The Science Journal of the American Association for Respiratory Care

2006 OPEN FORUM Abstracts

DEVELOPMENT OF A BALANCED SCORECARD TO ENHANCE GOAL COMMUNICATION AND PERFORMANCE MEASUREMENT OF A RESPIRATORY CARE PROGRAM

Vanessa King, MEd, RRT, James Pringnitz, MBA, RRT, Jeffrey Ward, MEd, RRT, FAARC, Bryan Wattier, BS, RRT, Mayo School of Health Sciences/University of Minnesota Respiratory Care Program, Rochester, MN.

Background: The balanced scorecard (BSC), developed by Robert Kaplan and David Norton, provides a framework for mission identification, goal setting, strategy formation, goal execution and outcome measurement. This system involves identifying key components of operations, setting objective goals for each component, and utilizing existing or developing new tools to measure progress toward achievement of these goals. The focus on translating strategy into an integrated set of measures makes the BSC a tool for internal communication and quality assurance for respiratory schools or departments. In addition, the quality assurance measures obtained also make the BSC a benchmarking tool. The BSC has four perspectives: Financial, Stakeholder, Internal Business, Innovation and Learning. To the best of our knowledge the BSC has not been used specific to Respiratory Care Education.

Methods:
Administration and key faculty members of the Mayo School of Health Science/University of Minnesota Respiratory Care Program met on a monthly basis to develop appropriate goals for the program that support the mission of the program and organization.

Results:
The following scorecard was developed:

Balanced Scorecard for the MSHS/U of M Respiratory Care Program

Financial Perspective Stakeholder Perspective
Achieve mission-advancing financial performance · Monitor budget variances and enrollment goals
·  Increase scholarships/grants
Prepare learners to advance and provide excellent patient care
·Monitor surveys and measures Fulfill Respiratory Care Practitioner needs in health systems
· Monitor surveys and measures
Innovation and Learning Perspective
Teach and demonstrate quality, safety, service and value
·Faculty publications, presentations and performance Incorporate processes and systems to teach patient-centered respiratory care skills
·Modify program as findings from surveys and measures indicate
Internal Business Perspective
Attract, develop and retain the best teachers and learners
·Program outcome measures
·Student and faculty publication, presentations, and performance
·Monitor surveys and measures
Enhance program communication and effectiveness
·Survey stakeholders and faculty
·Evaluate evidence based medicine and best education practices in curriculum

Conclusion: The preliminary outcomes from the BSC were development of communication tools, expansion of the curriculum by the addition of a subspecialty component, development of professional journalism skills resulting in an abstract submission by the students, and a structured mentorship program. The authors feel that the BSC might be considered by other Respiratory Care Programs as a valuable approach in formalizing goals, developing their program and benchmarking performance.

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