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.