DEVELOPING MILITARY TO CIVILIAN ACCELERATED/ BRIDGE PROGRAMS IN HEALTHCARE Lessons and recommendations from a national scan of select related programs, focusing on opportunities for Army Medics (68W) in nursing and allied health occupations

Linking Learning and Work June 2016 | www.cael.org ACKNOWLEDGEMENTS CAEL wishes to acknowledge and thank the Michael Reese Health Trust for its generous support of the study that made this report possible, the dedicated staff at CAEL for carrying out the work, and the following interviewees who graciously donated their time, knowledge and expertise to assist with the research:

Jose Alferez, Manager of Veterans Student Services, Kirsten Manzi, Academic Advisor, College of Nursing, College of DuPage University of South Florida Michele Bromberg, Nursing Coordinator, Illinois Marie Marcotte, Veteran Affairs Coordinator, Illinois Department of Financial and Professional Regulation Central College Kyle Chapman, Program Liaison, Texas Tech University Sandra Oliver-McNeil, Assistant Professor of Nursing, Stella Cirlos, Director of Nursing, Alamo Colleges Wayne State University Diane Cousert, Assistant Dean, Nursing and Faculty Lisa Pagano-Lawrence, Administrative Assistant for the Affairs, Parkland College VBSN, University of Michigan—Flint Bridgette Crotwell Pullis, Director, Veterans’ Bachelor of Lula Pelayo, District Director of Nursing and Allied Science in Nursing Program, University of Texas Health Health Programs, Alamo Colleges Science Center at Houston Alicia Gill Rossiter, Program Director, VCARE, Julie D’Agostino, Director of Nursing, Harper College Undergraduate Program, Nursing, Military Liaison, University of South Florida Karen M. Daley, Associate Professor of Nursing and Dean, College of Health Professions, Davenport Jason E. Saladiner, Clinical Associate Professor and University Director of Innovative Programs, College of Nursing & Health Sciences, Texas A&M University–Corpus Christi Tina B Doyle-Hines, Case Manager, Veteran Admissions, University of Texas Health Science Center at Houston Kristen Salem, Academic Services Officer, Wayne State University Jeff Fritz, Department Chair, Emergency Medical Services Professions, Temple College Mitchell Seal, Dean of Online Studies, Head of Distance Learning, University of the Incarnate Word Alex Giberson, Director of Admissions, Kaplan University Debbie Sikes, Veteran to BSN Program Director, Texas Tech University Kimberly Gilchrist-Wynter, Academic Success Coach, Medic to VBSN Program, Florida International University Judith Stallings, Program Director, Physician Assistant Department, Augusta University Mary Jane Hamilton, Founding Dean of the College Nursing and Health Sciences at Texas A&M University– Joella Tabaka, LPN Coordinator, Harper College Corpus Christi William Vinson, Campus President, Herzing University, Melinda Mitchell Jones, Associate Professor of Nursing Madison, Wisconsin and Associate Dean of Non-Traditional Undergraduate Vernell E. Walker, Dean of Professional and Technical Studies, Texas Tech University Education, Alamo Colleges Lynnette Kennison, Project Director, Veterans Bachelor Michael Welch, Veterans Resource Representative, of Science in Nursing Program, Jacksonville University Lansing Community College Jennifer Kowalkowski, Associate Academic Dean for James Whyte IV, Associate Professor of Nursing, Florida Healthcare, Director of Nursing, Herzing University State University David Lash, CAMVET/GOOD Program Director and Lead Keren Wick, Director of Research and Graduate Physician Assistant, Captain James A. Lovell Federal Programs, Director of Academic Outreach, University of Health Care Center Washington Mary Beth Luna, Dean of Health Professions & Emergency Services, Joliet Junior College DEVELOPING MILITARY TO CIVILIAN ACCELERATED/BRIDGE PROGRAMS IN HEALTHCARE Lessons and recommendations from a national scan of select related programs, focusing on opportunities for Army Medics (68W) in nursing and allied health occupations

TABLE OF CONTENTS INTRODUCTION 1 ARMY MEDIC TRAINING: AN OVERVIEW 2 Army Medic Training and the METC 2 METC Training and the Nursing Boards 3 PATHWAYS THAT RECOGNIZE MILITARY TRAINING AND EXPERIENCE 4 Prior Learning Assessment 4 What Is a Crosswalk? 4 NATIONAL VETERANS ACCELERATED/BRIDGE PROGRAM SCAN 5 Programs in Nursing 6 Emergency Medical Services (EMS) Bridge Programs 8 Other Allied Health Bridge Programs 10 Trends and Implications 11 GENERAL RECOMMENDATIONS FOR FUTURE VABPS 12 CONCLUSION: THE FUTURE OF VETERAN TO CIVILIAN HEALTHCARE CAREER ALIGNMENT 14 REFERENCES 14 APPENDIX 15

©The Council for Adult & Experiential Learning, 2016 www.cael.org INTRODUCTION potential misuse of taxpayers’ money since the gov- Recent reports continue to highlight the ongoing ernment ends up funding the same education twice: workforce shortages facing the national healthcare once through the Department of Defense’s initial industry in the coming decade, particularly within training, and a second time if the veteran makes use nursing. The Georgetown University Center on of the government-funded GI Bill (National Governors Education and the Workforce projects a shortage Association Center for Best Practices, 2015). of roughly 193,000 nursing professionals by 2020, A number of federally mandated programs despite a growing supply of nursing graduates in have been established to try and address these recent years (Carnevale, Smith & Gulish, 2015). In challenges across various military occupations and addition, national demand for allied health profes- their civilian counterparts. Most of these initia- sionals1 is expected to grow by around 30% between tives, however, have been geared towards either 2010 and 2020 (Carnevale, Smith, Gulish & Beach, implementing large scale federal or state policy 2012, p. 35). Demand is particularly acute for emer- changes (NGA Center, 2015) or altering the initial gency medical technicians (EMTs) and paramedics, training that military personnel receive to include which are expected to see a 24% increase in demand civilian certifications (e.g., the Department (around 58,000 added jobs) between 2014 and 2024 of Defense’s Credentialing and Licensing Pilot (U.S. Department of Labor, 2015). Program). Another route is to encourage post- At the same time, in 2012 the U.S. Department secondary institutions to provide alternative and Defense estimated that around 85,000 members accelerated pathways for returning veterans, par- of the military served in healthcare support occu- ticularly in the healthcare field. pations, including Army medics, Navy corpsmen, Some colleges are already working to create and Air Force medical technicians. Many of these more efficient military to civilian educational tran- service members may be interested in continuing sitions, by recognizing and providing credit for the to do similar work when they transition to civilian training and experience that Army medics have careers, and their previous training and experi- already received. These types of programs are ence position them to meet some of the critical sometimes referred to as accelerated or bridge healthcare demands facing the country. programs. They are referred to in this report as The federal government has acknowledged, how- veterans accelerated/bridge programs (VABPs) ever, that it is often difficult for veterans to translate (see box on next page). their military training and experience into the formal This report highlights some of the VABPs credentials, certifications, and licensure necessary that have been developed around the coun- to attain related employment as civilians, including try. Specifically, the report will focus on civilian within the healthcare sector (Executive Office of healthcare VABP options for former U.S. Army the President of the United States, 2013). Because medics—Military Occupational Code (MOC) 68W, educational opportunities that recognize a veteran’s Army healthcare specialist. We will also touch on prior military learning are not always available and military to civilian transition opportunities for other often limited, these veterans must typically repeat military healthcare support occupations, including the training they received during their service. Not Navy corpsmen (MOC: HM-0000) and the Air Force only is this redundancy a waste of time and money for aerospace medical service apprentices (or medical the veteran pursuing further education but it is also a technicians, MOC: 4N0X1). These three health- care occupations are among the military’s top 10 most-populated Military Occupational Specialties 1 Allied health professionals are defined by the Association of Schools of Allied Health Professionals (MOC’s) (U.S. Department of Defense, 2013, p.21). (ASAHP) as healthcare professionals who “deliver ser- The primary focus in this report is Army medics. vices involving the identification, evaluation, and pre- While Army medics make up well over half (58%) of vention of diseases and disorders; dietary and nutrition the military’s healthcare support personnel (U.S. services; and rehabilitation and health systems manage- Department of Defense, 2013, p. 23), they may not ment” (“What is Allied Health,” 2015).

1 2016 DEVELOPING MILITARY TO CIVILIAN ACCELERATED/BRIDGE PROGRAMS IN HEALTHCARE CLARIFYING TERMINOLOGY: ACCELERATED & BRIDGE PROGRAMS

The terms accelerated and bridge carry a wide variety of meanings with regards to postsecondary educational programs.

Accelerated programs generally enable students to complete a degree program in a shorter period of time. Sometimes, programs are shortened by simply condensing a traditional curriculum into a shortened time period through a variety of methods (i.e., requiring summer attendance or requiring more hours of instruction per week). Accelerated programs might also have completely reorganized the structure and delivery of the learning activities to achieve efficiencies in covering required material. Alternatively, sometimes the term accelerated program is used when students can earn credit for what they already know and can do, typically through some kind of formal evaluation of student learning.

Bridge programs theoretically create an instructional bridge between a student’s existing learning and the outcomes required by the program—a bridge that spans the gap between existing skills, knowledge, and competencies and needed skills, knowledge, and competencies.

This report is focused on any program that acknowledges and builds on previous knowledge, skills, and abilities of the veteran, including accelerated programs utilizing prior learning assessment (PLA) as well as bridge programs. Therefore this report is using a hybrid term of our own invention: Veteran Accelerated/Bridge Programs (VABPs).

always have access to the same VABP approaches as credit for the learning that they have already com- their Navy and Air Force counterparts because their pleted: individual assessment of prior learning and training is viewed as more field-focused as opposed a “crosswalk” approach. The report then exam- to training in clinical settings. ines various VABPs nationwide that are utilizing The report begins with a brief overview of these methods in order to successfully transition the standard training that Army medics receive former Army medics or other military healthcare and the ways in which this training compares to personnel into civilian healthcare careers. Finally, the learning outcomes expected of various occu- it outlines relevant trends across a number of pations within the civilian healthcare field. The these programs, the implications of those trends report then provides a summary of two different for institutions wanting to develop similar VABP methods that might be used to award Army medics models, and recommendations for the field.

ARMY MEDIC TRAINING: and jointly train Army, Navy, Air Force, and Coast Guard service members. With each branch previ- AN OVERVIEW ously maintaining its own separate facilities, this collocation of military training programs was a Service members charged with providing med- direct result of the 2005 Base Realignment and ical care, including Army medics, must undergo a Closure (BRAC) initiative. The five superstructure, rigorous training program that results in a range multi-program medical instructional facilities of transferable skills and knowledge that have (MIFs) and several smaller MIFs located on the value in civilian healthcare professions. This train- METC campus are operated under a university-style ing begins at the Medical Education and Training administration. It is staffed by 1,200 instructors, Campus (METC), a military training facility located and as many as 20,000 students receive training at Fort Sam Houston in San Antonio, Texas. at METC each year in programs that can range in length from one month to a full year (METC, 2015). Army Medic Training and the METC The campus houses specialized facilities The largest military allied health science for advanced training, including an X-Ray lab, training facility in the world, the METC, was estab- a functional pharmacy, a dentistry lab, and an lished in 2005 in order to co-locate, consolidate, aquatic center for search and rescue training

©The Council for Adult & Experiential Learning, 2016 www.cael.org 2 programs. Of the 48 programs located on the training received by healthcare specialists (medics), campus, 38 are consolidated (combined) across corpsmen, and medical technicians and compared it the four military branches, while 10 others remain to the standard licensed practical/vocational nurse non-consolidated due to the extensive branch (LPN/LVN) curriculum. The NCSBN concluded that and occupation-specific training they require. the differences in content “preclude granting an Currently, the METC enjoys institutional accredi- LPN/VN license to veterans specialized in these tation by the Council on Occupational Education, areas without additional practical/vocational nurse and many METC programs are programmatically coursework and clinical experience.” Instead, vet- accredited by various professional associations, erans in those positions “must learn the role of the such as the Commission on Accreditation of Allied LPN/VN, the scope of practice and the principles Health Education Programs, National Accrediting of delegation in order to practice competently and Agency for Clinical Laboratory Sciences (NAACLS), safely” (NCSBN, 2013, p.12). and the Accreditation Council for Occupational This national ruling still allows individual Therapy Education (ACOTE) (Program Catalog state boards to weigh in on the specific kinds of Committee, 2016). additional coursework that are needed, and the The creation of the newly consolidated METC individual state boards have come to different curriculum involved a close examination of simi- conclusions on that topic. In some states, nursing lar civilian programs and an intentional alignment programs are permitted to design VABP programs between METC and civilian programs. Through for all three positions (Army medic, Navy corps- these efforts, METC reports that it has been able man, and Air Force medical technician). In the to establish partnerships with more than 200 METC- state of Illinois, however, the Illinois Department specific accredited degree completion plans at 43 of Financial and Professional Regulation (IDFPR) colleges and universities in 24 states across the Board of Nursing (BON) determined that Army nation. These completion programs allow military medic training is significantly different than personnel to build on their military training to com- the training for the other two occupations. The plete postsecondary degrees, such as an Associate medic training focuses more on providing care in of Applied Science (AAS) in nursing, an AAS in the field, while those in comparable roles in the radiography, an AAS and AS in health sciences, a Navy and Air Force are trained to serve in and Bachelor of Science in nursing, or a master’s degree are ultimately exposed to more clinical settings. in healthcare administration (Program Catalog Therefore, the BON has approved the develop- Committee, 2016). As one of METC’s 12 non-con- ment of corpsman (Navy) and medical technician solidated programs, the training for Army medics (Air Force) to LPN VABP programs in Illinois, but remains separate from the training program for did not approve similar programs for Army medics. related occupations in the other branches, such as Instead, the Illinois BON concluded that Army Navy corpsmen and Air Force medical technicians. medic training most directly corresponds to the education required of an EMT at its lowest occu- METC Training and the pational level (see sidebar) (IDFPR BON, 2015). A fully trained Army medic is already required to sit Nursing Boards for and pass the National Registry of Emergency The implications of this training differential Medical Technicians (NREMT) EMT-Basic license for the educational and career pathways of Army exam (Department of Defense, p.27) in order to be medics versus Navy corpsmen and Air Force Medical awarded their MOC. The Illinois BON has therefore Technicians is evident in the rulings made by national recommended that a transition to EMT would be and state boards of nursing regarding the potential a more appropriate first step for veteran medics, for that training to translate to formal nursing cer- and could provide them with initial employment tification. In 2013, the National Council of State while they obtain the additional education neces- Boards of Nursing (NCSBN) formally reviewed the sary to advance within the EMT career pathway to

3 2016 DEVELOPING MILITARY TO CIVILIAN ACCELERATED/BRIDGE PROGRAMS IN HEALTHCARE EMERGENCY MEDICAL SERVICE member’s training and occupation (except for (EMS) OCCUPATIONAL LEVELS members of the Air Force, which maintains a separate transcription system) along with the EMT-Basic certification carries the lowest credit recommendations for that learning from education/training requirement. Certification at each additional level allows an EMT to the American Council on Education. This method provide progressively more acute care to is perhaps the most straightforward for veterans patients: and service members to attain academic credit for 1. EMT-Basic (EMT-B) their military training as they do not have to take any additional steps to demonstrate that learning, 2. EMT-Advanced (AEMT) provided that the ACE credit recommendations 3. EMT-Paramedic (EMT-P/Paramedic) are accepted by the college or university. Other methods of PLA include standardized paramedic certification, or to further pursue certi- exams, such as the College Level Examination fication as an LPN or RN. Other organizations, such Program (CLEP), offered by the College Board, as the National Association of Emergency Medical and the DANTES Subject Standardized Tests Technicians (NAEMT) have similarly found the (DSST Exams). Some colleges also offer custom- medic-to-EMT pathway to be an effective one for ized exams (also known as challenge exams or easily transitioning veteran medics into the civilian departmental exams) to verify learning; these healthcare field (NAEMT, 2014). may be final exams tailored to a specific course, or other tests developed at the department level in order to assess discipline-specific knowledge PATHWAYS THAT and skills. Finally, individualized portfolio assess- ment is also a possible PLA method, consisting RECOGNIZE MILITARY of the student documenting his or her learning, typically through a written narrative and sup- TRAINING AND porting documentation (e.g., relevant projects, essays, presentations, demonstrations of skill, EXPERIENCE etc.). That portfolio would then be assessed by This report will focus on VABPs that utilize a subject matter expert, typically a college-level one or both of the key methods of assessing a faculty member, in order to determine whether learner’s existing experience and knowledge for the portfolio demonstrates mastery of particular college credit that apply in the case of military learning outcomes. learning: individualized prior learning assess- In this approach, the student’s degree plan is ment (PLA) and credit crosswalks. customized to what that individual student already knows and can do. One of the challenges inherent Prior Learning Assessment in PLA—especially in the case of veterans pursuing Prior learning assessment is the term for var- healthcare education—is that PLA credit is not uni- ious methods that colleges use to award credit formly accepted by all colleges and universities and for college-level learning acquired from other is often treated as elective credit if accepted at all sources, such as work experience, professional (see box on next page for an example). training, military training, or open source learning from the Web. There are several different meth- What Is a Crosswalk? ods of PLA. A crosswalk consists of a side-by-side compar- For veterans, an important PLA method is ison between the learning outcomes (knowledge, review of their military Joint Services Transcript skills, and abilities) attained through prior learn- (JST). The JST provides details of the service ing or training and the learning outcomes of a

©The Council for Adult & Experiential Learning, 2016 www.cael.org 4 particular college program or course. The pur- MILITARY PLA IN ILLINOIS

pose of this comparison is to indicate where As part of the Council for Adult and Experiential outcomes match and, consequently, where gaps Learning’s (CAEL) work with Illinois Joining Forces, a between a student’s learning/training and the statewide public-private network of veteran serving required outcomes and standards of a program organizations, and in conjunction with the Illinois might exist. This in turn guides the institution Board of Higher Education and its Faculty Advisory Council, the Illinois Community College Board, and as to what credit should be granted and what the Illinois Department of Veterans Affairs, CAEL learning still needs to take place in order for conducted a 2015 scan of military PLA policies and that student to meet the required standards and practices in Illinois colleges and universities. With 44% outcomes for a particular credential or degree of institutions responding, CAEL learned that: (Bitters & Wegner, 2009). A relevant example of a crosswalk is the • The vast majority of participating institutions Military to RN Career Mobility Track Program at offer some form of PLA, but even the two most common PLA methods (CLEP tests and ACE the Alamo Colleges in San Antonio, Texas (pro- credit recommendations) were not universally filed below). Military medical courses and learning available options. outcomes for medics and corpsmen were com- • There is great variance in allowable PLA meth- pared one at a time, side-by-side with the Alamo ods among institutions. Only 5 of the 17 listed Colleges’ RN program’s courses and learning PLA methods were offered by over half of the outcomes. Whenever the military learning out- participating institutions. comes matched a particular college course’s • Treatment of PLA in terms of credit application learning outcomes, that military training would and limits is not standardized. For example, be assigned associated course credit, and either many institutions limit PLA credits to electives a prospective student with that training would only and do not allow PLA credits to count for not need to take that part of the curriculum, or major requirements. an accelerated course was created that did not include the content and learning outcomes that would have already been met through standard The crosswalk approach is generally what com- military training. prises a bridge program, in that it is designed to For example, the learning outcome “Interpret provide only the courses that cover the learning abnormal physical assessment findings with gaps between what a student already knows and has patho-physiology for the client across the adult skills in and the final requirements for the creden- life span in adapting to common medical-surgical tial. The crosswalk approach allows an institution to alterations in health” was included in METC’s Air customize a program to an entire group of veterans Force, Army, and Navy curricula; since it would with similar training, rather than the more individ- not be necessary for those students to retake ualized approach of using PLA. course content to achieve that particular learning outcome, they would not be required to relearn that material. On the other hand, “Utilize critical NATIONAL VETERANS thinking skills in applying the nursing process to assist the adult client with common medical-surgi- ACCELERATED/BRIDGE cal alterations in adapting to internal and external environments” was not included in any of the PROGRAM SCAN three branches’ curriculum in any form, so mili- With the goal of establishing a set of recommen- tary students would be required to take a nursing dations for the further growth and development course that would address that learning outcome of veteran healthcare bridge programs nationally, (Pelayo, 2015). we examined a selection of programs currently

5 2016 DEVELOPING MILITARY TO CIVILIAN ACCELERATED/BRIDGE PROGRAMS IN HEALTHCARE listed as partners with METC through their website veterans, along with other licensed vocational (METC, n.d.). From this list of programs we sought nurses (LVNs) and licensed practical nurses (LPNs), to identify promising models of bridge programs to pursue an accelerated path to attaining an AAS working to transition Army medics into either nurs- in Health Science degree and, subsequently, certi- ing or allied health careers, including emergency fication as an RN. In addition to this nursing track, medical services (EMS) occupations. Alamo offers other VABPs to prepare veterans as From a total of over 200 partner programs, across medical laboratory technicians, occupational ther- 24 states, we closely examined programs at 22 dif- apy assistants, or other technologists. ferent institutions in 8 states with large military Working alongside the METC, Alamo developed presences and significant healthcare demand. From an in-depth crosswalk to ensure that military vet- this initial research we identified a subset of pro- erans with prior healthcare training would not grams that draw significantly on the existing training need to duplicate courses or learning they had and experience of veteran Army medics by providing already completed. An admissions and progressions them with meaningful opportunities to utilize PLA committee also review applicants to determine methods and crosswalks. Following are brief profiles their eligibility and whether any additional prior of this subset of programs in allied healthcare and learning credit may be awarded. For non-military nursing careers. Each profile includes a description students pursuing the AAS, the program lasts two of the program and the bridge/pathway model they years. Veterans enrolled in the Career Mobility employ as well as evidence of the ways in which they Track can complete the program within one year, benefit veteran Army medics. Additional profiles are or three semesters. All coursework is completed available in an online appendix (link provided at the online, although clinical work must be completed end of the report). at a Texas-based healthcare facility. Every year, 20 students are selected for the Programs in Nursing program, although the current enrollment is 13 Of the four VABP programs for nursing, two students. The program enjoys a 100% completion offer associate degrees in nursing (ADN), and the rate and a pass rate of over 80% on the NCLEX-RN other two offer Bachelor of Science in nursing certification exam. Moreover, the school partners (BSN) degrees. with community and local healthcare providers in order to provide job placement services for SNAPSHOT: ALAMO COLLEGES its graduates, ensuring that the transition into employment from credentialing is a smooth one. • Medic, Corpsman, and Medical Technicians to AAS in Health Science and certification as RN SNAPSHOT: HERZING UNIVERSITY • Potential time savings of one year • Medic to associate degree in nursing • In-depth crosswalk developed in partnership with METC • Potential time savings of 8 months • Individual PLA evaluation also provided upon enrollment • Credit awarded through individual PLA: CLEP/DSST, • 100% completion rate ACE recommendations Alamo Colleges (San Antonio, TX) • Students qualified for RN licensure after 1 year Located in San Antonio, which is also the home of the METC, Alamo Colleges collaborated closely Herzing University (Madison, WI) with the training center in order to develop and The Wisconsin Department of Veterans Affairs offer a curriculum geared towards Army medics, (WDVA) recently partnered with Herzing University Navy corpsmen, and Air Force medical technicians in order to create the Madison VET2RN initiative for who have completed their training within the last Army medics, Navy corpsmen, and Air Force medi- 10 years. The Career Mobility Track allows these cal technicians. This was the result of a grant to the

©The Council for Adult & Experiential Learning, 2016 www.cael.org 6 WDVA from the National Governor’s Association. SNAPSHOT: DAVENPORT UNIVERSITY Built partially on the framework of an existing • Medic or Corpsman to bachelor’s in nursing (VBSN) LPN to RN bridge that had already existed at the university’s Madison, WI, and Florida campuses, • Potential time savings of two years the initiative allows military medics to receive an • Potential cost savings, with military tuition discount, associate degree in nursing (ADN) upon comple- of close to $25,000 tion. Students are eligible to earn LPN licensure • Credit awarded through individual PLA and crosswalks (through the NCLEX-PN exam) after four months, • Spots for 15 veteran students annually and RN licensure within one year. In developing the curriculum for the VET2RN Davenport University (Grand Rapids, MI) program, administrators collaborated with stu- An example of an Army medic to bache- dents in order to determine where learning gaps lor’s degree in nursing program is the Veteran existed between the medics’ training and the Bachelor of Science in Nursing (VBSN) degree learning outcomes of the existing curriculum. offered by Davenport University in Grand They also referred to the ACE Guide during Rapids, MI in an accelerated format that incor- this process. A 16-week transitional course is porates both PLA and a credit crosswalk. The required to introduce military students to the development of the program was supported by scope of nursing care at the civilian RN level a grant from the Health Resources and Services and to assess their prior knowledge as well as Administration (HRSA) and the U.S. Department their preparedness to take on the necessary of Health and Human Services (HHS). The grant coursework. funding made it possible to develop and pro- After completing this initial course, medics vide career support services including career enter the program as advanced standing students ladders, counseling, and partnerships with com- at the one year mark and may receive up to 20 munity health systems in order to encourage the transfer credits for their military experience students to practice in local communities upon through prior learning options including CLEP and completion. DSST exams, competency-based exemption exam- For students without previous learning, this is inations, and JST/ACE credit recommendations. typically a four year, 120 credit program. Qualified The nursing associate degree for non-veterans veterans can save up to two years through the use requires 74 credits and typically takes 20 months of PLA and credit crosswalks. Many veterans are to complete; the time savings for veterans, automatically granted advanced standing in the because of credit earned through PLA, can be up program by way of a crosswalk. The institution to eight months. developed the crosswalk by aligning the standard In May 2016, the university enrolled its fourth military medical training outcomes to BSN pro- cohort of veterans in the program. One service gram learning outcomes. Veterans can also gain member has completed the associate degree in further credit through the use of PLA methods nursing, and 29 others are currently enrolled. such as JST/ACE credit recommendations, CLEP, According to William Vinson, the president of DSST, COMPASS, or other specialized placement the Madison, Wisconsin campus, the students in exams. Because veterans also receive a 20% mili- the VET2RN program consistently outperform tary discount on tuition, they may ultimately save other LPN transition students. As a result of the close to $25,000 over the course of the program program’s success, Herzing administrators are compared to other students. considering other academic programs that could Out of the 192 students admitted annually into fit within a military credit bridge program, such Davenport’s nursing program, reserved spots are set as information technology professionals. aside for 15 veterans to start the program each fall.

7 2016 DEVELOPING MILITARY TO CIVILIAN ACCELERATED/BRIDGE PROGRAMS IN HEALTHCARE SNAPSHOT: TEXAS Reserve populations. To date, the program has A&M–CORPUS CHRISTI had over 100 participants with an 80% comple- tion rate. According to Dr. Hamilton, because the • Medic to BSN (eLine Military Program) Career Center at Texas A&M maintains a strong • Potential time savings of 6-9 months focus on connecting veterans to employment, • Credit awarded individual PLA, including initial pre- every student who has completed the program test of existing learning has received employment post-graduation. • 100 participants to date, with 80% completion rate Emergency Medical Services Texas A&M (Corpus Christi, TX) (EMS) Bridge Programs Developed through the use of funds provided by An alternative pathway for Army medics into an HRSA grant in 2010, the eLine (electronic learn- a civilian healthcare career is to start with their ing in nursing education) Military Program (ELM) at existing EMT-B certification. While working in Texas A&M University–Corpus Christi also facilitates an EMS occupation, the person can then pursue access to a full BSN curriculum for veterans who additional training for other healthcare occupa- served as Army medics or Navy corpsmen. Provided tions. Programs at Temple College (TX), Lansing entirely online, the program allows veterans to Community College (MI), and Parkland College (IL) complete the program at an accelerated pace provide examples of pathway programs that make through the use of various PLA methods, qualify- this transition possible for Army medics. ing graduates to sit for the NCLEX-RN certification exam. In addition to a reduced time to a degree, SNAPSHOT: TEMPLE COLLEGE veterans also have the ability to begin the program • Medic to AEMT or Paramedic six months prior to their discharge, thereby further • Potential time savings: two semesters reducing the length of time that is necessary for • Potential cost savings to veteran of $2,142 them to spend between leaving the military and • Credit awarded through challenge and other cur- acquiring a full time position. riculum exams administered by college According to Dr. Mary Hamilton, Dean of the College of Nursing & Health Sciences, the school Temple College (Temple, TX) primarily utilizes an individualized PLA model Launched in 2010, Temple College’s Military in order to assess a veteran’s prior training for Medic Program, offered through its Department of credit. An initial evaluation takes place during EMS Professions, allows Army medics to complete which the veteran’s JST is reviewed by an inter- accelerated versions of either the Advanced EMT nal group of staff members. Next, the veteran is (AEMT) or Paramedic (EMT-P) Programs. In order given a concept level pre-test of their existing to qualify for the program, veterans must qualify learning; if students test at or above a certain for acceptance to Temple College, complete and level, they are able to test out of specific courses. pass the Health Occupations Basic Entrance Test Credits may also be awarded through the use of (assessing general education in reading, science, CLEP exams. Through these PLA opportunities, a language use, and math), and either have their veteran may be able to complete the full pro- EMT-B certification or be currently enrolled in gram in 15-18 months, saving 6-9 months against either an EMT course or the EMT credentialing the typical completion time of 24 months. process. Upon successful completion of either The program is open to all active duty person- program, the student is eligible to take the nel of all the armed services and veterans, and appropriate NREMT certification exam. has received over 2,000 inquiries. The primary According to Jeff Fritz, Department Chair of method of recruitment is by word of mouth within Emergency Medical Services Professions, the reg- the large local Army, Navy, Air Force and Marine ular AEMT Program consists of 2 semesters (a total

©The Council for Adult & Experiential Learning, 2016 www.cael.org 8 of 26 credits), while the regular Paramedic pro- program curriculum and streamline the military gram consists of 4 semesters (46 credits). Medics medic to paramedic crosswalk. As a result, the are provided the opportunity to receive credit school offers a free competency test to all appli- for their prior learning and training, primarily cants designed to identify existing competencies and through testing out of certain courses by way of remaining gaps in each individual service member’s structured curriculum-based exams provided by training when compared to this crosswalk. While the college (review materials are also prepared so the Joint Services Transcript (JST) or Community these students know what is expected). Veterans College of the Air Force (CCAF) credits are consid- who successfully pass these exams may test out of ered when awarding credit for prior learning, each any portion of the program up to two semesters, student is individually assessed. Students may be potentially leaving just two semesters remaining awarded more credit than is transcribed on military for completion, depending on the medic’s previ- transcripts if they can prove their skills on a com- ous level of knowledge and training. As a result, petency test. the program carries potential cost savings of up Even without being awarded additional credit to $2,142 if maximum credit-by-exam is attained. through these individualized forms of PLA, students can earn a Paramedic Certificate of Achievement in SNAPSHOT: LANSING COMMUNITY 28 weeks, compared to the 11-12 months required in COLLEGE traditional programs, a potential time savings of 4-5 months. Moreover, LCC offers a LPN/Paramedic to RN • Medic to Paramedic, Paramedic to RN Advanced Standing Program that can be completed in • Potential time savings of 4-5 months for medics to 10 months compared to the traditional two-year nurs- become paramedics ing program, a savings of just over a year (14 months). • Potential time savings of 14 months for paramed- The current pass rate on the NRP certification ics to RNs exam for graduates of the accelerated LCC program • Evaluation of each veteran’s prior learning and is 81%. The program is also highly recommended by existing competencies its graduates. According to Michael Welch, Veterans • Wraparound veteran support services Resource Representative, a primary reason that students are attracted to this program is the wrap- Lansing Community College (Lansing, MI) around veteran services offered at LCC: the Veteran In January 2012, Lansing Community College Resource Center on campus offers help with housing, (LCC) launched an accelerated two-semester edu- medical services, counseling, academic advising, cation program specifically designed for military military credits, and GI Bill benefits. Students also medics and AEMTs. The goal of the program is to have access to a dedicated veteran resource spe- create a two-stage pathway for military medics cialist who is also a former Army medic. and AEMTs to transition into paramedic and nurs- ing occupations. Students who complete the SNAPSHOT: PARKLAND COLLEGE first stage will be prepared to take the National • Paramedic to RN Paramedic Certification (NREMT) exam. After the • Army medics would first need to obtain training second stage, a graduate will be prepared to take to become a paramedic (EMT-P) the National Council of State Boards of Nursing • Students save 1 semester of time and $1,264.50 Licensure Exam (NCLEX-RN). The LCC program was the first accelerated military medic to paramedic Parkland College: Paramedic to Nursing (ADN) program in the country. It is now in its 5th cohort Bridge Program with an average of 16 students per cohort. Launched in 2016, Lansing Community College’s The college worked with Department of Defense program presents a different model for Army (DOD) officials in Washington to evaluate METC medics looking to eventually move into nursing;

9 2016 DEVELOPING MILITARY TO CIVILIAN ACCELERATED/BRIDGE PROGRAMS IN HEALTHCARE EMT Paramedic certification provides a stepping Veterans Health Administration’s CAMVETS/Grow stone to medics looking to attain nursing certi- Our OwnTM Program fication. An Army medic would first obtain the The U.S. Department of Veterans Affairs (VA) has training to become a paramedic (EMT-P). Then, developed an “earn while you learn” model that would Parkland offers a bridge program from paramedic allow Army medics (and Navy corpsmen) to draw on to RN. This is an example of a program that was and utilize their critical care training and experience not specifically designed for Army medics or other by working in Veterans Health Administration (VHA) members of the military but that could offer a emergency departments as intermediate care tech- time-saving pathway. nicians (ICTs) without additional required credentials Accredited by the Accreditation Commission or licensure (Ott et al., 2014). Then, while serving for Education in Nursing (ACEN) and approved by in these occupations, they can continue to pursue the Illinois BON, the bridge program takes three training for other careers like nursing. semesters to complete the associate degree in Built as new positions within the VHA emergency nursing, assuming prior Paramedic certification. departments (EDs), ICTs have a scope of practice that This saves the student at least 9 credit hours, is more advanced than the traditional VA ED technician or the equivalent of one semester, in comparison in order to match the higher level training received to the school’s regular AAS nursing degree, which by Army medics. The goal of this program is to not means a potential cost savings of $1,264.50. After only enhance patient veteran care and satisfaction, receiving an ADN, the student would then be qual- but to provide veterans with immediate work oppor- ified to sit for the NCLEX-RN exam. tunities while they pursue long-term employment, advanced education, and professional licensure (Lash Other Allied Health Bridge Programs & Martin, 2016). Since the launch of the initial pilot Army medics may also find a pathway into civil- in 2012, the program has seen definitive success, with ian healthcare professions through careers in other all 15 pilot sites supporting the idea of expanding the allied health occupations such as physicians’ assis- ICT role into other clinical settings. Accordingly, the tants, physical therapy, and health technology. Of VHA has approved the hiring of 234 additional ICT’s the programs set-up to facilitate this transition, across the U.S. (Ott et al., 2014). One of the selected pilot sites for the ICT pro- the health science–general studies program at the gram, the Captain James A. Lovell Federal Health University of the Incarnate Word, as well as the Care Center in North Chicago, has built on this initial Veteran’s Health Administration’s Grow Our Own™ employment program by simultaneously developing program (which partners with multiple institutions) and offering an educational program in collaboration are good examples of VABPs that facilitate learn- with universities offering physician assistant degrees ing and degree attainment for allied health careers as part of CAMVETS/Grow Our Own™ Directive. This through crosswalks and PLA. particular program was developed in order to provide former medics and corpsmen who are VA employees SNAPSHOT: CAMVETS/GROW with greater resources and ability to advance in their OUR OWN™ education and careers. Veterans employed as ICTs are • “Earn while you learn” model—places able to attend a physician assistant education and Army Medics in VHA emergency departments as training program while receiving specialized admis- Intermediate Care Technicians (ICTs) sion consideration as well as the potential to receive • Designed for ICTs to attend a Physician Assistant credit for their military training based on PLA. The (PA) program with special consideration VHA is also working to expand the program in order to encompass and provide opportunities in other health- • Potential to earn credit for PLA care specialties in addition to physician assistant.

©The Council for Adult & Experiential Learning, 2016 www.cael.org 10 SNAPSHOT: UNIVERSITY OF THE (Military Times, 2015). Included among the support INCARNATE WORD services they offer is a dedicated Veterans Center that • Medic to AS/BS in Health Science-General Studies provides advising staff, technology resources, and a • Potential savings of up to 30 credits veteran work-study program. • Potential cost savings, with military tuition dis- Trends and Implications count, of up to $22,000 (AS) or $35,850 (BS) In reviewing the various VABPs for Army medics • Ranked 13th out of 100 by Military Times in 2015 for and Navy/Air Force corpsmen seeking to transition level of veterans services into healthcare careers, there are a number of observable trends that carry important implications University of the Incarnate Word (San Antonio, TX) when considering how to replicate and expand such Another example of a program that offers path- opportunities nationally. ways into general allied health careers is the online • Across the country, a range of different kinds AS or BS degree in health science-general studies of VABP programs are being offered to veter- at the University of the Incarnate Word. Geared ans, including Army medics, seeking to enter both towards veterans as well as active duty mil- civilian healthcare professions. Not only do itary, the degrees prepare the student for varying healthcare bridge programs provide pathways levels of employment in a variety of allied health into more conventional nursing degrees, but occupations, including health technology, as well also for careers in emergency medical ser- as provide the ability to pursue further advanced vices, physical therapy, health information education if the veteran wishes to pursue higher technology, and a host of other allied health level healthcare careers. professions. In many cases, the VABP allows Students are typically required to complete 60 the veteran to receive training that leads di- credits for the AS degree and 120 credits to attain the rectly to the desired occupation, while in oth- BS. However, military personnel with previous allied er cases the program offers more of a progres- health training (including Army medics) are able to sive, or sequential, pathway (e.g., the Army earn between 18 and 42 credits (maximum) for their medic trains to be an EMT-P and then, while prior learning. This individualized PLA approach can working as an EMT-P, studies to become an RN). take the form of either JST/ACE credit recommen- For those veterans who cannot afford to spend dations or through CLEP or DSST exams. As a result, the time or resources in full-time study, these military personnel can save more than half the time alternative pathways may be valuable. to complete an AS degree and two-thirds of the time to complete a BS degree. Veterans also receive dis- • This wide variety of healthcare-oriented counted tuition rates: normally $505 per credit hour, bridge programs indicates that military to ci- active duty personnel only pay $250 per credit hour, vilian career transitions can be customized to while veterans pay $275 per credit hour and receive local employment needs. If a particular area free textbooks. or community experiences a greater demand for The university recruits for the program through physical therapy assistants or for health infor- monthly information sessions at military installa- mation technicians, national program models tions within Texas, including Fort Hood and Naval Air already exist which institutions can use to de- Station Corpus Christi. The university offers significant sign their own approaches. wraparound support services for active duty military • VABPs often emerge at institutions with a as well as veterans, both throughout the admissions strong commitment to serving adult/nontra- process and during enrollment. Indeed, the school ditional learners, including significant insti- was ranked number 13 out of 100 selected four-year tutional infrastructure that supports online schools by the Military Times in 2015 for the level of learning and PLA. It is notable that several academic support services they provide to veterans VABPs are offered in an online format, which

11 2016 DEVELOPING MILITARY TO CIVILIAN ACCELERATED/BRIDGE PROGRAMS IN HEALTHCARE is often significantly more accessible to adult easing the transitions for veterans with health- learners and military students. More important- care backgrounds might consider how to utilize ly, however, many of the institutions offering more crosswalk approaches when there are VABPs had robust PLA processes already in place. large numbers of veterans who might benefit. Institutions that already have the capacity to of- • Model programs also offer essential sup- fer nontraditional forms of educational attain- port and wraparound services for veterans. ment for adult learners may be well positioned Indeed, many of these programs, such as those to develop VABPs. at University of the Incarnate Word and Alamo • Most of the VABPs are relatively new, with the Colleges, have a long history of, and established overwhelming majority being less than five reputation for, providing focused and dedicat- years old. METC itself is fairly new and only began ed support services to veterans. This can in- partnering to help build VABPs in 2010. We might clude specialized admissions and financial aid expect to eventually see higher enrollment num- counseling, transitional support in finding em- bers as these programs become better established ployment and housing, ongoing academic and within their respective institutions and education- advising support while the veteran is enrolled, al/economic contexts. as well as career advising and placement fol- • Effective military healthcare bridge programs lowing graduation. Successful bridge programs implement focused, long-term efforts to re- take place not only within the context of a cruit veterans, meeting veterans where they strong institutional commitment to adult learn- are, even prior to their discharge from service. ing and continuing education, but also to veter- This strategy has included establishing a pres- ans and military personnel specifically. ence at VA centers, local military installations, or existing military training and educational institu- tions, such as the METC. GENERAL • Effective marketing and recruitment focuses on how interested veterans can leverage their RECOMMENDATIONS FOR prior learning to accelerate completion of the program. A key selling point for VABP programs FUTURE VABPS is that they provide a way for veterans to earn Following these trends and the implications they the credentials they need while saving time and carry for the development of VABP programs nation- money because of the PLA or crosswalk opportu- ally, we can make a number of recommendations for nities. Marketing and recruitment efforts should other higher education institutions that may consider explicitly outline the amount of potential sav- developing similar programs: ings veterans might attain in time and cost by 1. Conduct an inventory of local needs and mili- enrolling in a bridge program as opposed to a tary resources prior to program development. traditional program focused on the same field. Given the wide variety of bridge programs that • Crosswalks allow for universal and specific exist, as well as the diverse healthcare careers credit awards for military training. While all and pathways that they address, it is possible to of the surveyed programs implemented some identify a model that addresses a similar vari- form of individualized PLA evaluation, only a ety of economic and educational contexts. As few programs and institutions made explicit use no one-size-fits-all bridge program model exists, of crosswalks. While both approaches are effec- it is incumbent upon the government agencies, tive in meeting the veteran student where they local workforce development organizations, are in terms of existing skills and knowledge, and higher education institutions planning the crosswalk programs provide a slightly easier development of a bridge program to fully assess path for the veteran. Institutions interested in the particular strengths, needs, and resources

©The Council for Adult & Experiential Learning, 2016 www.cael.org 12 of the institution housing the program, the local 4. Clearly communicate the program’s PLA and economy, and the veteran population being tar- crosswalk options as well as its potential time geted. The greater the alignment between these and cost savings within marketing and enroll- contextual components, the better suited that ment information. Marketing and recruitment program will be, not only to growth and success, around a program must go beyond simple aware- but to effectively addressing the challenges ness in order to be successfully implemented. An under consideration. apparent shortfall of several bridge programs is 2. Ensure an institutional commitment to adult the failure to clearly communicate the potential learners, including veterans, by employing cost and time savings of a military bridge program PLA to recognize learning however it has versus its traditional professional equivalent. If been acquired. An institution with experience these savings remain vague or tentative, partic- in assessment in general, and PLA in particular, ularly in promotional and admissions material, has a potential advantage in developing and there is significantly less incentive for a veteran implementing VABP programs for veterans. Not to consider, much less enroll in, the program. only will faculty and staff already understand 5. Develop structured curriculum crosswalks, what PLA is and how to offer it with appro- ideally in partnership with the METC. A prac- priate academic rigor, but the administrative tice that will aid in the implementation of the structures and processes required to adminis- previous recommendation, the development ter and evaluate PLA will have already been of specific and detailed curriculum crosswalks standardized, making any alterations required identifying correspondences between the train- in the particular case of veterans much more ing of the veteran occupation being targeted straightforward to implement; less time and (Army medic 68W being most relevant to our effort must be spent in building and maintain- consideration) and program learning outcomes ing these structures and gaining faculty buy-in is being significantly underutilized by military for PLA practices. bridge programs. While crosswalks may conceiv- 3. Develop and implement long-term, targeted ably require greater preparatory development program outreach, marketing, and recruit- work than individual PLA methods, they carry ment. The practices of the model programs the added benefit of helping an institution to surveyed indicate that the more targeted simultaneously develop the structures neces- outreach, marketing, and recruitment an sary for more effective articulation and transfer institution performs, the higher its enroll- processes. In the particular case of veterans’ ment numbers and the greater its impact. This healthcare crosswalks, this development pro- includes targeting outreach not only to a spe- cess may be aided significantly by working in cific segment of veterans—whether by service closer partnership with the METC. At the same or occupation/MOS—but also to local military time, a closer partnership with the METC will installations, VA centers, and through other allow the opportunity for greater promotion and channels with connections to service members recruitment at the source of veterans being tar- and veterans. Furthermore, the development geted (in following with recommendation #3). of a long-term outreach strategy aimed at In addition, programs should consider the credit increasing awareness of a program among recommendations listed in the American Council enlisted soldiers will serve to develop early on Education’s online military PLA guide. interest and consideration of both the program 6. Develop holistic institutional approaches to as well as the possibility of pursuing a career offering veterans support services. Finally, it in healthcare following discharge. Active duty is clear that successful programs exist not only personnel may then choose to start a VABP within a culture that values and nurtures non- while still on active duty. traditional, adult, and professional learners but

13 2016 DEVELOPING MILITARY TO CIVILIAN ACCELERATED/BRIDGE PROGRAMS IN HEALTHCARE also specifically values and supports veteran determined to be necessary to act in a licensed capac- learners. Any bridge program development ity, especially within nursing. By recognizing relevant must occur alongside a simultaneous analy- military learning through individualized prior learning sis and development of total support services assessment or through crosswalks, higher educa- offered to veterans within the institution. The tion credentialing programs can help support larger ongoing development of advising and support healthcare workforce development strategies that services, provided by a dedicated and trained work to bridge these learning gaps among veterans. staff, will not only act as an additional draw to It is important to allow Army medics to attain the cre- the program but will also foster higher rates of dentials they need to enter the healthcare workforce completion among students. as quickly and efficiently as possible, for a range of professional options such as nurses, paramedics, phy- sician assistants, paramedics, and others. CONCLUSION: A number of programs currently exist that are already striving to streamline the pathways required THE FUTURE OF VETERAN to move veterans with healthcare training into civilian healthcare careers. As various institutions and their TO CIVILIAN HEALTHCARE partners work to develop these kinds of programs, it will be important for them to consider the practices, CAREER ALIGNMENT trends, and lessons provided by the most successful As many others have recognized, including the models in order to develop the most effective and effi- federal government, veterans groups, and health- cient programs possible. Our hope is that other higher care organizations, increasing numbers of returning education institutions will find this information helpful veterans with healthcare training, particularly Army to expand those programs already being offered to medics, may offer one potential solution to the devel- veteran medics as well as to innovate and establish oping healthcare workforce shortage in the United new programs to address needs not currently being States. However, while the training that Army medics met around this crucial workforce and education issue. receive is substantial, gaps still exist between a med- ic’s military training and the learning and credentials

REFERENCES Carnevale, A. P., Smith, N., & Gulish, A. (2015) Nursing: Supply and demand through 2020. Washington, DC: Association of Schools of Allied Health Professionals (2015). Georgetown University, Center on Education and the What is Allied Health? Retrieved from http://www.asahp. Workforce. Retrieved from https://cew.georgetown.edu/ org/about-us/what-is-allied-health/ report/nursingprojections/ Bitters, B., & Wegner, J. (2009). Crosswalking curriculum: Carnevale, A.P., Smith, N., Gulish, A., & Beach, B.H. Incorporating knowledge & skill statements. Career & (2012). Healthcare. Washington, DC: Georgetown Technical Education Team, Wisconsin Department of University, Center on Education and the Workforce. Public Instruction. Retrieved from http://dpi.wi.gov/ Retrieved from https://cew.georgetown.edu/wp-con- sites/default/files/imce/cte/pdf/curriccrosswalk.pdf tent/uploads/2014/11/Healthcare.FullReport.090712.pdf Dawson, D., Cain, M., Seal, M., Gainor, D., Rodriguez, T., Executive Office of the President. (February 2013). The Hatch, G., McCann, L.F. (November 2013). Military medic Fast Track to Civilian Employment: Streamlining creden- to paramedic EMS bridge programs. Office of Emergency tialing and licensing for service members, veterans, and Medical Services, National Highway Traffic Safety their spouses. Retrieved from https://www.whitehouse. Administration. Retrieved from https://www.nasemso. gov/sites/default/files/docs/military_credentialing_and_ org/documents/Military-Medic-to-Paramedic-EMS-Bridge- licensing_report_2-24-2013_final.pdf Programs-Webinar-08Nov2013.pdf

©The Council for Adult & Experiential Learning, 2016 www.cael.org 14 Kaplan’s Educators in Nursing. (2016). Be all that you practical/vocational nurse curriculum. Retrieved can be? Not so fast. Part 2—Bridging the Gap from from https://www.ncsbn.org/13_NCSBNAnalysis_ Former Military Medic to Nurse. Retrieved from MilitaryLPNVN_final_April2013.pdf http://www.educatorsinnursing.com/2013/09/ National Governors Association Center for Best Practices. be-all-that-you-can-be-part2/ (2015, September). Veteran’s Licensing and Certification Kirk, M. (2015, January). Frontlines to lifelines program Demonstration: A summary of state experiences, pre- gives veterans opportunity to care for their fellow liminary findings, and cost estimates. Washington D.C. veterans. Retrieved from http://www.kirk.senate. Department of Labor. Retrieved from https://www. gov/?p=press_release&id=1308 dol.gov/vets/media/Veterans_Demonstration_Final%20 Klein-Collins, R. (2010). Fueling the Race to Postsecondary Report_9_28_v2.pdf Success: A 48-Institution Study of Prior Learning Ott, K., Davis, P., Jackson, L., Delphia, B., Garbin, S. Assessment and Adult Student Outcomes. Chicago, IL: & Lee, J. (2014). Intermediate Care Technician Pilot The Council for Adult and Experiential Learning. Program: After Action Report. Washington DC: U.S. Lash, D. & Martin, J. (2016). Meeting with creators of the Department of Veterans Affairs. Intermediate Care Technician Program at Captain James Pelayo, L.W. (2015). College Credit for Heroes: Helping A. Lovell Federal Health Care Center on February 13, Veterans Move from Military to Workforce (presen- 2016. Chicago, IL: The Council for Adult and Experiential tation). Alamo Colleges. Chicago IL: The Council for Learning. Adult and Experiential Learning. Presented at Veterans Manzi, K. (February 2016). Supporting Veterans Healthcare Career Pathways Educational Network Transitioning into the Workforce: Recognizing the Value Quarterly Meeting. of the MOS. Lake Buena Vista, FL: Presented at the Program Catalog Committee (2016). 2016 Program NASPA Symposium on Military Connected Students. Catalog. Medical Education & Training Campus, Ft. Sam Medical Education & Training Campus. (2015). “METC Houston, TX. Retrieved from http://www.metc.mil/ Brochure.” Retrieved from http://www.metc.mil/news/ Catalog/ downloads/METC_brochure.pdf U.S. Department of Defense. (2013, September 27). Pilot Medical Education & Training Campus. (n.d.). “Degree Program: Civilian credentialing for military occupa- bridging partners.” Retrieved from http://www.metc. tional specialties. Volume 2—Technical Appendices. mil/degreebridge/ Retrieved from: http://docplayer.net/4869012-Table-of- contents-appendix-a-aircraft-mechanic-pilot-1-aircraft- Military Times. (2015). Best for Vets: Colleges 2015. mechanic-pilot-at-a-glance-2-aircraft-mechanic-pilot-3. Retrieved from http://bestforvets.militarytimes. html com/2015/colleges/4-year/ U.S. Department of Labor, Bureau of Labor Statistics National Association of Emergency Medical Technicians (2015). Job Outlook: EMTs and Paramedics. Retrieved (NAEMT). (2014, June 13). Position statement: from http://www.bls.gov/ooh/healthcare/ Paramedic transition training programs for military med- emts-and-paramedics.htm#tab-6 ical personnel. Retrieved from: https://www.naemt. org/Files/Advocacy/PositionStatements/Paramedic_ U.S. Department of Veterans Affairs (January 2016). Iraq Transition_Training_Programs_for_Military_Medics.pdf War Veteran Becomes VA Nurse. Retrieved from http:// www.va.gov/health/NewsFeatures/2016/January/Iraq- National Council of State Boards of Nursing. (2013). NCSBN War-Veteran-Becomes-VA-Nurse.asp analysis: A comparison of selected military health care occupation curricula with a standards licensed

APPENDIX To learn more about other veteran accelerated or bridge programs designed to help military veter- ans transition to civilian healthcare careers, please see the online appendix at www.cael.org/pdfs/ CAEL_VABPAppendix.

15 2016 DEVELOPING MILITARY TO CIVILIAN ACCELERATED/BRIDGE PROGRAMS IN HEALTHCARE

We advocate and innovate on behalf of adult learners to increase access to education and economic security. We provide adults with career guidance and help them earn college credit for what they already know. We equip colleges and universities to attract, retain, and graduate more adult students. We provide employers with smart strategies for employee development. We build workforce organizations’ capacity to connect worker skills to employer demands. ©2016 CAEL 55 E Monroe Suite 2710 Chicago, IL 60603 Ph: 312-499-2600 Fax: 312-499-2601 www.cael.org

Linking Learning and Work | www.cael.org