could involve applied learning as well as contextual learning, or any
other combination. This combination would benefit the student by learning
skills fast and efficiently.
10. The federal government’s main role is to act as a catalyst for youth apprenticeship programs. The government must put forth the effort to help combine the curriculum and the job training. The purpose of these efforts is to gain national credibility for apprentices as successfully trained workers in specific occupations. The government should also present the portability of the employers and the effective advantage of additional training. The government should help to promote the programs by becoming involved, but in return, the government must limit regulations. When the government is overly involved, people are hesitant to become involved with all of the specific guidelines. If the federal government acts as a catalyst to initiate the programs, the government then can oversee the programs and keep track of the progress. The federal government must be involved to the extent that it does not have entire control, but can help as a catalyst to promote the program.