Health Services

What is the program’s mission statement or statement of purpose? Why does the program exist?

The Health Service’s mission is “to provide medical services and health education programs which enhance the ability of students to participate fully in intellectual and personal growth opportunities afforded by the university.” This program exists to provide direct care to students through prevention, acute care, and chronic care; educational, social marketing, and public health interventions at the population level; and policy and programmatic interventions at the environmental level.

The mission of the Illinois Higher Education Center for Alcohol, Other Drug, and Violence Prevention is “to assist Illinois colleges and universities in reducing the negative alcohol, other drug and violence consequences impeding student academic success, personal growth and development through policy development, education and student assistance, enforcement, assessment, campus/community collaboration and socio-ecological interventions.” This grant funded program exists to help develop statewide and local capacity to effectively address high risk alcohol and other drug use within collegiate populations and settings.

The Student Affairs Assessment Project strives to develop a culture wherein the learning, academic success, and personal growth and development of the student are enhanced through constructive examination of the programs developed by various Student Affairs offices. This program exists to help build the capacity of student affairs units and practitioners in conducting quality assessment activities, and utilizing results for program, service, and intervention improvement.

How does the program mission align with the university mission?

Students who are not experiencing optimal health and wellness are less likely to be fully engaged in academic pursuits, student-faculty scholarship opportunities, applied learning experiences, and co-curricular activities. EIU students frequently cite stress, cold/flu, and sleep as the three leading health issues impeding their academic success (missing class, performing poorly on an assignment/test, etc.).

The National College Health Assessment and EIU campus data site specify health impediments to academic performance.  Additionally, the Health Service customer satisfaction data specifically assesses the impact of our services on students' academic success. 

Students accessing Health Service clinic services are treated with the intention to help them fully re-engage in academic and co-curricular pursuits. Health Service health education and promotional programming are provided with the intention of either preventing or minimizing negative behaviors, or maintaining and enhancing positive behaviors which impact health, academic success, and co-curricular involvement. When healthy, well, and fully engaged in the life of the institution, students are provided with a foundation which enhances their physical, emotional, mental, spiritual, and vocational capacities as citizens, leaders, decision makers, and communicators. Furthermore, the Health Service provides a wide array of engagement activities (e.g., internships, peer education, campus/community coalitions, collaborations with academic programs) which allow students to apply classroom learning experiences to further develop their knowledge and skills in diversity, leadership, reasoning, communication, and citizenship.

Whom does the program serve?

Students who are enrolled at the university are our primary constituents, and are entitled to services through their student health service fee.  Students often are served directly or indirectly.  Other constituents who may benefit from our communication, collaboration, and services include parents/family, faculty, academic support professionals, significant others, and community members.

Those accessing services though the Student Affairs Assessment Project typically are student affairs professionals and units, although student groups working under the auspices of student affairs have utilized services as well.

Constituents served by the Illinois Higher Education Center are typically student affairs professionals and academic faculty from 2-year and 4-year universities across Illinois.

What are the services provided? How do these services align with the university mission and program mission?

The Health Service provides medical, laboratory, x-ray, pharmacy, and health promotion services through a primary care clinic and health education and promotion center. Services within the medical clinic include primary care, women’s health care, men’s health care, nursing triage (including Tel-A-Nurse telephone triage), psychiatric services, preventative medicine, laboratory, x-ray, pharmacy, and immunization compliance. The electronic medical record (EMR) provides students with on-line appointment scheduling, electronic test results sent by providers through our secure web site, and “Do It Yourself Health” through on-line forms and access to health information through our website and through PAWS "My Health" tab. Health education and promotion interventions focus on individual, group, community, and environmental strategies. A variety of health topics are addressed including alcohol and drugs, sexual health, nutrition, tobacco, bystander intervention, cold/flu, and sleep. Assessment, evaluation, research, and grant proposals provide justification and resources for program delivery. The Health Service oversees institiutional compliance with the Federal Drug Free School and Communities Act, and coordinates the Alcohol and Other Drug Coalition, Tobacco Coalition, and totaleiu wellness initiative.  These services relate to the university mission as previously described.   

The Student Affairs Assessment Project provides technical assistance, consultation, training, and direct service (random sampling, assessment method creation, data collection, data analysis, and reporting) related to the assessment of student affairs units, programs, and interventions.  These services help student affairs units develop capacity to improve program quality and outcomes, particularly as they relate to the university and program mission.

IHEC provides a variety of trainings, continuing education programs, webinars, networking opportunities, technical assistance, and consultation services.  Through these, institutions are better prepared to address substance abuse, improve their ability to further enhance and reach their institutional missions as well as essential student learning outcomes in leadership and cultural competence.

Describe the program’s origins (e.g. year established, purpose, expectations).

The Health Service originated in 1923 when a nurse-directed model was initiated to provide direct care of students. This model was maintained until the first physician was hired in 1937. During those early years, Dr. Harold Cavins of the Health Education Department was greatly responsible for the development and growth of the program from 1928 until 1965. He served on the Health Service Advisory Board through many of these years, and was instrumental in many of the physician and nurse employment changes during that time. The Health Service was first located in Old Main but moved to a three-room complex in the northeast corner of the McAfee Gym basement in 1938. In 1961, the Health Service moved to the northwest corner of the basement and remained there until 1964. The unit was then relocated to the former Clinical Services Building on the corner of Hays and Seventh streets. In 2003, the program relocated to its current location in the Human Services Building when the old building was demolished to make room for the new Doudna Fine Arts Center.

Throughout the years, the Health Service has also played an important role in the Charleston community. For example, in 1977 when the United States government recommended that all citizens be vaccinated for Swine flu, the Health Service volunteered its services and provided staff to administer the recommended immunization program. Several hundred students and Charleston residents were immunized in the Clinical Services building.

In 1978, a severe blizzard in this area caused the closure of Route 16 between Charleston and Mattoon. Transportation, by any means, to Sarah Bush Lincoln hospital was impossible. The services of the staff were again volunteered and the Health Service remained open 72 hours straight, answering telephone calls, giving medical care as needed to members of the community, and making house calls to some isolated individuals needing insulin shots and medication.

How has the unit changed or adapted over time?

The University Health Service has made considerable progress through the years from a single-nurse office in Old Main to a comprehensive student health program providing primary care, axillary medical services, and health promotion.

The first clinical psychologist was employed in 1960 and served in the Health Service until the Counseling Center was opened in 1964. When relocated to the former Clinical Services Building in 1964, X-ray and laboratory services were added to the Health Service to help facilitate student care.  In 1977, a pharmacy was established where students could purchase drugs primarily for acute illnesses at reduced cost.

In July of 1995, Lynette Drake became the first female, non-medical Director of the Health Service. During this transition, the Office of Aids, Alcohol and Drugs was transferred from Student Affairs Enrollment Management to the Health Service, and renamed the Health Education Resource Center. In August of 1996, Health Service hired its first male nurse, Bryan Callaway.

During the summer of 1998, Terry Collins, the first informational technology services specialist was hired to initiate the use of electronic scheduling and patient flow which later evolved into the current electronic medical records. During July 1998, Eric Davidson was hired as the first Assistant Director for Health Education and Promotions, overseeing the Health Education Resource Center. In January of 1999, Dr. Sheila Baker became the first female physician, and in the fall of 2000, Daphne Piercy was hired as our first nurse practitioner.

In 2003, the Health Service was relocated from the Clinical Services Building to the Human Services Building.  Since that time, the unit has implemented an electronic medical record and on-line access to patient information for students, digitized x-rays, hired our first psychiatric NP and LPNs, developed multidisciplinary treatment teams and campus/community coalitions, hired a team physician and expanded graduate assistantship opportunities. In 2012, the student insurance office began reporting to the Director. 

If needed, provide supplemental comments to help the reader understand the program’s history and relevance to university mission.

Provide data, if available, on the numbers of students, faculty, staff, or others served by the program during the past four years. If no data are available, please estimate the numbers served annually.

During the last 3 fiscal years, the Health Service medical clinic has recorded 61,595 patient visits, 27,438 pharmacy prescriptions filled, 51,919 laboratory tests performed, and 3382 x-ray exams.  During the same period the Health Education Resource Center has provided over 497 workshops and presentations resulting in 11,113 contacts. Through other health promotion activities, an approximate 30,000 direct contacts were made through one-on-one educational meetings, information tables, on-line programs, and health packet availability.  Other contacts through passive programming (posters, marketing campaigns) cannot be accurately assessed. Annually, the Health Service partners and collaborates with multiple university departments, organizations, and services through internships, graduate assistantships, graduate practicums,  special services and clinics, training, university committees, individual student and class projects, programs, clinical rotations and observation hours, statistical analysis, health promotion, student/staff and classroom presentations, policy review, monitoring and managing mandated compliance, campus/community coalitions, medical and retroactive withdrawals, involvement in campus health and safety matters, multidisciplinary treatment teams, first aid for various campus events, and more. 

Over the past three fiscal years, IHEC had 783 contacts from 36 days of training, and 636 contacts through 42 webinars.  During the same three years, the center received 253 requests for technical assistance.

Does the program offer any co-curricular opportunities for students (e.g., internships, RSO support, service-learning activities)? Please describe.

Through the Health Education Resource Center, approximately 5-14 undergraduate interns/graduate practica per semester are accepted from a broad array of departments (e.g., College Student Affairs, Communication Studies, English, Family and Consumer Sciences, Health Studies, Journalism, and Psychology). These interns usually work between 5-30 clock hours per week. The Illinois Higher Education Center also precepts 1-2 interns/semester.

Staff physicians oversee Kinesiology student trainers who conduct general medicine rotations through our medical clinic. Additionally the provider and nursing staff provide observation hours for students in the occupational health program at Charleston High School.   

The Health Service also employs 6 graduate assistants in various graduate programs.  Through a collaborative relationship with the FCS Dietetics program, one of the graduate assistantships is shared which allows the offering of a nutritional education/awareness program through the HERC.

To engage students, the HERC supports and advises the Peer-to-Peer Student Health Education RSO, which provides additional educational programming and offers individual certification through the BACCHUS Peer Education Network. Additional opportunities for student involvement occur through the Alcohol and other Drug and the Tobacco Coalitions in addition to the Health Service Advisory Board, Health Fair student planning committees, and totaleiu wellness initiative.

Does the program contribute to the delivery of academic programs (e.g., providing professional expertise, serving as adjunct faculty)? Please describe.

The Health Service director reviews retroactive withdrawal applications when students indicate medical reasons for withdrawal requests.   Recommendations are then made as to the appropriateness of the reason for withdrawal and submitted to the Registrar’s office/Retroactive Withdrawal Review Committee. Full medical withdrawals are also administered though the Health Service.

HERC staff currently serve as adjunct instructors for STL 3000, FCS 2850, HST 4250. The Associate Director serves on 2-4 College Student Affairs thesis committees/year, and frequently offers statistical analysis coaching. The HERC assistant director serves as a Honors College freshman student mentor. Both frequently provide guest lectures for academic classes, and are interviewed as experts for academic assignments.

Through the HERC, a variety of educational presentations/programs are delivered to academic entities, most commonly university foundation, TRIO, and Gateway Programs. Faculty may also request a presentation to cover pre-planned absences through the “Don’t Cancel That Class” program.

Nursing staff work with International Programs to ensure students are properly immunized and to consult on health related issues including TB testing and compliance. TB testing is also provided to students within Education and Communication Disorders and Sciences Departments prior to student teaching and other pre-service activities.

The medical director serves as the Medical Director for Kinesiology’s Athletic Training Education Program, and manages and monitors Automated External Defibrillators for all departments who currently utilize AEDs. She also is heavily involved with International Programs annual orientation events. She additionally serves as the university's chief medical officer, assisting with health policy matters.

Health Service staff communicate with faculty, employers, departments, housing, specific to students' medical concerns, when appropriate.

ROTC cadets receive physicals which comply with Federal Health Regulations from the Health Service.

The Health Service lab provides stock bacterial cultures for use in academic classrooms.

The HIPPA Privacy Officer advises the Communication Studies department on laptop policy and use.

If needed, provide supplemental comments to help the reader understand the internal demand for the program. Note any clarifications or special circumstances (e.g., curriculum changes made by another program) that should be considered when reviewing the above data.

Is the program accredited or approved by a recognized external agency or otherwise certified to meet established professional standards? Provide an executive summary of and link to the program’s most recent accreditation or certification report, if available.

The Health Service subscribes to the accreditation criteria established by the Accreditation Association for Ambulatory Health Care, AAAHC, although not accredited by the organization.  Administrative and medical operations, including practices, policies, credentialing, committee structure, quality management and improvement, clinical records and health information, professional development, facilities and environment, and quality of care provided are managed under the provision of the core and adjunct standards established for AAAHC accreditation. 

Is the program required to meet any regulatory or legal requirements? Is the program subject to any special auditing requirements?

Health Service staff oversee and assures compliance with the Federally Mandated Drug-Free Schools and Campuses Regulations (EDGAR Part 86), the Illinois College Student Immunization Act (110-ILCS 20), and the Illinois Meningitis Information Law (110 ILCS 690/35-120 new).  State immunization compliance is coordinated through the Health Service and is directly tied to new students' continued registration.

The Associate Director oversees coordination and annual publication of various Federal and State mandates found at: http://www.eiu.edu/mandatedinformation/, and promotes availability through the University Newsletter. He also monitors and writes the biennial review required of the Drug Free Schools and Campus regulations.

Brian Callaway serves as the campus HIPAA Privacy Officer and works with the Student Insurance Office, Financial Aid, Research and General Counsel, and IT Security Officer.

Although not designated as a HIPAA entity, the Health Service's practices follow the "spirit of HIPAA" which is necessary for the communication and coordination of care with other health care entities outside the university.  The Health Service is required to comply with OHSA regulations for health care facilities, Clinical Laboratory Improvement Amendments (CLIA), for laboratory operations, Illinois Emergency Management Agency (IEMA) for x-ray operations, in addition to maintaining specific medical staff licensing requirements through the Illinois Department of Professional Regulations, which also licenses the Pharmacy operation.  

What are the most important outreach or public service activities supported by the program?

The Health Service coordinates with the Coles County Public Health Department on matters of public health for the campus and for the specific care of the students.  The Alcohol and Other Drug Coalition brings together constituents from on and off campus including the Charleston Police Department, local counseling and service agencies, City of Charleston, and mayor's office. The annual fall health fair hosts 70+ vendors and agencies from campus and surrounding communities providing health information and contacts for both students and employees. 

How do the local community and the region benefit from the program?

During the past 2 years, the Health Service has served as a sentinel site for the state flu surveillance project, allowing the state to study trends and identify outbreaks in an effort to contain influenza.

The Health Service provides an observation site for Charleston High School students in the Occupational Health Class, and provides lab rotations for students interested in Clinical Laboratory Science and Phlebotomy from Lakeland Community College.

The Pharmacy collects and disposes medications, and is only one of three organizations in Charleston who participate in the city's medication disposal program.

The Health Service clinic has provided a learning laboratory after hours to the Lakeview College of Nursing in previous years. Currently, Bryan Callaway, Health Service nurse practitioner, serves as an adjunct faculty member. Drug testing is also provided on an annual basis as required by the nursing program.  

Dr. Garner, DO, holds academic appointments as clinical assistant professor at the University of Illinois Champaign/Urbana and Southern Illinois University School of Medicine - Springfield.

Staff members are involved or participate in:

• Coles County Clinic/Health Program Board of Directors
• Coles County Health Department Advisory Committee
• Illinois Suicide Prevention Alliance
• Illinois Liquor Control Commission College Town Summit Planning Committee and Panelist
• Coles County Medical Society
• CEAD Risk Education program
• CEAD Hour House on-call physician service

Staff members will frequently provide guest presentations and lectures to community groups, youth groups, and civic organizations about a wide array of health and college health topics.

If needed, provide supplemental comments or data sources to help the reader understand the external demand for the program.

What are the two or three more important measureable outcomes tracked to assess program quality? Does the program conduct an outcomes assessment, and if so, what has been the impact?

Ongoing Peer Review for health care providers, ie, MD, PA and NP  - Health care providers at the Health Service participate in an active and organized process for peer review. The purpose of peer review is to provide ongoing monitoring of various aspects of care provided that ensures quality of care to patients. This provides a basis to evaluate individual performance and measure care provided against best practices in medicine. Benchmarks are established to aid in identifying acceptable or unacceptable trends that can affect patient outcomes. This information is shared internally with the providers, Quality Management and Improvement Committee and the Administrative Team .

Patient Satisfaction Survey - The Health Service Medical Clinic regularly assesses the quality of direct care and service delivery though a patient satisfaction survey.  This survey, either administered through on-line or in-person, assesses opinions regarding patient wait times, interactions with clerical staff and nurses, perceived quality of care delivered by primary providers, the impact on class attendance/academic behaviors, and overall satisfaction.  Results have been used to revise workflows, appointment making procedures, and marketing efforts to both users and non-users

Annual Quality Improvement Studies are conducted by the Health Service staff to study specific services, practices and processes with the intent to better understand phenomena, make changes related to products, processes and services.  Examples include ER utilization study, urine culture organism study, throat culture incubation comparison study, stool for white blood cells comparison study, hemoglobin comparison study, letters and patient receipt for classes study, sensitivities for urinary tract isolates study, review of Saturday utilization, Gen-Probe Aptima comparison study (GC and Chlamydia), rapid strep accuracy study, hand washing study, and eating disorder benchmark study (ICSHP). The outcome and actions associated with each study are included in the Health Service annual Quality Improvements report.

Health Promotion Student Learning Outcomes - Student Learning Outcome Assessment initiatives have been developed for primary educational programs delivered by health promotion graduate assistants.  Assessment data collected has been used to enhance program delivery by graduate assistants, as well as alter educational content to improve knowledge and skill acquisition by program participants.  Learning Outcomes are also assessed in the AlcoholEdu On-Line Educational Program.

What are the two or three most effective best practices that the program has implemented? What benefits have been gained from implementing these best practices?

On-Line Pre-Matriculation Alcohol Education Program for Incoming Students - All incoming fall and spring students are required to complete a 2-3 hour on-line alcohol educational program intended to challenge beliefs, attitudes and expectancies concerning collegiate alcohol use.  Currently EIU uses AlcoholEdu, a product with a significant amount of peer reviewed research and evaluation supporting its implementation.  As a component of a comprehensive substance abuse effort, AlcoholEdu has helped contribute to a reduction of alcohol rates and negative consequences experienced at EIU and within Charleston during the last 5-8 years.

Electronic Medical Record - Since 2004, the Health Service has utilized an electronic medical record, allowing greater control and confidentiality of medical records, less physical storage of files, and improved sharing of medical information among our providers.  Since implementation, perceptions regarding professionalism of staff, increased security and improved quality have been achieved.

PAWS "MyHealth" Tab and Healthy Panther Portal -  Beginning Summer 2013, students were able to access the newly developed "MyHealth" tab in PAWS - allowing connection to the Health Service Healthy Panther Portal (appointments, limited medical records, secure communications from Health Service), Student Health Insurance, and AlcoholEdu.  This practice has increased access to medical resources.  One immediate benefit experienced was a significant decrease in the number of students not completing AlcoholEdu, resulting in holds placed on their accounts, during fall 2013 compared to past fall administrations.

What external recognitions (e.g., awards, accommodations, professional certifications, references in trade publications) have the program and its staff received in the past three years?

Professional Certifications:

• Todd Garner, DO, Additional Board Certification in Addiction Medicine
• Kim Dowland, NP, Additional Board Certification in Adult Mental Health
• Eric Davidson, PhD, Master Certified Health Education Specialist Certification, Certified Senior Alcohol and Other Drug Preventionist
• Amanda Woolard, MS, Certified Health Education Specialist Certification

Awards and Accommodations:

• Eric Davidson, The Network’s Outstanding Contributor to the Field
• Amanda Woolard, Distinguished Service Award – Eta Sigma Gamma, EIU
• Outside the Classroom’s Prevention Excellence Award – Spring 2011

Publications:

Rathbun, K., Davidson, E.S. (2013).  2013 collegiate on-line alohol and marijuana education programs summary. Charleston, IL:  Illinois Higher Education Center for Alcohol, Other Drug, and Violence Prevention – Eastern Illinois University.

Ramesh, A., Davidson, E.S. (2013). Alcohol and other drug use among college students in Illinois: 2012 Core Survey results and analysis. Charleston, IL:  Illinois Higher Education Center for Alcohol, Other Drug, and Violence Prevention – Eastern Illinois University.

Davidson, E.S. (2012).  Alcohol and Other Drug Prevention Programs on College Campuses in Illinois:Institutional Comprehensive Alcohol and other Drug Program Assessment.  Charleston, IL:  Illinois Higher Education Center for Alcohol, Other Drug, and Violence Prevention – Eastern Illinois University.

Eric Davidson, (2010).  Making the most of the general assembly, The Peer Educator, 33(1), 8.

Grant Awards:

• Grant FY14: Substance Abuse Statewide Programs (IHEC) $240,000
• Grants FY 13: Substance Abuse Statewide Programs (IHEC) $240,000, IHEC EUDL  $111,500, IDPH AED Award $455.00
• Grants FY 12: Substance Abuse Statewide Programs (IHEC) $245,000, IHEC EUDL $132,000
• Grants FY 11: Substance Abuse Statewide Programs (IHEC) $245,527, IHEC EUDL $132,000, Tobacco Champion $3,000

Is the program active with any regional, national, or international professional organizations?

Health Service staff are members of the following professional organizations:

American Academy of Family Physicians; American Alliance of Health, Physical Education, Recreation Dance; American Association of Physician Assistants; American College Health Association; American Registry of Radiologic Technologists; American Society of Clinical Laboratory Scientists; American Society of Clinical Laboratory Scientists; American Society of Clinical Pathologists; American Society of Clinical Pathologists; American Society of Radiologic Technologists; BACCHUS Peer Education Network; Coles County Medical Society; Illinois Consortium of Student Health Programs; Illinois Pharmacy Association; Illinois State Medical Society; Mid America College Health Association; NASPA – Student Affairs Administrators in Higher Education; National Phlebotomy Association; Sigma Theta Tau – Honor Society for Nursing

Note any presentations, publications, or offices held in the last three years.

Dr. Sheila Baker - Secretary/Treasurer, Coles county Medical Society

Lynette Drake - Coles County Health Plans Board of Directors

Eric Davidson - Illinois Higher Education Center Director, BACCHUS Peer Education Network Area 4 Consultant, BACCHUS Peer Education Network Illinois State Coordinator, BACCHUS Peer Education Advisors Certificate Planning Committee, The Network Addressing Collegiate Alcohol and Other Drug Issues Illinois State Coordinator, National Association of Student Personnel Administrators Annual Conference and Alcohol Strategies Conference Program Reviewer, Moderator - Jobs in Health Education Facebook Group

Presentations include: Using Logic Models to Develop and Assess Health Education and Promotion Programming (Mid America Health Association), Characteristics and Components of Effective Prevention Programming (MACHA) Sexperts (BACCHUS General Assembly), Advisors Certificate Program (BACCHUS General Assembly), Drug Free Schools and Campuses Act – EDGAR Part 86 Compliance webinar and Developing and Assessing Student Learning Outcomes webinar (Illinois Higher Education Center), Developing Learning Outcomes for Alcohol Programming (IHEC), Effective Substance Abuse Programming for Collegiate Populations (MACHA), Developing and Assessing Learning Outcomes within Health Services (MACHA); Developing and Assessing Learning Outcomes within Health Services (MACHA); Building Bridges within Academic Affairs (MACHA) 

Ryan Messinger - Illinois Consortium of Student Health Programs Vice Chair

Amanda Woolard-Harvey - Secretary of Bridging Voices in Our Community Committee

Presentations include - Breaking the Bystander Cycle (Bullying Conference), What's Really Going On: The Frequency, Attitudes, and Beliefs of Sexting (AAPHERD Conference), Signs & Symptoms of Substance Use and How to Intervene (IHEC)

If needed, provide supplemental comments or data sources to help the reader understand the quality of program outcomes.

Note any special benefits (e.g., personnel support, equipment, permanent improvements) that the program has received in the past three years from its grants and other sponsored programs.

As a result of the IDHS SAPP and IDHS EUDL grants, the Associate Director of Health Service has been able to attend many of the professional meetings and conferences, he would normally attend, at no cost to the Health Service and University.  If others from the university have traveled with him, there have been reduced costs for those individuals (use of grant vehicle, shared rooms, etc.).  The cost of administrative support has been shared between the grants and the Health Service operational budget.   

How does the program benefit from donor gifts (e.g., scholarships, endowed chairs)? Does donor support provide a significant percentage of the program’s overall funding?

The Health Service does not receive funds through donor gifts.

List two or three key relationships that the program maintains with external constituencies (e.g., community colleges, other universities, government bodies). How do these relationships advance the university mission or otherwise benefit the university?

Through the Illinois Higher Education Center, relationships with over 60 universities and community colleges, the Illinois Department of Human Services, Bureau of Positive Youth Development, Injury and Violence  Prevention Program - Illinois Department of Public Health are maintained.  This highlights Eastern as a state, regional, and national leader in the field of Collegiate Alcohol and Other Drug Prevention. 

If needed, provide supplemental comments to help the reader understand the resources generated by the program. Note any clarifications or special circumstances (e.g., revenue pass-throughs) that should be considered when reviewing the above data.

The Health Service relies heavily on student fee income to provide services to students at an affordable cost. While there have been several operational adjustments without jeopardizing the quality of care and other services, the Health Service has not been able to keep pace with the declining student fee income tied directly to enrollment. 

Provide an executive summary of and link to any metrics or benchmarks that the program tracks to measure productivity.

The Health Service tracks utilization statistics associated with patient visit, laboratory test, x-ray exams, prescriptions filled, presentations and participation, personal drinking profiles, distribution of educational materials, nutritional analysis/consultations, one-on-one consultations, individual contacts through health education outreach, media stories, attendance at IHEC affiliate meetings and training programs, webinars offered, state higher education technical assistance, and website page views.  Annual utilization statistics are reported in both the fall and annual report submitted to the VPSA.   

We frequently participate in benchmarking surveys as a member of the Illinois Consortium of Student Heath Programs.   

What initiatives has the program implemented to enhance staff productivity (e.g., access to training, workflow improvements)? Briefly describe the costs and benefits of these initiatives.

The electronic medical records committee annually reviews and updates workflows for patient care, use of the electronic medical record and office procedures. Work flows have been created to address consistency and for managing phone triage, routing messages to medical staff, managing walk in appointments, procedures for patient charging, immunization compliance notifications, travel immunizations, flu clinics, and several other activities.  Staff are trained on workflow changes as they occur.

At the beginning of each semester, time is set aside for in-service meetings, trainings, and staff updates. All Health Service staff is required to participate in training to maintain their CPR/AED certification. Additionally, all staff participates in annual OSHA training.  A significant amount of time is spent training staff on the use of the electronic medical record and reviewing updates.  Maintaining ongoing training keeps the staff current in their knowledge and practices.

Communication is extremely important to the staff productivity.  Biweekly the administrative team meets to discuss issues and updates in each Health Service area/staff, ie, nursing, providers, laboratory, x-ray, administration, reception and business operations, pharmacy, information technology, health education and promotion.  Minutes from the administrative team meetings are made available to the entire staff and reviewed at the individual unit meetings that take place the following day.  This helps to better coordinate between units and collaborate on programs, tasks, and services among staff and with other department on campus.

Many of the staff are required to maintain professional licensure and/or certification in their positions. Staff are also required to maintain specific units of continuing education per licensure/certification cycle.  Each year we offer all staff opportunities for professional development and continuing education.  Many times this involves participating in on-line, free, or inexpensive continuing education programs, webinars, and campus training opportunities.  We also try to send staff to professional meetings, regulatory updates, and additional training programs off campus to network, learn new skills, and gain a better understanding of issues, trends, practices, and regulations.  This keeps the staff current in medical practices and often initiates new practices or modifications to current practices and services.  

If needed, provide supplemental comments to help the reader understand the productivity of the program. Note any clarifications or special circumstances (e.g., accreditation requirements, curricular changes, program restructuring) that should be considered when reviewing the above data.

If needed, provide supplemental comments to help the reader understand the costs associated with the program. Note any clarifications or special circumstances (e.g., expenditures made centrally or externally, expenditures made on behalf of other units) that should be considered when reviewing the above data.

Approximately 1/3 of the Health Service's clinical staff are employed on 9 1/2 or 10 month contracts in an effort to reduce employee costs.  Two graduate assistants are currently funded through other sources, accounting for a total of 6 GAs working with various health education, promotion, and assessment programs and activities. 

Costs have fluctuated during the years depending on a wide variety of circumstances, ie, number of patient visits affected by seasonal illness, changing cost of medical supplies and medications, required training and professional licensure, contractual arrangements, aging technology, use of technology, changing professional regulations, insurance, and changes to grant funding.

How does the program seek to distinguish itself from similar programs at other institutions?

The Health Service currently maintains a full complement of medical and health education services with fewer out of pocket expenses for students and one of the lowest student health service fees among other Illinois state universities.

The Health Service Health Education and Promotion unit utilizes 6 graduate assistants enrolled in often different masters programs who provide services, programs, and promotions related to a variety of health related topics and assessment activities. These duties are often performed by professional staff members at other institutions.  Since Eastern does not offer a graduate program in health studies or health education, the assistant and associate directors train and provide supervision for the graduate assistants.  It's through their work and the work of our graduate assistants with the help of multiple student interns, practicum students, peer educators, and student volunteers that the Health Service is capable of providing a wide variety of services offered through our Health Education and Promotion unit.    

The Health Service houses the Illinois Higher Education Center for Alcohol, Drugs and Violence Prevention assisting with the implementation of programs and services by offering technical assistance, training programs, and networking opportunities for 2 and 4 year institutions of higher education in Illinois. 

Note any unique and/or essential contributions that the program makes to the university.

The Health Service monitors and maintains the Automated External Defibulators (AED) for the university under the direction of the medical director.

The medical director serves as the chief medical officer for the university and provides guidance and consultation on public health issues affecting the university community.

Dr. Garner, DO, additionally servers as Athletics' team physician.

The director and medical director are members of the universities threat assessment team.  The director is additionally a member of the student support team.

The director facilitates the medical withdrawal process for students and provides recommendations for late retroactive withdrawals for medical reasons. 

The Health Service is responsible for university compliance with the Illinois Immunization Act, 85-1315 requiring students to provide proof of immunity for required immunizations or be blocked from future registration until in compliance.   

Health Service staff compile, monitor, and write the biennial review for the Federal Drug Free Schools and Communities Act. required of all institutions of higher education who receive Federal funding through Financial Aid.

Brian Callaway, NP, servers as the university's HIAA Privacy Officer.

The medical director serves as the medical director for Kinesiology’s Athletic Training Education Program.

Provide any program-specific metrics that help to document program contributions or program quality. Examples of some commonly used program-specific metrics may be found here.

If needed, provide supplemental comments to help the reader understand the program impact on the university mission.

Provide a link to or listing of the program’s goals and/or strategic plan.

FY14 Goals

• Assess student's satisfaction of services and impact of health care utilization on their academic success. 
• Assess learning outcomes associated with health care literacy related to primary care visits.   
• Provide a minimum of 20 undergraduate and graduate internships, practicum, clinical, and observation experiences for students annually.
• Increase leadership and service opportunities for students.
• Implement a laboratory information system (LIS).

What role will the program have in the implementation of the university’s strategic plan (provide link to strategic plan)?

Academic Excellence & Campus and Community Life

Health Service provides medical services and health education programs which enhance the ability of students to participate fully in intellectual and personal growth opportunities afforded by the university. Students who are not experiencing optimal health and wellness are less likely to be fully engaged in academic pursuits, student-faculty scholarship opportunities, applied learning experiences, and co-curricular activities. Our students tell us that stress, cold/flu, and sleep are the three leading health issues impeding their academic success, ie, missing class, performing poorly on an assignment/test, etc.  Students accessing the Health Service clinic are treated with the intention to help them fully re-engage in academic and co-curricular pursuits. Health Service health education and promotional programming are provided with the intention of either preventing or minimizing negative behaviors, or maintaining and enhancing positive behaviors which impact health, academic success, and co-curricular involvement. When healthy, well, and fully engaged in the life of the institution, students are provided with a foundation which enhances their physical, emotional, mental, spiritual, and vocational capacities as citizens, leaders, decision makers, and communicators. Furthermore, the Health Service provides a wide array of engagement activities (e.g., internships, peer education, campus/community coalitions, collaborations with academic programs) which allow students to apply classroom learning experiences to further develop their knowledge and skills in diversity, leadership, reasoning, communication, and citizenship.

Last fiscal year, in an effort to increase student leadership and service opportunities and provide undergraduate/graduate internships, practicum, clinical and observation experiences the Health Service offered; Certified Peer Education training and Peer Education Leader Program, the health fair student planning committee, statistical analysis coaching, masters thesis technical assistance for health related topics and thesis committee participation for the graduate College Student Affairs Program, clinical rotations for the Athletic Training Education Program (ATEP) student trainers, Health Studies student internships, Communications Studies undergraduate and graduate student internships, Family and Consumer Science student internships, English professional writing internships, Charleston High School occupational health program student observations, SIUE nursing program internship project, Lakeland Community College phlebotomy program clinical rotations, student video production projects, Health Service Advisory Board membership, Tobacco Coalition, and Alcohol and Other Drug Coalition student membership.   These and similar opportunities continue to be available each year while we look for new and exciting ways to contribute to and improve the student experience at Eastern.

Marketing and Communication

The availability of health care, responsive to student needs, with a strong focus on minimizing health impediments towards academic success not only helps students succeed in college but is appealing to parents when considering higher education options.  Ongoing high levels of satisfaction, affordable and convenient care add to the benefits of attending Eastern. 

In the next two or three years, what best practices, improvements in operations, or other opportunities to advance the university’s mission are likely to be implemented?

In an effort to continue to address affordable education, health care and access to medical services, the Health Service will continue to review ways to maintain quality medical and health education/promotion services while considering additional cost saving and revenue generating initiatives.  The Patient Protection Affordable Care Act (PPACA) is dramatically increasing the cost of health care insurance for families and independent students.  Some companies are dropping health insurance provisions completely.  High premiums and deductibles are already affecting individual choices to seek timely heath care.  Primary health care and prevention services at Eastern continue to be available, accessible and affordable, lessoning the impact of excessive health care cost while maintaining convenience.  Additionally, our services and numerous collaborative efforts/initiatives continue to aid our students in their academic and personal lives.  In an effort to maintain services for our students, academic and service departments, we have considered opportunities to partner with affordable student insurance, managed through the university, to help control health care costs and maintain affordable and convenient care for students. 

Emerging technologies offer new opportunities for on-line access to health care and health education services.  The health education and promotion field is already leading the way with on-line training and self-assessments which compliment traditional services.  Web based live video clinical visits are beginning to emerge, primarily for follow up care and mental health services, making health care more accessible to a wider patient  population.  As the health care industry continues to balance the regulation implications and legal issues of web based services with the availability and access to care, we are committed to enhancing our technology as we consider new ways to offer and expand our services.   

If needed, provide supplemental comments to help the reader understand future opportunities for the program.